Literature Review

Research Abstract for Effective Pedagogy for Online Learning Environments – Action Research

Kimberly A. Staples, Dennis W. Sunal, Craig S. Shwery, Cynthia S. Sunal, Timothy S. Cook, The University of Alabama, Tuscaloosa, Alabama

Development began in the summer of 2000. This research study identifies best practices for using web-enhanced modules to improve action research skills for classroom teachers. The participants totaled 291 teacher candidates and classroom teachers in research completed during the fall 2000, spring 2001, fall 2001, and spring 2002. The full study includes seven education courses from undergraduate and graduate levels. Each course included web-enhanced action research modules. At the beginning of the course background information and Internet self-efficacy surveys were administered. Pre and posttest data were collected in the form of questionnaires, concept maps, and narratives. The areas for analysis included concept map of the action research process, change in school classrooms, metaphor development, and level of reflectivity. Data analysis included quantitative methods and qualitative methods based on grounded theory procedures and techniques. The findings of the study indicate that: 1) the instructors’ role effects student engagement with action research online learning and action research skills development; 2) pre-orientation sessions on using online modules and action research are required for novice users of web-based activities; 3) web-enhanced modules designed with appropriate time and space for reflective practice increase student level of reflectivity; and 4) continual facilitation, support, and interactivity by the instructor of action research online activities through online discussion forums, journal reflections, and research are required to connect theory to practice. Papers for conference presentations have been written and given and manuscripts for publication have been submitted.