This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected using an anonymous, online survey. Open and axial coding was used to identify themes in barriers and benefits in both student and teacher technology use. Even with the emphasis on providing 1:1 technology, availability of technology was most frequently identified barrier, while increased engagement was the most frequently identified benefit. Content instructional issues or teacher knowledge were not as stronger identified barriers or benefits.
The COVID-19 pandemic has had a significant impact on children’s education. Because of school closures, instruction has moved online. This move to digital learning has brought with it significant barriers and challenges as evidenced by news articles and observations from teachers and students. Administrators, teachers, guidance counselors, lunch workers, business partners, and volunteers are banding together to meet the needs of students in this time of crisis.
Online instruction is a growing field, but there are concerns about lack of student engagement with mastery of content. Researchers at a small, private, southern university were concerned about increasing student engagement with online course content. A synchronous interactive online tool (SIOT) was added to six sections of online graduate education courses. Data was collected and analyzed from the university administered end of the course survey questions asking students to rate their course learning. Student survey responses were compared from courses without a SIOT, courses where a SIOT was used for office hours, and courses where a SIOT was used for assignments. The differences in the question means from end of the course survey without the SIOT and those where the SIOT was used for office hours were not significant. However, when the SIOT was used to provide instruction related to student assignments, the data from the question responses were significantly more positive. Students 1) became more confident; 2) gained an excellent understanding of the concepts; 3) gained significant knowledge; 4) learned to analyze and critically evaluate; and 5) learned to apply course concepts to solve problems. Consequently it became evident that the implementation of the SIOT did not have a significant effect. The important component that impacted students' perception of their content understanding was the way in which the SIOT was used within the online course.
Online education is rapidly becoming a significant method of course delivery in higher education. Consequently, instructors analyze student performance in an attempt to better scaffold student learning. Learning analytics can provide insight into online students' course behaviors. Archival data from 167 graduate level education students enrolled in 4 different programs and 9 different online courses were analyzed to determine whether a relationship existed between grades earned and time spent in specific areas within the course: total course time, course modules, document repository, and synchronous online sessions. Time spent in each component did not predict a specific letter grade, but did predict whether or not an A would be achieved. The sample was composed of students from four different graduate education programs: Educational Leadership, Reading, Instructional Design, and Special Education. Variations found among programs did not significantly predict the grade earned in the course. A logistic regression revealed that of all the predictor variables, time spent in synchronous online sessions alone showed as a significant predictor of receiving an A in the course. This is important information for instructors when providing scaffolding for students.
<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0in 0in 0pt; line-height: 200%;" class="MsoNormal"><span style="line-height: 200%; font-family: "Times New Roman","serif"; font-size: 12pt;">Based upon student feedback, content area experts at a small, private university decided to redesign their online courses through the addition of an e-authoring tool that allowed for easier course navigation, expanded content, interactives/quizzes with immediate feedback, and purposeful use of graphics, videos, and audio components. Student perception of impact of the e-authoring tool and its components were analyzed through the use of a mixed method approach using a Likert survey and qualitative comments. Student and instructor qualitative comments were also analyzed and coded to determine themes. Students reported a perceived positive impact of the e-authoring tool on content mastery and engagement. Students also reported that all five components of the e-authoring tool (web-based visual appearance, pictures and graphics, interactive practices, table of contents, and additional navigational links) were important components and should be included in online the module. </span></p><span style="font-family: Times New Roman; font-size: small;"> </span>
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