Matching Items (3)
Filtering by
- All Subjects: Design-based Research
- All Subjects: Goal-setting
- Creators: Zuiker, Steven
Description
This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students’ language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use of language in their own context. Based in the ecological perspective and socio- cultural theory, activities reinforced social bonds, scaffolded the learning objectives in a communicative way, modeled the transfer of knowledge to the world outside the classroom, and allowed students to create new affordances in which to practice and use the language. Analysis of qualitative data from interviews, text messages, exit slips, and field notes, as well as quantitative data from student academic records, pre and post tests of curricular objectives, and pre and post attitudinal surveys, showed that students were developing a stronger sense of autonomy in their language learning. They viewed their peers and themselves as knowledgeable others, helping one another to learn vocabulary and structures in each student’s zone of proximal development. Learner engagement in the treatment groups, as measured by classroom attendance, increased over a control group, as did overall grade averages in all courses. Students with no previous time in the program showed more improvement than those who had been in the program for at least one session prior. Students also showed increased fluency, as measured by the word count on a constructive task in the pre- and post-test of curricular objectives.
ContributorsLippincott, Dianna (Author) / Puckett, Kathleen (Thesis advisor) / Kleinsasser, Robert (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2017
Description
Learning analytics application is evolving into a student-facing solution. Student-facing learning analytics dashboards (SFLADs), as one popular application, occupies a pivotal position in online learning. However, the application of SFLADs faces challenges due to teacher-centered and researcher-centered approaches. The majority of SFLADs report student learning data to teachers, administrators, and researchers without direct student involvement in the design of SFLADs. The primary design criteria of SFLADs is developing interactive and user-friendly interfaces or sophisticated algorithms that analyze the collected data about students’ learning activities in various online environments. However, if students are not using these tools, then analytics about students are not useful. In response to this challenge, this study focuses on investigating student perceptions regarding the design of SFLADs aimed at providing ownership over learning. The study adopts an approach to design-based research (DBR; Barab, 2014) called the Integrative Learning Design Framework (ILDF; Bannan-Ritland, 2003). The theoretical conjectures and the definition of student ownership are both framed by Self-determination theory (SDT), including four concepts of academic motivation. There are two parts of the design in this study, including prototypes design and intervention design. They are guided by a general theory-based inference which is student ownership will improve student perceptions of learning in an autonomy-supportive SFLAD context. A semi-structured interview is used to gather student perceptions regarding the design of SFLADs aimed at providing ownership over learning.
ContributorsLi, Siyuan (Author) / Zuiker, Steven (Thesis advisor) / Cunningham, James (Committee member) / Lande, Micah (Committee member) / Arizona State University (Publisher)
Created2019
Description
In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s (1989) participation-identification theory, this study set out to implement a practical design intervention in an elementary classroom to increase student engagement through the incorporation of student voice. Using Design-Based Research, I implemented a collaborative reflection process which allowed students, teacher/researcher, and co-educators to provide feedback on classroom task and participant structures. The feedback was then considered for further iterations of the task and participant structures. This was a pilot study of the collaborative reflection process and was implemented in a fourth-grade math classroom with 26 participants. Along with participating in the collaborative reflection process, the student participants also took a 26 question Learner Empowerment Measure to survey their feelings of identity with the classroom before and after the design intervention. After analyzing audio data gathered during the classroom tasks, as well as student feedback, it was found that student participation did increase due to the design intervention. However, there was no measurable difference in students’ feelings of identity with the classroom due to the collaborative reflection process. Future studies should consider implementing the collaborative reflection process in multiple classrooms across diverse activities during the school year.
ContributorsSanders, Elizabeth (Author) / Zuiker, Steven (Thesis advisor) / Jordan, Michelle (Committee member) / Henderson, J. Bryan (Committee member) / Arizona State University (Publisher)
Created2019