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E-Learning: Implementing Moodle

发布时间:2018-06-08
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Chapter I

Introduction and Statement of the Problem

This year I am going to implement Moodle in my classroom for my English 12 College Prep course. The Moodle site will be used to provide classroom materials, supplements, and homework assignments. The research would involve surveying students as to their use of Moodle prior to the class and throughout the class as well as how Moodle affected their study habits and engagement with the class. Tests and quizzes with Moodle supplements to aid studying will also be considered for data. The results will determine if Moodle is a worthy tool for next year’s class. The benefits of this study will be for the teaching community. If it is proven that Moodle improves study habits and knowledge retention, then more teachers at my school or schools in general may use Moodle as a tool in their classrooms.

Statement of the problem

As a teacher, I have recognized that student’s study habits, and in concurrence their test grades, seem to be slipping. However, I have noticed the inclination of technology in the classroom. It is with this technology that students become more enthralled with the materials at hand. I also have read articles (mentioned in chapter II) as well as attended the Ohio Etech Conference that state that technology when combined with quality teaching can engage students in the classroom and improve their retention, thus, began to wonder if technology outside of the classroom, for supplemental and homework support would also encourage students to engage more with the material, which would then improve their studies and in conjunction their quiz or test scores. I decided to use Moodle for supplements and some homework. This study is important because with a revolving world of test score importance and technology interfacing 24/7, perhaps these ideas can be merged to build off of one another; with only a few extra hours of planning, our test scores can possibly be increased though the use of technology and the classroom tools it has made available.

Research questions

  1. Will Moodle use in and outside of my classroom improve student study habits?
  2. Will Moodle use in and outside of my classroom improve test scores?
  3. Will Moodle use in and outside of my classroom increase assignment completion?

Definition of terms

Moodle—website where materials maybe placed for the classroom so students can access them anywhere, including assessments

Chapter II

Review of Literature

I first became interested in my proposed project through attending the Etech Ohio conference for teachers. During this conference I discovered that technology has become an invaluable tool in the classroom. This realization further solidified through my studies in the EDCT5011 Technology Apps in Education course. I began to research technology use in the classroom through articles in the EDRE 5010 Intro to Research Methods course. Through the articles listed in the reference section, found through the Alice program of the Ohio University Library website, I discovered that through technology teachers are improving student engagement. Thus, I began to wonder about Moodle, as a supplemental resource to my classroom to improve study habits through engagement.

Technology for differentiation of lessons

In Rish’s (2007) article, “Podcasts in the English Language Arts Classroom: Three Multimodal Technology Integration Models,” the idea of using podcasts in the classroom to allow students to complete their assignments in a new and creative way is just one way of altering lessons for students with different needs. This idea would go hand in hand with the study completed by Dieker and O’Brien, C (2008), “Effects of Video Modeling on Implementation of Literature Circles in Inclusive Content Area Classrooms.” In this article, students were using videos to model literature circles. Technology here gave a differentiated set of directions to students which allowed them to better understand teacher expectations and format for literature circles. To further the idea of differentiation, and creating lessons for all students instead of just the majority, more ideas can be found in works by Rose and Meyer (2002), “Teaching Every Student in the Digital Age: Universal Design for Learning,” as well as by Hall, Meyer, Anne and Rose (2012), “Universal design for learning in the classroom.” These resources evolve the idea that for differentiation or universal design of lesson plans and even assessments, teachers need to open their classrooms in new way, many of which embrace technology as a resource to meet the needs of many different students and learning styles.

Technology to Engage

Using technology to engage students is not a new idea; when I was in high school teachers used clips from a movie to keep students involved in the Shakespeare reading; however, this idea is becoming more documented through studies and therefore embraced with emerging technologies. Beckert, Fauth, Teemant, and Vaterlaus,’s article (2012), “An Examination of the Influence of Clicker Technology on College Student Involvement and Recall,” students were given clickers in the classroom to create immediate feedback and engagement. Students were able to provide their input and intern remains attentive during a professor’s lecture. These ideas are further supported by authors the following authors: Coulter, Dikkers, Martin, Hargittati, and Jenkins. In Carr and Kefalas (2009), in their book Hollowing out the middle, further explain that if a student, especially one from a rural area, is not engaged or find relevance to what they are learning, more likely than not, they are not learning—which leads to a higher drop out rate.

Technology for assessment

Not only is technology great for lessons but it can also provide teachers with quality assessments. They may provide online tests or even exit slips to check for everything from formative assessments to summative assessments and because they are integrated into computer systems they provide immediate feedback for teachers allowing instantaneous results and the ability to alter lesson plans accordingly as pointed out by the following authors: Fisher, Douglas. Frey, Nancy (2007) in Checking For Understanding—Formative Assessment Techniques For Your Classroom, and by Moss and M. Brookhart (2009) in, Advancing Formative Assessment in Every Classroom: A guide for Instructional Leader.

Chapter III

Methodology

Context and Setting

Participants

This study will take place at Bloom Carroll High School in the English Language Arts Senior College Preparatory class. The participants are my students and I am their teacher, as approved by the Institutional Review Board (see Appendix D).

Research Design

The research design of this project is one of both quantitative and qualitative research. I will be observing student’s comments and study habits in the classroom and keeping an observation journal. I also will have students participating in a survey and selective students participating in an interview, in which they will discuss their use of Moodle and the effects they think it has had on their study habits, their test scores, and the class in general. There will be a comparison of test prior to Moodle use and once Moodle has been implemented.

Statement about Personal Bias

I am including student survey and student interviews to attempt and combat negative correlations between test results and Moodle implementation.

Data Collection Methods

Observation and Observation Journal

—Students will be observed weekly and their statements from the ELA classroom will be noted by teacher in the journal. These notations will allow teacher reflection based on student comments and behavior.

Survey (Appendix A)

—Students will be surveyed upon the completion of the study in the ELA classroom in small groups. The teacher will note their responses as supportive data for the research.

Interview (Appendix B)

—Students will be surveyed upon the completion of the study in the ELA classroom in small groups. The teacher will note their responses as supportive data for the research.

Pre and Posttest (Appendix C)

—Students will complete a pre-test and posttest for the study. The results will be compared for research data.

Data Analysis

I will compare student’s statements in their surveys, interviews, and through my observation to their pre- and posttest scores to determine Moodle influences.

Pilot study

Brief Overview

The purpose of my pilot study is to complete a test run of the instruments I will be using with my final study and to determine pre-study if any alterations need to be made for these instruments. The instruments that will be implemented are: teacher reflection and observation, small group student interviews, and student survey. The pilot studies lead me to realize that I also need to create a running record of student login to the Moodle site. This will allow me to cross reference student’s surveys and interviews with quantitative data for frequency of use of the website. It will also allow for a more solid correlation of student scores and access to the Moodle site and tools.

Initial Research Methods

Teacher reflection/observation journal

In this section I created a reflective journal, where I would note any of the student’s in class comments about Moodle, and its use in the ELA classroom. Students were observed throughout the day in all ELA classrooms, and their comments were posted to my reflection journal anonymously at the end of the day. Students are unaware that I am keeping a record of their comments about Moodle in the classroom. This section of the pilot went very well, since I tend to keep a reflection journal of my classes anyway, I just altered the method to focus on Moodle and student comments.

Student survey

I chose five students from varying ELA courses I taught, but not from the class (periods) where the actual study will take place. Students were selected by current scores in the course. A varying spectrum was chosen so that it would be fewer biases: there were students who scored well and students who struggled. They were asked to complete the survey and participate in an interview on Moodle. They were more than happy to participate when I told them it would help me decided if I wanted to use the site for next year’s class or if I should even continue it for this term. A list of survey and interview questions can be found in Appendix A. Students silently completed the survey (paper and pencil) individually. Their answers revealed that they were being honest, because they ranged from what I expected to find to the extreme opposite. I thought all students would be using the tools on Moodle, but they were not. I think it helped that I told them it was anonymous, so that they could then be honest and because it was multiple choice I would not be able to identify them by their hand writing. When they finished, I asked them as a group if there were any alterations they would make to the survey, anything thing they would eliminate or add. The group concurred that the survey was “fine”.

Small group interview

The same students were chosen for this instrument test as were for the student survey and for the same reasons. The interview questions can be found in Appendix B. I found that when interviewed in a group setting, they were more open to answering the questions with more than one word answers. The students seemed to build off of one another when answering. Students mostly said that they used Moodle for studying vocabulary and root words for tests. They also noted that Moodle did not guarantee that they would study or complete the assignments but only made it easier for them to if they choose to. I found that it was a great idea to complete small group interviews rather than individual ones because students were more open to discussing the questions and their answers than if they were alone. There will be no revisions to the interview process.

Summary of Modifications and a Plan of Action

The instruments tested actually worked out very well. Students did not have any suggestions as to how to improve the questions. They very much enjoyed the different styles, anonymous multiple choice surveys and the small group interview because it allowed them to reflect and also the ability to be honest without judgment. However, based off of the reflection journal I am keeping, I did decide that I need to include quantitative data to support the student’s comments, to further insure that they are not skewing the results of the study by telling me what they think I want to hear. By including a running record of student’s logins to the site, it will better solidify a correlation between study habits with Moodle and test scores. I will begin the project once we return to school, January 3, with my intended class period, compare their test scores (Test can be found in Appendix C) pre-Moodle and post-Moodle implementation, and complete the surveys and interviews around March 2013, so that I may have adequate time to implement and evaluate the instruments.

Appendix A

Survey questions for Integrating Moodle in an ELA classroom:

  1. I use Moodle for this class
    1. Once a week
    2. Two to three times a week
    3. More than three times a week
    4. I do not use Moodle for this class
    5. ____________________ (enter own answer)
  2. I use Moodle in _______ of my other classes
    1. None
    2. One
    3. Two
    4. Three or more
  3. I have used the following on Moodle (select all that apply)
    1. Vocabulary study cards/ list
    2. Root study cards/list
    3. Literature resources/ supplements/Videos
    4. Submitting homework
    5. _______________________ (enter own answer)
  1. I get on Moodle for help even if it is not assigned homework for the night
    1. Never
    2. Once a week
    3. Twice a week
    4. More than three times a week
  1. I find Moodle in this class to be
    1. Extremely helpful
    2. Somewhat helpful
    3. A waste of time
  2. Moodle has affected my study habits/study time for this class
    1. Not at all
    2. Somewhat improved
    3. Greatly improved
    4. Unsure
  3. Moodle affected my test grades in this class
    1. Not at all
    2. Somewhat improved
    3. Greatly improved
    4. Unsure
  4. I think Moodle ________
    1. Should be used for class next year
    2. Should not be used for class next year
    3. Should be used but not have required assignments for next year
  5. I was _________________ to do homework because it was on Moodle
    1. Less likely
    2. More likely
    3. Moodle did not affect my choice on doing homework

Appendix B

Interview questions for Integrating Moodle in an ELA Classroom:

Describe your use of Moodle in this class.

What was most helpful on Moodle for this class?

Do you feel as if Moodle affected your study habits for this class? How so?

Do you feel as if Moodle affected your test grades for this class? How so?

Were you more or less likely to do homework because it was on Moodle? Why?

What would you add if anything?

What would you remove from Moodle for this class, if anything?

Would you suggest that Moodle be used by students next year for this class? Why?

Appendix C

(sample vocabulary test)

Frankenstein Vocab Test 1Name: _________________________

  1. Many students wish they could _____________ the class reading of Frankenstein.
  1. Ardent
  2. Impede
  3. Abhor
  4. Diffident
  1. Despite my _________ behavior, they just can’t seem to get into it.
  1. Precipice
  2. Perambulating
  3. Ardent
  4. Epoch
  1. In fact, whenever we read they seem to be very __________.
  1. Indelible
  2. Impeded
  3. Omnipotent
  4. Despondent
  1. In the hallways ________ words are being said about the book.
  1. Diffident
  2. Malign
  3. Salubrious
  4. Undulating
  1. It’s like they think that I don’t care that they ________ the novel.
  1. Abhor
  2. Dissipate
  3. Syndic
  4. Avow
  1. The truth is I have nothing but ______________ wishes for them.
  1. Ephemeral
  2. Epoch
  3. Salubriations
  4. Despondence
  1. I think the ___________ that they show is not because they don’t understand the novel.
  1. Diffidence
  2. Indelibration
  3. Recompensation
  4. Undulation
  1. I mean many of them are at the ___________________ of understanding, to speak metaphorically.
  1. Ephemeral
  2. Perambulation
  3. Despondence
  4. Precipice
  1. Truth be told, I think that many of them just hope their reading homework will _____________.
  1. Dissipate
  2. Epoch
  3. Salubrious
  4. Ardent
  1. However, those that do read the novel will be ___________________ for their diligence.
  1. Indelible
  2. Base
  3. Malign
  4. Recompensed
  1. I don’t mean to appear as a _________________ but sometimes students need that extra push.
  1. Antipathy
  2. Syndic
  3. Despondent
  4. Indelible
  1. Frankenstein is such a ___________ novel that only a sprint of studying needs to occur, not necessarily a marathon.
  1. Antipathic
  2. Ephemeral
  1. Malign
  2. Omnipotent
  1. I understand that this is not a __________ novel when it comes to vocabulary.
  1. Despondent
  2. Precipice
  3. Syndic
  4. Base
  1. This book is definitely not one to _______________ through, it does take some thought.
  1. Perambulate
  2. Malign
  3. Syndic
  4. Recompense
  1. However, one does not need to be _________________ to understand the gist of what’s going on.
  1. Precipice
  2. Diffidence
  3. Omnipotent
  4. Salubriations
  1. I also understand that reading Frankenstein, because of all the commas, can create _______________ in the stomach area.
  1. Undulations
  2. Base
  3. Despondence
  4. Impeding
  1. No worries though; these feelings are not ____________________.
  1. Base
  2. Precipice
  3. Antipathy
  4. Indelible
  1. I, in no way, expect Frankenstein to be the ______________ of your senior year.
  1. Antipathy
  2. Epoch
  3. Base
  4. Perambulation
  1. So, put away your ______________ for the novel.
  1. Precipice
  2. Ephemeral
  3. Antipathy
  4. Syndication
  1. With a little bit of studying, you will be able to ____________ your “A” to the masses!
    1. Abhor
    2. Despondence
    3. Malign
    4. Avow

Appendix D

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