Kerianne Niswonger

Competency 1:

Synthesize Knowledge

 

EDCI/513 Primary Foundations of Learning Design and Technology

Increasing Interaction in K-12 Online Learning

​

Sub-Competency 1 (1SC1): Demonstrates ability to read and understand educational literature related to Educational Technology

With writing the paper Increasing Interaction in K-12 Online Learning, I have demonstrated the ability to read and understand educational literature related to Educational Technology. I researched numerous books, articles, dissertations, and theses, synthesizing the information from my research to present a solid argument. The specific problem my paper focuses on are students who, do not experience real-time interaction online and as a result, are feeling isolated from peers and teachers. The paper addresses several questions and provides a potential solution for increasing interaction in an online learning environment for K-12 students. A lack of interaction has been proven by several studies to have a negative effect on academic achievement. With this information, I learned future research needs to be conducted by utilizing data gathered from multiple courses and instructors for the K-12 online learning environments to be strengthened and more universal.

 

Sub-Competency 2 (1SC2): Demonstrates ability to describe fundamental theories of human learning

I demonstrated my ability to describe fundamental theories of human learning, with my Increasing Interaction in K-12 Online Learning paper. I researched and critically analyzed numerous theories/frameworks that have been developed, as well as numerous studies conducted on the impact of interaction for K-12 online students. Several of the theories and frameworks seemed to overlap information, echoing student-engagement and collaboration for creating meaningful learning experiences. I gravitated toward Borup, Davies, Graham, and West framework. In 2014 they developed the Adolescent Community of Engagement (ACE) Framework. The ACE Framework focuses on the adolescent online learning community, with four elements of engagement: student engagement, teacher engagement, peer engagement, and parent engagement. According to Borup et al. (2014) “Their primary hypothesis is that as parent, teacher, and peer engagement increase, student engagement will likely increase until it fills the area indicated by the dotted line” (p. 111).

 

Sub-Competency 3 (1SC3): Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems

I have applied my knowledge of human learning, diversity, and effective pedagogy to provide possible solutions to problems. With the increasing K-12 online enrollment, engagement is crucial for the K-12 online students to be academically successful. I learned that numerous factors effect student success in the K-12 online learning environment, including the student grade level, available resources, academic culture, social presence, and the amount of active, productive interaction. As one possible solution, it is imperative that teacher education programs offer required courses for teaching in online synchronous classes.

 

References

    Borup, J., West, R.E., Graham, C.R. & Davies, R.S. (2014). The Adolescent Community of

           Engagement Framework: A Lens for Research on K-12 Online Learning. Journal of   

           Technology and Teacher Education, 22(1), 107-129. Chesapeake, VA: Society for        

           Information Technology & Teacher Education.