Replies to last weeks comments...
Thank you to each person who replied with feedback last week. First, this project will actually be completed in the near future. Second, the quantity of feedback will be measured by categorizing by sentences for each group (face-to-face, and the CMC groups) and possibly overall. For example, zero to one sentence will be a level 1, two to three will be a level 2, and so on. Third, The quantity will be reviewed by categorizing for each groups. At this point descriptive statistics will be used to analyze the this portion of the data unless someone has a better thought. Fourth, the rubrics are self-created because they correlate with the projects within the class and the projects correlate with national standards. Since these rubrics are self-constructed, there should possibly be some tests run to verify reliability and validity.
Thanks again for your feedback.
Marian Maxfield
Sampling and participants
This quasi-experimental study incorporates the use of convenience sampling. Students will be assigned through convenience based on course registration. The sample includes undergraduate educational candidates at Kent State University. There are eighty students (N=80) within the four course sections. (20 students in each class section.) The participants will be randomly assigned into pairs. The number of males and females and the ethnicity of the population are unknown. The age of the students is eighteen years of age or older. All students will perform the feedback process as part of the class. Data will only be collected on students who consent to the study. The target population is the undergraduate candidate who utilizes a form of peer feedback as a means of achievement when creating an electronic portfolio in a web-enhanced course.
Research Questions...
Here are some research questions I am considering:
Is rubric guided evaluative peer feedback more effective on student achievement in face-to-face or computer mediated communication exchanges when creating an online portfolio? Do students provide more quantity of feedback in a CMC or face-to-face setting? Does the quantity of the feedback affect student achievement?
The target population is the undergraduate candidate who utilizes a form of peer feedback as a means of achievement when creating an electronic portfolio in a web-enhanced course.
Thanks for the comments and suggestions from last week.
Marian Maxfield
The research blog is off…
The research blog is off…
(Please remember that these are ideas and this is still very broad until I read chapters 10 and 15 in the next few weeks.) I am currently considering the idea of how cooperative learning communities through the use of peer feedback in combination with direct instruction are used to enhance student achievement when designing and constructing online electronic portfolios.
Marian Maxfield
Greetings!
Greetings! Just thought I would post a picture and a few quotes to add to thought processes of “The intertwining of mind, technology, and teaching…”
”If you study to remember, you will forget, but, If you study to understand, you will remember.”
-- Unknown
“Education makes people easy to lead, but difficult to drive; easy to govern, but impossible to enslave.”
-- Henry Peter Broughan
The best thing for being sad," replied Merlin, beginning to puff and blow, "is to learn something. That's the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then — to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn."
--T.H. White, "The Once and Future King"
”It is possible to store the mind with a million facts and still be entirely uneducated.”
--Alec Bourne
”In the last decade or so, science has discovered a tremendous amount about the role emotions play in our lives. Researchers have found that even more than IQ, your emotional awareness and abilities to handle feelings will determine your success and happiness in all walks of life, including family relationships.”
--John Gottman, Ph.D. Author
"I believe, however, that contemporary technology assessment will become sophisticated and more successful only if those who practice it are made aware of the complexity and ramifications of the effects of technological changes in the past. History can offer no solutions, but it may help to guide an acute mind towards kinds of questions that in the present state of systems analysis tend to be overlooked. Above all it may illuminate the limitations as well as the possibilities of assessing technology."
--Lynn White. Jr., Medieval Religion and Technology
"A life spent making mistakes is . . . more useful than a life spent doing nothing."
--G. B. Shaw
"Happy is the man that findeth wisdom, and the man that getteth understanding."
--Proverbs 3:13a 
Quotes from:
http://www.heartquotes.net/
http://home.att.net/~quotesexchange/teaching.html
