Using Structural Equations to Validate a New, Integrated Model of Web-Based Learning

This chapter introduces a descriptive model of Web-based learning called The Integrated Learning Model (ILM). The ILM is a data-driven idea, conceptualized from three principle components “knowledge acquisition,” “practice effects,” and “assessment,” and refined with exploratory factor analysis. The Integrated Learning Model (ILM) has at its heart three powerful theoretical concepts that currently enjoy widespread recognition in the educational literature. Structural Equation Modeling was then applied to determine the model fit, and parameter loadings to explain the learning construct.

Virtual Ethnography and Discourse Analysis

This chapter will discuss “virtual ethnography” and how it is supported and shaped by Internet technology.

Knowledge Construction Online

This chapter uses a contestatory style of research to challenge a number of our dearly held beliefs about constructivism, drawing on data from a discussion board which was an assessable component of a master’s course, EME501: Redefining the Urban-Rural Divide. After reviewing the minimalist and constructivist approaches employed, it looks closely at the kinds of knowledge constructed and the challenges this poses for social constructivism. In particular it looks at the ways existing beliefs and attitudes are reinforced, the maintenance of conservative views, the persistence of gendered knowledge, and the emergence of irreconcilable differences with regard to ICT and the virtual classroom. While not invalidating constructivism as an overall approach to Web-mediated learning, the way in which it is implemented can give cause for concern.

Can Seventh Graders Learn Fractions from a Web-Based Pedagogical Agent? Using Comparison Groups Thre Times Over Several Weeks

In this study, a Web-based pedagogical agent presented 7th grade students (n = 91) with examples and practice questions involving the multiplication and division of fractions. Pedagogical agents are animated, talking characters that can be made to introduce, guide or otherwise enhance educational Web sites. It was expected that school-age students using moving and talking pedagogical agents would retain more and find more creative solutions to problems than students in the other treatment conditions. A repeated measures-by-occasion research design was used to determine if the movement and or talking by the agent helped them learn to multiply and divide fractions. Results of the analyses showed that students learned from the pre-test to immediate post-test. But there were no effects for either modality (speech vs. text) or agent animation (movement vs. no movement). Consistent with a previous study with 7th grade students using educational multimedia (Mann, Newhouse, Pagram, Campbell, & Schulz, 2002) positive findings from using speech in educational multimedia may only be generalizable to adults and older adolescents. Implications are discussed regarding the instructional design of educational Web sites.

Action Research with Internet Database Tools

This chapter will discuss and present examples of Internet database tools, typical instructional methods used with the tools, and implications for Internet-supported action research as a progressively deeper examination of teaching and learning.

Advanced Broadband Enabled Learning

This chapter describes how action research was used to develop and facilitate a new collaborative distance learning initiative using the Supernet (CA*Net) in Canada. While many high technology-based projects are devised by a few individuals, often implementation of such initiatives is hampered either by a top-down implementation strategy, or because individuals do not appreciate the potential of the initiative. To avoid these obstacles, the Advanced Broadbased Enabled Learning (ABEL) project employed the principles of participatory action research to the design, decisions andimplementation. Starting with a few people, and ending up with many collaborators, ABEL typifies the successful application of action research to develop a viable and sustainable project. Development of ABEL, its relationship to action research, as well as problems and limitations are described. The success of ABEL experience may serve as a model for other initiatives integrating high technology with education.

Qualitative Case Method and Web-Based Learning

This chapter proposes a methodological framework for the use of qualitative research techniques in the evaluation of learning outcomes in Web-based courses. Topics include the use of alternative evaluation measures in Web-based courses and the appropriateness of a qualitative approach using WebCT course tools. The advantages of qualitative inquiry as an evaluative tool are considered and data collection methods are also discussed. The chapter also includes commentary on the unique role of the instructor as a qualitative researcher in Web-based interactions. Suggestions for the analysis , interpretation, and generalization of data are provided along with open, axial, and selective coding options. The chapter also includes consideration of critical limitations of the qualitative approach, including evaluator bias and transferability.

Case Study Research and Online Learning

As a research methodology, case study is very popular among researchers doing investigations of Internet-supported teaching and learning. This chapter will discuss considerations for conducting case study research in online and blended (on-site and online) learning environments.

Research Styles and the Internet

This chapter aims to encourage you to write about your own online research interests. Two types of research are covered here, idea-based research (IBR) which usually takes the form of a proposal, and data-driven research (DDR) which usually takes the form of a report to a committee.

Alternative Approaches to Assessment with Online Technologies

There is now a new wave of pedagogy advocating “alternative assessment” in which forms of student assessment are integrated into learning through engagement in real life contexts facilitated by online technologies. The use of the WWW in tertiary learning environments offers greater adaptability and flexibility than traditional assessment procedures as it enables the planning and design of tasks that monitor both learning processes and learning outcomes. This chapter proposes that the move towards alternative assessment paradigms has been accelerated by technology with its capacity to offer learners a broad array of authentic activities, and tasks and forums for engaging in constructivist learning.