ERIC Number: ED478484
Record Type: RIE
Publication Date: 2003-Apr
Exploring Electronic Discussions with Middle School Students.
Grisham, Dana L.; Wolsey, T. DeVere
This study explored the relationship between literacy learning and technology. A teacher-researcher and a university researcher collaborated on a yearlong study of three intact eighth-grade classes at a middle school in Southern California. Examined were the effect of electronic discussion groups on students' motivation to read and literacy responses and the effect of the ease of software use (First Class (copyright)) on student responses. Data suggest that students in the sample found responding on the computer motivating initially. As the online discussions began, there were many instances of emoticons and changes in font and color, but as the year went on students became more engaged in the discussions themselves, and novelty elements declines. Some students preferred the more traditional instructional sequences, but overall, it appeared that the asynchronous nature of online discussions prompted students to think more deeply about their responses to the literature and other students. Student responses reflected qualitative differences in favor of electronic writing, but did not demonstrate that electronic writing improved students' overall writing achievement. (Contains 11 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).