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«The purpose of this qualitative study was to examine how communication preferences, learning preferences, and perceptions about online learning ...»

-- [ Page 21 ] --

Warschauer, M. (2001). Online communication. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 207Cambridge: Cambridge University Press.

Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide.

Cambridge, MA: The MIT Press.

Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds:

Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225.

Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47, 1-64.

Woods, R. H., & Baker, J. D. (2004). Interaction and immediacy in online learning.

International Review of Research in Open and Distance Learning, 5(2). Retrieved December 17, 2005, from http://www.irrodl.org/content/v5.2/woods-baker.html.

White, S. (1992). Factors that contribute to learning differences among African American and Caucasian students. (ERIC Document No. ED374177) Wyss, R. (2002). Field independent/dependent learning styles and L2 acquisition.

Retrieved May 03, 2005, from http://www.eltnewsletter.com/back/June2002/ art1022002.html.

Yang, Y., & Cornelius, L. (2005). Preparing instructors for quality online instruction.

Online Journal of Distance Learning Administration, 3(1). Retrieved February 22, 2008, from http://www.westga.edu/~distance/ojdla/spring81/yang81.htm.

Yin, R. (2003a). Applications of case study research (2nd ed.). Thousand Oaks, CA:

Sage.

Yin, R. (2003b). Case study research (3rd ed.). Beverly Hills, CA: Sage Publishing.

Zhao, L., Lu, Y., Huang, W, & Wang, Q. (2010). Internet inequality: The relationship between high school students’ Internet use in different location and their Internet self-efficacy. Retrieved June 9, 2010, from http://www.sciencedirect.com/ science?_ob=ArticleURL&_udi=B6VCJ-5046M4R-3&_user=10&_coverDate= 12%2F31%2F2010&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort =d&_docanchor=&view=c&_rerunOrigin=scholar.google&_acct=C000050221& _version=1&_urlVersion=0&_userid=10&md5=ce8c875cde88ab95830ee0c1c08c ebea&searchtype=a.

–  –  –

9. How would you describe your ability to navigate around the blackboard platform?

10. How do you describe your abilities to complete quizzes, tests, discussion boards, and assignments online?

–  –  –

OBSERVATIONS IN WORLD LITERATURE ONLINE CLASSES

Date: ________________________

Tape No: __________________________

Student: ________________________________________________

Teacher: _________________________________________________

Online Course/Section: _________________________________________

1. What kind of participant is the student?

a. How many posts to the discussion thread does the student make?

b. How often does the student log into the course shell?

c. Does the student attend chats if available (live or archived)?

d. Does the student complete all of her assignments?

e. Does the student ask the teacher questions?

f. Does the student ask other student questions via e-mail or through the

–  –  –

2. How does the student meet the teacher’s requirements, as listed on the syllabus, for posts to discussion threads, assessments, and other online

–  –  –

b. Does the student meet teacher’s requirement for completing assessments always, sometimes, or never.

c. Does the student meet the teacher’s requirements for other online activities always, sometimes, or never.

3. Is the course layout user friendly?

a. How are course information, assignments, announcements, and quizzes made available to students?

b. Where are course information, assignments, announcements, and quizzes

–  –  –

d. Is there a number listed in a central location for technical support?

e. Is there a platform tutorial for students use in the course?

4. Does the course appeal to various learning styles?

a. Are course materials presented in text, audio, and/or visual format?

b. Are students allowed to work in groups on assignments or alone?

c. Do students complete assignments through text, audio, and or visual

–  –  –

d. If chats are available, are they in text, audio, and or visual format?

5. How do students communicate with other students in the course?

a. How often do they post discussion boards?

b. Is there an informal chat platform in the course for student

–  –  –

c. Do they e-mail each other through the course platform?

6. How are students able to communicate with the instructor?

a. Is there a virtual office available in the course platform?

b. Do students respond to instructor interaction in the discussion thread?

c. How long does it take for students to respond to instructor’s prompts or instructor participation?

–  –  –





THIS IS A TEMPLATE FOR THE LONG FORM FOR OBTAINING INFORMED CONSENT

FOR PARTICIPATION IN RESEARCH. IT MUST BE ADAPTED TO INCLUDE ALL OF THE

INFORMATION REQUIRED FOR INFORMED CONSENT. IF AN ITEM IS NOT

APPROPRIATE FOR THE STUDY, PLEASE DELETE IT FROM THE FORM.

–  –  –

Project Title: Nontraditional African American Students’ preferences in Online Learning at a Southeastern Historically Black College and University (HBCU) Project Director: Juanita Merrills

Participant’s Name:

What is the study about?

The purpose of this study is to explain how communication preferences, learning preferences, and perceptions about online learning affect non-traditional African American students of various ages, class, and geographical backgrounds in their participation in online world literature courses at an Historically Black College and University in the southeastern United States.

.

Why are you asking me?

The participants for this study will include 10 nontraditional African American students participating in online world literature classes at this southeastern Historically Black College and University.. Nontraditional students are selected for this study because of the growing numbers of adult learners. In addition, at this time nontraditional students are offered more selections of online courses than traditional students at this southeastern Historically Black College and University.

What will you ask me to do if I agree to be in the study?

The data collection for this proposed study will include the following: 1) Individual interviews; 2) Observations of online classes; 3) Observation of online platforms. During this study, I will conduct a one-on-one private interview via email, telephone conversation, or face to face. In the interview, you will answer open-ended questions. I will also view your activity in the course. This may occur after the course is completed and will have no bearing on your grade. The interview will take only one hour to one hour and a half of your time.

Is there any audio/video recording?

Yes, your interview will be recorded and later transcribed. Because your voice will be potentially identifiable by anyone who hears the tape, your confidentiality for things you say on the tape cannot be guaranteed although the researcher will try to limit access to the tape.

What are the dangers to me?

Because a pseudonym will be used in lieu of your name, interviews will be one-on-one and private, and participation will not influence your grade in the studied course, there is no risk to you.

If you have any concerns about your rights, how you are being treated or if you have questions, want more information or have suggestions, please contact Eric Allen in the Office of Research Compliance at UNCG at (336) 256-1482. Questions, concerns or complaints about this project or benefits or risks associated with being in this study can be answered by Jewell Cooper who may be contacted at (336) 334-3438 or jecooper@uncg.edu.

Are there any benefits to me for taking part in this research study?

Engaging in this study could potentially assist you in becoming more competitive in a global economy. This study has the capability of identifying key factors needed to encourage enrollment of nontraditional African American students from diverse backgrounds in online courses, thereby allowing you to remain competitive at a time where more emphasis is being placed on technology.

Are there any benefits to society as a result of me taking part in this research?

The finding of the study will inform educational institutions about how to meet the needs of nontraditional African American learners. This will help to ensure that the needs of diverse populations are being met online.

Will I get paid for being in the study? Will it cost me anything?

Students who participate and complete the study will receive a $25.00 gift card. The card will be mailed to you after the study is completed. There will be no cost to you as the participant.

How will you keep my information confidential?

All information obtained in this study is strictly confidential unless disclosure is required by law.

All data will be kept in my home office in a locked file and a security locked computer.

Absolute confidentiality of data provided through the Internet cannot be guaranteed due to the limited protections of Internet access. Please be sure to close your browser when finished so no one will be able to see what you have been doing.

What if I want to leave the study?

You have the right to refuse to participate or to withdraw at any time, without penalty. If you do withdraw, it will not affect you in any way. If you choose to withdraw, you may request that any of your data which has been collected be destroyed unless it is in a de-identifiable state.

What about new information/changes in the study?

If significant new information relating to the study becomes available which may relate to your willingness to continue to participate, this information will be provided to you.

Voluntary Consent by Participant:

By signing this consent form you are agreeing that you read, or it has been read to you, and you fully understand the contents of this document and are openly willing consent to take part in this study. All of your questions concerning this study have been answered. By signing this form, you are agreeing that you are 18 years of age or older and are agreeing to participate, or have the individual specified above as a participant participate, in this study described to you by Juanita Merrills.

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