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Qualitative Exploration of Designing...

Bong, Ji Yae.

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Qualitative Exploration of Designing Online Reciprocal Teaching for Scaffolding Metacognitive Strategy Use for College Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Qualitative Exploration of Designing Online Reciprocal Teaching for Scaffolding Metacognitive Strategy Use for College Students./
Author:	Bong, Ji Yae.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	164 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27743067
ISBN:	9798662466418

Qualitative Exploration of Designing Online Reciprocal Teaching for Scaffolding Metacognitive Strategy Use for College Students.
Bong, Ji Yae.

Qualitative Exploration of Designing Online Reciprocal Teaching for Scaffolding Metacognitive Strategy Use for College Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 164 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--The Florida State University, 2020.

This item must not be sold to any third party vendors.

Teaching thinking skills, the use of cognitive and metacognitive strategies, to enhance literacy and reading comprehension knowledge and skills has been the subject of ongoing work by researchers and educators. There have been substantial efforts by researchers to design instructional interventions and test their effects on students' literacy and reading comprehension. While these efforts contribute to a growing literature base, there is still a paucity of work connecting research on instructional interventions with practice in educational fields. The purpose of this study was to explore the design process and decisions made by an instructor, teaching assistant, and researcher to create and implement a learning task where college students learn the use of cognitive and metacognitive skills for reading comprehension in an online learning environment. Reciprocal Teaching (RT) (Palincsar & Brown, 1984) is an instructional method for guided practice in applying cognitive strategies to the task of reading comprehension. In this study, the participants designed and refined a total of three versions of the Online Reciprocal Teaching (ORT) task, which was originally adapted from the RT method. This qualitative case study used the design and development research approach (Rickey & Klein, 2007). The data sources from the four iterations of design over three semesters include the researcher's field notes, student surveys, teaching assistant interview, and extant data including students' submitted assignments. Results indicate that situational factors such as time, workload, course context, participants' personal teaching experiences, their perspectives for effective teaching and learning, and design project features (e.g., design and development research approach and researcher-practitioner's partnership) affected the instructional design processes and decisions. The design and development process followed the common phases from diverse Instructional Design theories and models. Through the ongoing design and research process, the participants more frequently made teaching- and learning-supportive design decisions, and smoothly integrated the designed intervention into the existing online course. They also found ways to make some situational factors flexible that were initially considered as fixed and constrained conditions. Thus, situational factors such as the specific course design or context became more teaching- and learning-supportive conditions. Based on the findings, this study suggests that situational factors should be considered as essential variables in developing high quality online learning experiences. This study also confirms that the design and development research approach is useful to integrate newly designed instructional interventions into real classrooms while increasing instructors' motivation and engagement in the design process and facilitating them to make changes in practice.

ISBN: 9798662466418Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Online reciprocal teaching

Qualitative Exploration of Designing Online Reciprocal Teaching for Scaffolding Metacognitive Strategy Use for College Students.
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520 $a Teaching thinking skills, the use of cognitive and metacognitive strategies, to enhance literacy and reading comprehension knowledge and skills has been the subject of ongoing work by researchers and educators. There have been substantial efforts by researchers to design instructional interventions and test their effects on students' literacy and reading comprehension. While these efforts contribute to a growing literature base, there is still a paucity of work connecting research on instructional interventions with practice in educational fields. The purpose of this study was to explore the design process and decisions made by an instructor, teaching assistant, and researcher to create and implement a learning task where college students learn the use of cognitive and metacognitive skills for reading comprehension in an online learning environment. Reciprocal Teaching (RT) (Palincsar & Brown, 1984) is an instructional method for guided practice in applying cognitive strategies to the task of reading comprehension. In this study, the participants designed and refined a total of three versions of the Online Reciprocal Teaching (ORT) task, which was originally adapted from the RT method. This qualitative case study used the design and development research approach (Rickey & Klein, 2007). The data sources from the four iterations of design over three semesters include the researcher's field notes, student surveys, teaching assistant interview, and extant data including students' submitted assignments. Results indicate that situational factors such as time, workload, course context, participants' personal teaching experiences, their perspectives for effective teaching and learning, and design project features (e.g., design and development research approach and researcher-practitioner's partnership) affected the instructional design processes and decisions. The design and development process followed the common phases from diverse Instructional Design theories and models. Through the ongoing design and research process, the participants more frequently made teaching- and learning-supportive design decisions, and smoothly integrated the designed intervention into the existing online course. They also found ways to make some situational factors flexible that were initially considered as fixed and constrained conditions. Thus, situational factors such as the specific course design or context became more teaching- and learning-supportive conditions. Based on the findings, this study suggests that situational factors should be considered as essential variables in developing high quality online learning experiences. This study also confirms that the design and development research approach is useful to integrate newly designed instructional interventions into real classrooms while increasing instructors' motivation and engagement in the design process and facilitating them to make changes in practice.
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