Theses and Dissertations at Montana State University (MSU)
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Item Using asynchronous discussions to facilitate collaborative problem solving in college algebra(Montana State University - Bozeman, College of Letters & Science, 2004) Kosiak, Jennifer Jean; Chairperson, Graduate Committee: Linda M. SimonsenThis research study was conducted to investigate the nature and quality of online mathematical communication that occurred during collaborative problem solving and its effect on mathematical achievement in college algebra. Two intact sections of college algebra were randomly assigned to either a treatment group (online group work) or control group (individual seatwork). Both sections of college algebra met face-to-face and were taught by the same instructor. Students in the treatment group (n = 26) were placed into six collaborative groups. Four week-long online tasks designed according to the Treisman Workshop Model were assigned throughout the semester. These tasks were to be addressed collaboratively, with each student required to post three messages to their groupαs online folder. Students in the control group (n = 30) were assigned the same four tasks, but were required to work on these tasks individually. Two content analysis techniques were utilized to answer the primary research question. The online transcripts of the treatment group were coded using the framework developed by Stacey and Gooding (1998) which examined the patterns of interactions. Results from this analysis revealed that the majority of the messages sent were coded as thinking aloud followed by responding, explaining with evidence, and questioning. Each message was also ranked according to Gunawardena, Lowe, and Andersonαs (1997) Interaction Analysis Model. One in five messages was ranked as a high level message exhibiting evidence of the co-construction of knowledge. As indicated by the groupαs average high and highest phase level reached, it was found that in 19 of the 24 problem solving episodes (six groups by four tasks) clear evidence of the co-construction of mathematical knowledge was shown. Analysis of covariance (ANCOVA) was used to analyze mathematical achievement differences between the treatment and control groups. ANCOVA was performed on the raw scores of the final examination and researcher-designed problem solving examination using the pretest scores as the covariate. The treatment group performed as well or better on both measures of achievement. After controlling for initial differences in mathematical ability, the treatment group performed significantly better than the control group on the final examination.Item Cognitive presence among mathematics teachers : an analysis of tasks and discussions in an asynchronous online graduate course(Montana State University - Bozeman, College of Letters & Science, 2008) Colt, Diana Lynn; Chairperson, Graduate Committee: Jennifer LuebeckHigher order learning, in terms of both process and outcome, is frequently cited as the goal of higher education (Garrison, Anderson, & Archer, 2000). However, the adoption of computer mediated communication in higher education has far outpaced our understanding of how this medium can best be used to promote higher order learning (Garrison, Anderson, & Archer, 2004). Researchers have examined quantitative components of computer mediated communication, but little work has been done to examine the cognitive aspects of online discussion. Those studies that do exist demonstrate inconsistent evidence of higher order learning in online discussions (Kanuka & Anderson, 1998; Littleton & Whitelock, 2005; McLoughlin & Luca, 2000; Meyer, 2003). Researchers conjecture that this could be due to the nature of the tasks that instructors implement for discussion purposes (Arnold & Ducate, 2006; Meyer, 2004; Murphy, 2004; Vonderwell, 2003). This study explored whether one component of instruction, the tasks assigned to students, had an effect on the level of cognitive presence that existed in the mathematical discussions of practicing mathematics teachers enrolled in an online graduate course. Through the method of content analysis, discussion transcripts were analyzed to look for evidence of higher-order learning based on the cognitive presence coding protocol developed by Garrison, Anderson, and Archer (2001). Seventeen students in a History of Mathematics course form the primary sample for this study. The results of the content analysis were triangulated with qualitative data from a questionnaire on student backgrounds and demographics and a post-course survey assessing student perceptions of their learning experiences. The researcher concluded that the MATH 500 course discussions did provide evidence of higher order learning in terms of cognitive presence. Task type, as defined in this study, was not directly related to the levels of cognitive presence achieved in the course. This finding does not negate the possibility of such a relationship, but in this study the effects of task type could not be isolated from other features of the course structure and assignments.