It isn't exactly a research article but it was about a classroom survey about what makes a classroom great. So I thought it sort of counted. It was from Remote access and the link is http://remoteaccess.typepad.com/remote_access/2008/11/great-classroom.html
The article started out by asking the students "What things would make a classroom a great place to be and learn?" What would the teacher be like? What kinds of things would the students be doing and be involved in? How would the day be spent?
The results of the research/survey found several trends from students. They thought that a great class is fun, but their explanation shows they meant that the learning was engaging. They also wanted more time outside of the school. Not to avoid work or learning, but to see what jobs are like and to take field trips. Finally they expressed that classrooms should bring more reality in instead of just always preparing for real life.
I think kids are right. They need to be engaged. They need more exposure to the real world. But we are constantly worried about portfolios, tests, IEPs, and following laws about what good education is we miss it. We find ourselves bogged down in lesson plans, paperwork, teacher meetings, parent conferences, required content, and anything that keeps us from really teaching the kids anything.
There may be a few unstated assumptions. First, it is that kids would actually have any idea what a good classroom is. Second is that they would tell you what a good classroom is without being selfish and just thinking of what would make it better for them as opposed to what is best for them. Another major assumption would be that this is a representative sample set of students. Perhaps they represent the world or USA as a whole or perhaps they are an outlier in the land of representation and don't even adequately represent their county as a whole. It would be better if the survey was across classes and schools. Perhaps it could cover a district. The bigger the sample size the better. I realize that if you are focusing on your school you may be tempted to only go as far as your school, but is it possible that anyone outside your school would have a good idea? Maybe.
Friday, November 7, 2008
Wednesday, November 5, 2008
Possible research topic
In Distance Education the topic I would like to research would be 'How much a students past experience with computers limit/enhance their ability to perform in Distance Ed courses'. Several steps would be needed to study it, but it would definitely involve a survey. That would be the best way to know their exposure to computers.
Questions would include things like: is there a computer in your home? How often do you use a computer at school/work? How often do you use email? chat rooms? Instant messaging?
Beyond this the survey would have to include demographic information about socio-economic level, urban/rural lifestyle and the like. Another useful set of questions might include how much they use a cell phone, text message, play video games, are involved in sports/groups, and how well they do in classes now. Success may be linked also to the use of technology in general.
After the survey, which would be of students preparing for an online class, the students would actually go through a Distance Ed course. At the end the teacher and student would both fill out an exit survey and the grade would also be used in the study.
The question is a simple one, but there are many possible things that could drive high performance in distance ed classes. That is why the post and exit surveys are important. Also this would have to be a sample set across demographics and geographic area. In the end the correlations of different answers and performance would be calculated. Hopefully some trends would emerge.
Questions would include things like: is there a computer in your home? How often do you use a computer at school/work? How often do you use email? chat rooms? Instant messaging?
Beyond this the survey would have to include demographic information about socio-economic level, urban/rural lifestyle and the like. Another useful set of questions might include how much they use a cell phone, text message, play video games, are involved in sports/groups, and how well they do in classes now. Success may be linked also to the use of technology in general.
After the survey, which would be of students preparing for an online class, the students would actually go through a Distance Ed course. At the end the teacher and student would both fill out an exit survey and the grade would also be used in the study.
The question is a simple one, but there are many possible things that could drive high performance in distance ed classes. That is why the post and exit surveys are important. Also this would have to be a sample set across demographics and geographic area. In the end the correlations of different answers and performance would be calculated. Hopefully some trends would emerge.
Chatroom value
Well, since we are not having a chat this week we need to post about the value of the chat. I think chat rooms as a tool for the class can be invaluable in distance learning. Yes email and instant messaging can accomplish most of the same thing, but not all. Chat rooms give that feel that we are actually in a classroom. There are awkward pauses/silences of contemplation. There are also times when everyone is talking at once. I really enjoy those moments. Chat allows for everyone to accomplish in a few minutes what might take a day of emailing and instant messaging. It becomes so more efficient for some interactions. I personally never use chat rooms outside of my classes. But that is only because my family needs me and I don't have time. I can see great value in going to chat rooms focused on certain issues in politics, recreation, relationships, education, and so on.