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2014 - Volume 3

Empirical Articles
Use of KWLs in the Online Classroom as it Correlates to Increased Participation DOI 10.9743/JIR.2014.3.10 John Steele, Thomas Dyer	Measuring student success is a top priority to ensure the best possible student outcomes. The objective of this present study was to investigate whether classroom assessment techniques (CATs), specifically KWLs, which is the acronym for "what you know," "what you want to know," and "what you learned," increase student participation in online classrooms. The potential of increased participation may result in higher student outcome levels and retention. The study was conducted by comparing classes that used KWLs with those that did not use KWLs to gauge if participation increased in a classroom with KWLs. The results displayed that there was a significant increase in participation in the online classrooms that used KWLs. Further research would need to be conducted regarding the extent of the increased participation as it relates to student learning, student outcomes, and student retention.
Mode of Delivery: A Classroom Assessment Technique Comparison Between Verbal and Non-Verbal Communication DOI 10.9743/JIR.2014.3.11 Andrea Hogan, Jolene Daw	This study explores how using Classroom Assessment Techniques (CATs) in phone conversations with students may help to clarify learning objectives and encourage active learning in distance education. For this study, research was collected from introductory undergraduate online courses at a university in the Southwest. Data was collected from three classes where the instructor delivered a CAT during a phone conversation and in three classes where the instructor delivered the CAT in the section discussion forums. Both CATs were delivered during the first week of class and used as a formative assessment technique to increase the student's comprehension of the formatting required in the weekly summative assignment. The results of this study showed that the students who received the CAT verbally had a slight increase in demonstrating correct formatting on the assignment; however, both modes of delivery lead to an increase in the student's understanding of this element. Further studies regarding the use of phone conversation to assess student learning is suggested.
Classroom Assessment Techniques: Checking for Student Understanding in an Introductory University Success Course DOI 10.9743/JIR.2014.3.12 Rick Holbeck, Emily Bergquist, Sheila Lees	Classroom Assessment Techniques (CATs) have been used in traditional university classrooms as a strategy to check for student understanding (Angelo & Cross, 1993). With the emergence of online learning and its popularity for non-traditional students, it is equally important that instructors in the online environment check for student understanding before the summative assessment. The Misconception/Preconception Check is one type of CAT that can be used effectively in the online classroom. This CAT can be used to activate background knowledge or beliefs that could potentially delay or block further learning (Angelo & Cross, 1993). In this study, data is examined to see if this particular CAT can make a difference in student learning outcomes in an assignment that has been historically challenging for students in a beginning University Success course. This study's findings suggest that the selected CAT does have a positive influence on student success for this assignment.
Who Am I Here? Disrupted Identities and Gentle Shifts when Teaching in Cyberspace DOI 10.9743/JIR.2014.3.13 Holly Johnson, Suzanne Ehrlich, Susan Watts-Taffe, Cheri Williams	Teacher identity has most often been studied in reference to preschool through grade 12 (P-12) teachers' professional development (Day, Kingston, Stobart, & Sammons, 2006; Trevitt & Perera, 2009; Watson, 2006), pre-service teacher development (Beauchamp & Thomas, 2009; Franzak, 2002; Freese, 2006; Hoban, 2007; Murrell, Diez, Feiman-Nemser, & Schussler, 2010; Sachs, 2005), and literacy and teacher identity (Moje, 2008; Spitler, 2009, 2011). Little research on teacher identity and professional development at the higher education level exists. This study addresses the disruption in teacher educator identity that four teacher educators went through as they moved from physical, on campus identities toward a more virtual presence. Drawing on four reflective case studies, the authors document various identity shifts each faculty member experienced while learning to teach in online formats. The study concluded that it is advisable and worthwhile to challenge our sense of identity, question ourselves as teachers and learners, and re-conceptualize what it means to be an educator-regardless of, or perhaps in light of-instructional delivery.
The Impact of Using Lesson Study with Pre-Service Mathematics Teachers DOI 10.9743/JIR.2014.3.14 Jameel Mostofo	This study examines the effects of using Lesson Study with pre-service secondary mathematics teachers as they moved from the methods classroom to the field experience classroom (practicum). The participants were pre-service teachers who were enrolled in a mathematics methods course in an undergraduate teacher preparation program at a private university. Lesson Study engaged the pre-service teachers in collaboratively crafting lessons, as well as field testing, revising, and re-teaching the lessons in their field placement classroom. Data were collected from weekly reflections and summative interviews of the pre-service teachers. The findings indicate that Lesson Study for pre-service teachers was an effective methodology for enhancing the efficacy of pre-service teachers due to the collaborative nature of the process, the practice teaching opportunities, and the observation of others' teaching. The pre-service teachers successfully transitioned from teaching in the methods classroom to their field experience classroom which enhanced their confidence as they entered student teaching.
Servant Leadership Theory and the Emergency Services Student DOI 10.9743/JIR.2014.3.15 Eric James Russell	This present case study explores the influence a servant leadership class had on a group of emergency service students' understanding of the roles and characteristics of a leader. The setting for the study was a state university in the Western United States. The six participants were undergraduate emergency services majors that underwent a 15-week servant leadership class. After completing the 15-week class, the six participants demonstrated a shift in their understanding of leadership based on their responses collected from pre-tests and post-tests. The findings of the study demonstrated that the students' understanding of the roles and characteristics of a leader was more aligned with servant leadership attributes after the 15-week class. As such, this study's findings add to the existing body of knowledge associated with servant leadership pedagogy within emergency service academia.
Longitudinal Perspectives: Expanding the Efficacy of End of Course Surveys in Higher Education DOI 10.9743/JIR.2014.3.16 Lawrence Wright	This qualitative case study examines the use of end of course surveys in higher education and the value of student perceptive data to improve the delivery of online curriculum. The study presents four research questions that examine (1) whether a longitudinal analysis of end of course survey data can improve the delivery of curriculum; (2) how student reflected characteristics and attributes of instructors inhibit or contribute to student learning; (3) how student perceptions provide insight into the teaching styles of instructors; (4) the efficacy of qualitative analysis using end of course survey data. Ten end of course surveys are used in this study capturing the comments of 114 doctoral students. The survey data are coded revealing themes that address perceptions about online instructor characteristics and attributes, perceptions about instructor competence, and perceptions about how the instructor delivers curriculum. An analysis of longitudinal data demonstrates that a qualitative research design can be effective in capturing best practices for the self-studied instructor, as well as consideration for expanded studies at the institutional level to evaluate the efficacy of program administration, curriculum development, and delivery.
Using Multimedia to Build a Sense of Community with Online Distance Learners DOI 10.9743/JIR.2014.3.17 Jennifer Ashton	Online students often experience feelings of isolation and a lack of a sense of community from the institutions they attend (Palloff & Pratt, 1999). However, by implementing a variety of multimedia tools into the online classroom, students can hear and possibly even see their instructors. In this present study, a combination of live video chat, text messaging, and recorded videos were integrated as supplemental learning options in a student teaching course for future educators. These students, who were in the last course of their program, offered pre- and post-survey feedback describing the degree to which select multimedia tools had an impact on their learning process.
Theoretical, Review & Reflection Articles
Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom DOI 10.9743/JIR.2014.3.18 Emily Bergquist, Rick Holbeck	Formative assessments are an important part of the teaching and learning cycle. Instructors need to monitor student learning and check for understanding throughout the instructional phase of teaching to confirm that students understand the objective before embarking on the summative assessmwent. Typically, online classrooms are developed with weekly learning modules that end with a summative assessment in the form of an assignment or quiz. This leaves instructors with the task of constructing formative assessments each week. This article establishes a conceptual model for online classes that demonstrates the steps for implementing Angelo and Cross's (1993) Classroom Assessment Techniques (CATs) in this modality. Steps to implement CATs in the online classroom will be discussed.
Classroom Assessment Techniques: A Literature Review DOI 10.9743/JIR.2014.3.19 Kristen DiCarlo, Lori Cooper	Effective classroom assessment techniques are directly linked to course objectives and proposed outcomes. Results within formative and summative assessments have been studied in the online learning environment as educators seek to meet objectives with respect to student success in the non-traditional setting. Online classroom assessment techniques should reflect pedagogy, while measuring the application of new knowledge and learning objectives set forth by the curriculum. The purpose of this literature review is to present the goals, findings, limitations, and recommendations associated with various studies regarding classroom assessments techniques and their effectiveness in the online classroom. The question posed is whether or not classroom assessment techniques in the online classroom can be effective. Included herein is a literature review of existing studies to provide insight on the effectiveness of classroom assessment techniques in the online environment.
Adding Rigor to Classroom Assessment Techniques for Non-Traditional Adult Programs: A Lifecycle Improvement Approach DOI 10.9743/JIR.2014.3.20 Jason E. Thomas, Philip E. Hornsey	Formative Classroom Assessment Techniques (CAT) have been well-established instructional tools in higher education since their exposition in the late 1980s (Angelo & Cross, 1993). A large body of literature exists surrounding the strengths and weaknesses of formative CATs. Simpson-Beck (2011) suggested insufficient quantitative evidence exists on the utility of CATs for increasing the quality of student learning. Two quantitative studies by Simpson-Beck (2011) and Cottell and Harwood (1998) indicated no such correlation. We suggest that these deficiencies as applied to adult non-traditional programs may be due to a lack of rigor in the construction of many formative CATs, as well as a failure to properly match assessments to real learning objectives. In this article, we propose a nine-step framework to facilitate proper selection of formative CATs with appropriate rigor and implementation in the classroom.
WebQuest 2.0: Best Practices for the 21st Century DOI 10.9743/JIR.2014.3.21 Jennifer Levin-Goldberg	Over the last decade, WebQuests have grown in popularity in educational environments. In order to effectively implement a WebQuest in the classroom, best pedagogical practices must be employed; however, these best WebQuest practices should reflect the exigent 21st century skills students need to be successful, productive members of the global community. A number of surveys have been conducted to identify what these skills are and, much to the chagrin of some members of the business community, new entrants to the workforce are gravely deficient in these skills. This article will identify and explore the 21st century skills employers are soliciting for in the 21st century workforce and proffer eight best practices WebQuests should apply to serve as a powerful pedagogical tool, helping prime students for the workforce.

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