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ERIC Number: ED553321
Record Type: Non-Journal
Publication Date: 2013
Pages: 175
Abstractor: As Provided
ISBN: 978-1-3030-5425-9
Student Feedback in Elementary Online Learning: A Phenomenological Study Using Person-Centered Instruction
Smistad, Kirsten E.
ProQuest LLC, Ph.D. Dissertation, Capella University
Online learning is becoming increasingly attractive as an option for learning at the K-12 level. However, most research in online learning is done with adults or university participants-a population with a different developmental level and different reasons for learning than those still in compulsory schooling. This study examined the phenomenon of peer feedback among elementary school participants learning online using the Person-Centered Instruction (PCI) instructional design model created by Miller and Mazur (2001). Ten-year-old participants participated in a four-week online course in the subject of health utilizing the PCI instructional design model. Using the model, students in groups collaborated with the instructor to design a student-centered learning experience taking into consideration interest, ability, prior knowledge and need while adhering to state learning standards. The project plans were then carried out in collaboration with group members. Data collected included online participant discussion, reflective journals, and interviews. Participant interviews and reflective journals were analyzed using a phenomenological methodology. Online participant discussion was analyzed using the qualitative content analysis instrument: Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing authored by Gunawardena, Lowe, and Anderson (1997). It was found that feedback was perceived as either good or bad according to the emotions engendered by the receiver, the nature of student feedback within the course was isolating for the participants, and feedback was mediated by student relationships. Recommendations for practice resulting from the study include providing developmentally appropriate scaffolding for the implementation of effective student feedback, implementing voice or video recording capabilities within the design of the courseroom, increased instructor presence, and the implementation of student facilitators within courseroom groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A