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Interactive Learning in Technology-M...

Stewart, Mary Kathryn Woodward.

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Interactive Learning in Technology-Mediated First-Year Composition Courses: A Grounded Theory Study of Small Group Discussion and Peer Review.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interactive Learning in Technology-Mediated First-Year Composition Courses: A Grounded Theory Study of Small Group Discussion and Peer Review./
Author:	Stewart, Mary Kathryn Woodward.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	218 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10165899
ISBN:	9781369202755

Interactive Learning in Technology-Mediated First-Year Composition Courses: A Grounded Theory Study of Small Group Discussion and Peer Review.
Stewart, Mary Kathryn Woodward.

Interactive Learning in Technology-Mediated First-Year Composition Courses: A Grounded Theory Study of Small Group Discussion and Peer Review. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 218 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ph.D.)--University of California, Davis, 2016.

This grounded theory study investigates how digital technologies in first-year composition influence the potential for interactive learning. I observed small group discussion and peer review activities in four first-year composition courses: one face-to-face in a classroom with a chalkboard, one face-to-face in a computer classroom, one hybrid, and one online. I also conducted three 60-90 minute interviews with each of the four instructors, conducted one 60-minute interview with each of the 18 student participants, and collected student and instructional artifacts associated with the small group discussion and peer review activities. To analyze this data, I employed the constant comparative method. The findings indicate that the success of the interactive activities was not dependent on course delivery format---I observed both productive and unproductive student interaction in all four learning environments. Consequently, this research supports the no significant difference phenomenon (Russell, 1999; Means et al., 2010) to the extent that interactive learning is possible in multiple environments. However, this research also exposed important differences in how students experienced interactive activities based on activity design, which suggests that there are potentially significant differences in instructional design that impact student learning.

ISBN: 9781369202755Subjects--Topical Terms:

2122828
Pedagogy.

Interactive Learning in Technology-Mediated First-Year Composition Courses: A Grounded Theory Study of Small Group Discussion and Peer Review.
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245 1 0 $a Interactive Learning in Technology-Mediated First-Year Composition Courses: A Grounded Theory Study of Small Group Discussion and Peer Review.
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300 $a 218 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
500 $a Adviser: Carl Whithaus.
502 $a Thesis (Ph.D.)--University of California, Davis, 2016.
520 $a This grounded theory study investigates how digital technologies in first-year composition influence the potential for interactive learning. I observed small group discussion and peer review activities in four first-year composition courses: one face-to-face in a classroom with a chalkboard, one face-to-face in a computer classroom, one hybrid, and one online. I also conducted three 60-90 minute interviews with each of the four instructors, conducted one 60-minute interview with each of the 18 student participants, and collected student and instructional artifacts associated with the small group discussion and peer review activities. To analyze this data, I employed the constant comparative method. The findings indicate that the success of the interactive activities was not dependent on course delivery format---I observed both productive and unproductive student interaction in all four learning environments. Consequently, this research supports the no significant difference phenomenon (Russell, 1999; Means et al., 2010) to the extent that interactive learning is possible in multiple environments. However, this research also exposed important differences in how students experienced interactive activities based on activity design, which suggests that there are potentially significant differences in instructional design that impact student learning.
520 $a More specifically, the process of data collection and analysis revealed a mismatch between theory and practice around the term "collaboration" in composition studies. "Collaboration," defined as knowledge co-construction, did not occur in the activities I observed. Consequently, this dissertation draws on professional and technical communication scholarship (Mattessich, Murray-Close, and Monsey, 2001) to propose three modes of interaction---cooperation, coordination, and collaboration---in an effort to more accurately describe the ways students interacted. I offer detailed descriptions of the cooperative and coordinative learning the student participants experienced and employ Garrison, Anderson, and Archer's (2000) Community of Inquiry (CoI) framework to measure and describe the effectiveness (or ineffectiveness) of those activities. In my application of the CoI framework, I associate cognitive presence with the three modes of interaction, such that cooperation, coordination, and collaboration are different methods of knowledge construction that can result from student interaction, and analyze the extent to which social and teaching presence support the intended cognitive presence. The data in this study suggest that social and teaching presence must work in tandem to facilitate successful cooperative or coordinative learning, and should guide instructors' tool selection during activity design.
520 $a This dissertation calls for writing instructors to more precisely define what they want their students to achieve as a result of interacting with peers, and recommends the CoI framework as a model of instructional design for interactive learning. The findings have implications for writing instructors, writing program administrators, online learning researchers, and writing studies scholars.
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