discussions in classrooms
DESCRIPTION
Discussions in Classrooms. Robert Appino @rappin01 April 20, 2012. http://tinyurl.com/discussionsinclassrooms. Student Participation Face-to-Face Whole Class Discussions to Virtual Discussions. Face-to-Face Discussions . Virtual Discussions . - PowerPoint PPT PresentationTRANSCRIPT
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Robert Appino @rappin01April 20, 2012
Discussions in Classrooms
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Student Participation
Face-to-Face Whole Class Discussions
to
Virtual Discussions
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Face-to-Face Discussions
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Virtual Discussions
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What is the effect of virtual discussions on students' participation and sense of belonging?
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LITERATURE
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Jarmon, Lim and Carpenter (2009) "Introduction Pedagogy, Education and Innovation in Virtual Worlds"
says virtual worlds will be used more for teaching and learning in the future.
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Friedman, Karniel and Dinur’s (2009) study “Comparing Group Discussion in Virtual and Physical Environments" found that students had a higher number of on-topic discussions in the physical discussion setting versus the virtual discussion setting (p. 290).
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Friedman et al. (2009) setup the 3D virtual world Second Life for students to be anonymous (p.288).
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Carnegie’s (2003) study, “Teaching a Critical Understanding of Virtual
Environments” says that virtual discussions provided more opportunities for my quieter students.
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Carnegie acknowledges that, “[t]he biggest advantage was for students who were shy, self-conscious, or intimidated in face-to-face group meetings” because they were given a different medium to succeed in, not every student will speak up in whole class discussions (2003, p. 63).
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Susan Cain’s (2012) book “Quiet: The Power of Introverts in a World That Can’t Stop Talking” she confirms this idea by explaining that ‘quiet’ students feel comfortable collaborating in an “online
working group” which is similar to a virtual discussion because “it is a form of solitude” which better meets the needs of more introverted learners (p. 111).
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Wang and Woo’s (2007) study “Comparing Asynchronous Online Discussions and Face-to-Face Discussions in a Classroom Setting” said, “[i]n terms of authenticity, face-to-face discussions were more real and authentic than in-class online discussions because participants could talk to each other in real time, see their facial expressions and clarify matters immediately” (p. 282). In this aspect, face-to-face discussions were regarded as more superior to online discussions.
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Wang and Woo (2007) also said that “online discussions were more comfortable, less aggressive and offered more equal opportunities for group members to voice their opinions” (p. 282).
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METHOD
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independent variable = face-to-face standard whole class discussions and
virtual class discussions
dependent variable = quality and
frequency of student’s participation in discussions.
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INTERVENTION
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Pre Intervention
students were taught using various face-to-face class discussions for 560 minutes over one eight day rotation cycle.
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Post Intervention variety of virtual discussion formats for 560 minutes over another eight day cycle.
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DATA COLLECTION
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Students completed a Discussion Attitudes Survey (Likert Scale) pre virtual discussion and post virtual discussion to determine if student attitudes changed with the intervention
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Discussion Participation was measured pre/post intervention using a tally sheet to measure quality and frequency of participation in class discussion
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THREATS TO VALIDITYSubject characteristics - There are twice as many boys than girls (14 boys and 7 girls)
Testing - Student may get nervous taking the Participation Likert Scale
Environmental - Girls students may get more nervous during standard verbal discussions because there are twice as many boys in class (2:1 guy:girl ratio).
Implementation threat - There was bandwidth issues with the virtual discussion part of the research which prevented us from using a 3D virtual world and restrict us to different virtual learning environment.
Subject characteristics: Students may or may not like interacting in a virtual environment.
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RESULTS: ATTITUDES
Discussion Attitudes Survey a two-tailed t-test showed
that the difference was considered to be not statistically significant
The P value equals 0.3978 (t = 0.8651, df = 19). The mean gain in discussion attitude pre virtual discussions to post virtual discussions (Pre 26.65, Post 27.25).
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RESULTS: DISCUSSION PARTICIPATION FREQUENCY
Discussion Participation Frequency two-tailed t-test
show to be statistically significant with a P value equals 0.0146 (t=2.6748 , df=20). Also the SD value shows less variance during virtual discussion (SD=2.3)
Mean gain of face-to-face standard whole class discussion frequency and virtual class discussion frequency (Standard 7.48, Virtual 10.24).
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RESULTS: QUALITY OF PARTICIPATION
Quality of participation was tallied
Discussion Participation Quality OTI results of the two-
tailed t-test was considered to be statistically significant with a P value equals 0.0214 (t=2.4957, df=20).
The SD value shows less variance during virtual discussion (SD=1.36)
Mean gain in participation quality between face-to-face standard whole class discussions to virtual discussions (Standard 5.95, Virtual 7.81)
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DISCUSSION
Discussion Participation was affected by virtual discussions
Participation increased in virtual discussion
Quality of participation also increased during virtual discussions
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Integrate virtual discussions into other classrooms
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REFERENCES Cain, S. (2012). Quiet: the power of introverts in a world that can't stop talking. New York: Crown Publishers.
Carnegie, T. A. (2003). TeachingaCritical Understandingof Virtual Environments. Business Communication Quarterly, 66(4), 55-64.
Friedman, D., Karniel, Y., & Dinur, A. L. (2009). Comparing Group Discussion in Virtual and Physical Environments. PRESENCE by the Massachusetts Institute of Technology, 18(4), 286-293.
Jarmon, L., Lim, K. Y., & Carpenter, B. S. (2009). Pedagogy, Education and Innovation in 3-D Virtual Worlds. Journal of Virtual Worlds Research, 2(1), 3-4.
Ligorio, M. B., Cesareni, D., & Schwartz, N. (2008). Collaborative Virtual Environments as Means to Increase the Level of Intersubjectivity in a Distributed Cognition System. Journal of Research on Technology in Education, 40(3), 339-357.
Wang, Q., & Woo, H. L. (2007). Comparing asynchronous online discussions and face-to-face discussions in a classroom setting. British Journal of Educational Technology, 38(2), 272-286.
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ATTRIBUTION - VISUALBirds: by Tim Geers http://www.flickr.com/photos/timypenburg/5271241301/sizes/l/in/photostream/Trees by Mark Sebastian http://www.flickr.com/photos/markjsebastian/506960906/sizes/l/in/photostream/Balloons by Tim Geers http://www.flickr.com/photos/timypenburg/5097328888/sizes/l/in/photostream/Important: by Valerie Everett http://www.flickr.com/photos/valeriebb/290711738/sizes/z/in/photostream/Mask by zigazou76 http://www.flickr.com/photos/zigazou76/6824175422/sizes/c/in/photostream/View from the Top by C.M Keiner http://www.flickr.com/photos/cmkeiner/5230441693/sizes/l/in/photostream/Birds: by Tim Geers http://www.flickr.com/photos/timypenburg/5271241301/sizes/l/in/photostream/
RESOURCESDiscussions in Classrooms: Comparing Face-To-Face Class Discussions to Virtual Discussions by Robert Appino
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Robert Appino @rappin01April 20, 2012
Discussions in Classrooms