Running head: SOCIAL NETWORKING IN ONLINE COURSES

Using Social Networking in High School Online Courses: The Effects on Critical Thinking and Learning

An Experimental Research Proposal

Johanne Brochu

University of British Columbia ETEC 500 August 15, 2010

Word Count: 1,996

SOCIAL NETWORKING IN ONLINE COURSES Using Social Networking in High School Online Courses: The Effects on Critical Thinking and Learning Introduction My area of interest is investigating the relevance of social presence in high school online

courses using social networking. Specifically, I would like to explore whether the significant use of a discussion forum can enhance critical thinking and learning. I notice that some online courses do not provide any interaction between students and I wonder how a discussion forum can benefit students interaction. As a high school teacher, I recently experienced an online discussion forum blended with a face-to-face course. I witnessed an increase in students confidence as they progressively expressed more thoughtful ideas. I believe they developed critical thinking and, more so, learned from each other. Heretofore, I would like to look into how my experience with students using social networking blended with a face-to-face course can be transferred to a high school online course. Statement of the Researchs Purpose This experimental research proposals aim is to investigate how a well-organized discussion forum can enhance high school online students interaction and collaboration and ultimately can improve their critical thinking and learning. In the end, the findings should demonstrate if there is a connection between students participation and collaboration and critical thinking and learning achievements. The following three questions will be explored: 1. Would the use of a well-organized discussion forum in an online course have an impact on social presence and students motivation to interact with classmates?

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2. How can a discussion forum be organized efficiently in an online course to evolve interaction and collaboration between students? 3. What are the effects of an efficient social presence on students critical thinking and learning? Review of Literature Social Presence and Interaction Research studies state that social presence is related to interaction in online classes and contribute to establishing a sense of community (Tu & McIsaac, 2002; McInnerney & Roberts, 2004; Hostetter & Busch, 2006). Authors like McInnerney and Roberts (2004) suggest the development of synchronous and asynchronous communication to enhance the sense of social presence and community while others like Hostetter and Busch (2006) imply that it may enhance learning. Tu and McIsaac (2002) point out "intimacy and immediacy" as two apparatus of social presence. They used both quantitative and qualitative methods to investigate the students perception of social presence. A mix ethnic group of 51 students, 28 females and 15 males, 18 to 45-plus years, enrolled in a graduate course was selected. Forty-three participants responded to the online questionnaire of 30 items. In addition, eight semi structured in-depth interviews were conducted. Even though Tu and McIsaacs (2002) findings demonstrate that participants felt a high level of privacy on computer-mediated communication (CMC), I believe a review of their CMC instrument should include unsuspected variables from qualitative data. Tu and McIsaac (2002) say that the results might provide instructional designers to incorporate "concepts such as building trust online, providing 'hand-holding' technical support and promoting informal relationships" (p. 147).

SOCIAL NETWORKING IN ONLINE COURSES Collaborative Online Learning Most importantly, while online design development in K-12 schools should consider individual learning styles (Cooze & Barbour, 2007), research studies advocate that the establishment of a sense of community among learners may conduct in a better collaboration (McInnerney & Roberts, 2004). With that respect, Fung (2004) conducted two research studies. The first study involves an analysis of 55 messages posted by 18 of 60 students on one M.Ed. courses discussion board. The second study involves a structured questionnaire survey divided in two parts mailed to all students in the three M.Ed. courses. From the 212 students, 83 returned the questionnaires. The results show the presence of questions that were too broad or too open on the

discussion board. Students were affected by the lack of active participation from others and were less dynamic in the discussion. It proves that structured online tasks should be provided and I think it would have generated better results if participation in discussion was graded. A study by Lee (2007) examines learning in online collaborative case-studies in Effective Learning, an elective course taught by the investigator. Participants, 60% females and 40% males, aged between 18 and 43 years, include 83 undergraduate students, first-semester freshmen conditionally admitted to the university, from four sections of the course. Students analyzed a total of five case studies over a five-week period and performed a pre and post- tests. The control group analyzed the case studies individually; the experimental group worked collaboratively through asynchronous computer-mediated technology. The results from the pre and post- tests reveal significant gains in critical thinking with both groups but show no significant mean difference in the depth of critical thinking between students.

SOCIAL NETWORKING IN ONLINE COURSES There was no relevant information about the role of online learning in improving critical

thinking but I believe some limitations were found in the selected samplea unique population of high-risk studentsand in time spent working on assignments. Online Discussion, Critical Thinking and Learning Clearly, online discussions will improve if well-structured (Thomas, 2002; Fung, 2004) around the course material and, moreover, if it will be graded (Fung, 2004). Some incentives are needed to captivate students attention and have them taking the time to participate (Fung, 2004). In order to see if teachers prefer the online environment, Baglione and Nastanski (2007) from Saint Leo University conducted a survey by posting it on Zoomerang.com Web site to 303 experienced faculty members teaching online for a private southeastern university. Of the 150 that visited the Web site, 122, 62% male and 38% female with 50% having a doctorate, completed the survey. The results reveal that half of the sample preferred to teach in both environments, 29% prefer the online environment and 21% prefer the traditional classroom. Baglione and Nastanski (2007) note that "online discussion groups offer a technologically-rich environment for developing virtual learning communities in which students can develop strong analytic and critical thinking skills based on inherent time, reflection, and distribution advantages" (p. 149). The authors suggest appropriate tests to assess the ability of students to develop their critical thinking and knowledge in online discussion group. I believe it would have served them if their study was directed on students instead of on-staff members. As early as in 1993, Gokhale (1995) examined "the effectiveness of individual learning versus collaborative learning in enhancing drill-and-practice skills and critical-thinking skills" (p. 23). Two sections of undergraduate students from the 271 Basic Electronics course, a total of 48 students, aged from 19 to 35 years old, 8 females and 40 males, were selected. A fifty-minute

SOCIAL NETWORKING IN ONLINE COURSES lecture was given simultaneously to both groups based on "series dc circuits and parallel dc circuits" (Gokhale, 1995, p. 24). The same worksheet, a pretest of 12 items and a posttest of 30 items were given to students. Gokhales (1995) findings demonstrate that collaboration between students made them more powerful to internalize knowledge and then use critical thinking to solve problems. I believe this kind of research on a group of students taking an online course will give similar results. To conclude, as highlighted by Murphy and Rodriguez-Manzanares (2009), an effective communication in a safe and trusting online environment using a student-centeredness approach can contribute to an evolution in learning. Methodology Participants From approximately 120 grade 12 students taking the online Psychology course at the Consortium dapprentissage virtuel de langue franaise de lOntario, 60 participants, with an ideally equal number of girls and boys, will be selected, using a table of random numbers. The selected students, 17 to 18 years old, will be randomly divided in two groups. An experimental group of 30 students will be directed to a well-organized discussion forum within the course while a control group of 30 students will not participate in any social networking. Researchers role I will explain and demonstrate to my superior the validity of my research proposal and I will clarify my intentions towards the experimental research to students and reinsure them of its anonymity. In addition, prior to their involvement in the study, I will have studentsand parents for students less than 18 years oldsign a consent form (see Appendix A). Measuring Instruments

SOCIAL NETWORKING IN ONLINE COURSES As a better triangulation should served and strengthen the findings, both quantitative and qualitative methods will be used. The measuring instruments have been carefully selected

considering the students group age and their possible level of interest to collaborate in the study. Quantitative method. A survey questionnaire with closed-ended and open-ended items will be produced and given to both groups of students at the beginning of the course. As well, a standardized test of the course material will be developed and administrated to both groups of students, at the beginning and at the end of the course. Qualitative method. Field notes will be collected on relevant themes such as students interest in theme discussed; in-depth degree of discussion using critical thinking; intensity of interaction between students; differences between girls and boys motivation towards online discussion; students participations frequency; significance of online collaboration; and effects of collaboration on critical thinking and learning. Material(s) Students will have to access the Internet through computers and work within the course material in the Desire to Learn (D2L) environment following the teachers direction. Design The same course material will be duplicated in D2L. The first environment will include a well-organized discussion forum responding to criteriacontaining themes or topics relevant to the course materialto facilitate communication between students. I will supervised the forum, as

SOCIAL NETWORKING IN ONLINE COURSES well as grade the students participation, but I will not interact with them in the forum. The second environment will not include any form of social networking. Procedure(s) Students taking the same course with me as their teacher will be randomly divided into two groups. Participants from the experimental group will be explained the potential learning benefits of using a discussion forum in which they will be invited to participate and interact with classmates for a contribution to their overall grade. Participants from the control group will be offered no form of social networking within the course.

In an identical period of time, all participants will cover the same course material and will be doing the same assignments. They will be given an anonymous electronic online survey questionnaire at the beginning of the course and they will have to complete a pre and post- tests electronically. Both groups of students will be observed and compared as field notes will be collected during the execution of the study. Data Analysis Analyses of data will be done through statistic comparison of the two groups based on numerical and statistical analysis. Interpretive analysis of field notes will focus on the effects of using a social networking tool on students improvement in critical thinking and learning. Time Schedule The research is planned to be conducted during seven months which include five months for the study and two additional months to analyze data and write the report. The research will start in September 2010 and will be completed by the end of March 2011 (see Appendix B). Significance of the Proposed Research In the 21st century, online education is only increasing in a world where younger students mostly rely on all kind of asynchronous forms of communication. Having students collaborate in

SOCIAL NETWORKING IN ONLINE COURSES online discussion such as in a well-organized discussion forum I believe can have a great impact on students critical thinking and learning. Youthful students need, more than ever, to think

critically and any occasion to expose them to collaborative learning will help to develop the skills they need to succeed. As online discussion forums allow students to remove some barriers, I see a great deal for high school students to freely collaborate in a course where they can reflect on the course material by interacting with colleagues. Since I found very little research studies related to my area of interest and because I believe online education in high school is really continuing its meteoric rise, I am even more convinced in the pertinence of my research proposal.

SOCIAL NETWORKING IN ONLINE COURSES References Baglione, S. L., & Nastanski, M. (2007). The superiority of online discussion: Faculty

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Perceptions. Quaterly Review of Distance Education, 8(2), 139-150. Retrieved from ERIC database (EJ875056). Cooze, M., & Barbour, M. (2007). Learning styles: A focus upon e-learning practices and their implications for successful instructional design. Journal of Applied Educational Technology, 4(1), 7-20. Retrieved from http://www.eduquery.com/jaet/JAET41_Cooze.pdf Fung, Y. Y. H. (2004). Collaborative online learning: Interaction patterns and limiting factors. Open Learning, 19(2), 135-149. Retrieved from http://jan.ucc.nau.edu/~etcc/etc599DE/readings/Fung-2004-CollaborativeOnlineLearning.pdf Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30. Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/pdf/gokhale.pdf Hostetter, C., & Busch, M. (2006). Measuring up online: The relationship between social presence and student learning satisfaction. Journal of Scholarship of Teaching and Learning, 6(2), 1-12. Retrieved from ERIC database (EJ854921). Lee, K. (2007). Online collaborative case study learning. Journal of College Reading and Learning, 37(2), 82-100. Retrieved from ERIC database (EJ767766). McInnerney, J. M., & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology & Society, 7(3), 73-81. Retrieved from http://www.ifets.info/journals/7_3/8.pdf

SOCIAL NETWORKING IN ONLINE COURSES Murphy, E., & Rodriguez-Manzanares, M. A. (2009). Learner centredness in high school distance learning: Teachers perspectives and research validated principles. Australian Journal of Educational Technology, 25(5), 597-610. Retrieved from http://www.ascilite.org.au/ajet/ajet25/murphy.pdf Thomas, M. J. W. (2002). Learning within incoherent structures: The space of online discussion forums. Journal of Computer Assisted Learning, 18, 351-366. Retrieved from

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http://www.unisanet.unisa.edu.au/resources/mjwt/papers/THOMASIncoherentStructures.p df Tu, C.-H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16(3), 131-150. Retrieved from ERIC database (EJ664828).

SOCIAL NETWORKING IN ONLINE COURSES Appendix A Research Study Information and Consent Form Dear Participant, You have been invited to participate in an experimental research study where I will observe your contribution in a discussion forum through your Psychology course if you are to participate in such a forum. In this study, you will be invited to complete a questionnaire survey and a pretest at the beginning of the course, as well as a posttest towards the end of the course. The purpose of this study is to investigate how a well-organized discussion forum can enhance high school online students interaction and collaboration and ultimately can improve critical thinking and learning. I would like to learn about your experience of using a discussion forum to interact with your classmates and I am also interested to know about your general experience of online education. Possible Risks or Benefits There is no risk involved in this study, nor any direct benefit. However, the results of the study may help us to identify items to enhance the quality of the online environment of this course for better learning. Right of Refusal to Participate or Withdraw

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You are free to choose to participate in the study. You may refuse to participate without any loss of benefit. You may also withdraw any time from the study without any adverse effects. Confidentiality The information provided by you will remain confidential. Nobody except the researcher will have access to it. Your name and identity will also not be disclosed at any time. However, the data may be seen by Ethical review committees and may be published in journals and elsewhere without giving your name or disclosing your identity. Consent to Participate I have read and understood the description provided above and I have been provided with an opportunity to ask questions and my questions have been answered satisfactorily. I consent to participate in the study described above. I understanding that I may withdraw this consent at any time. A copy of this consent form has been given to me for my records. __________________________________ (Name of Participant) __________________________________ (Signature of Participant/ Parent) ___________________________________ (Date) ___________________________________ (Signature of Researcher)

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Decline to Participate I have read and understood the description provided above and I have been provided with an opportunity to ask questions and my questions have been answered satisfactorily. I DO NOT consent to participate in the study described above. ________________________________ (Name of Participant) ________________________________ (Signature of Participant/Parent) ___________________________________ (Date) ___________________________________ (Signature of Researcher)

SOCIAL NETWORKING IN ONLINE COURSES Appendix B Time Schedule The study will be conducted during one semester: September 2010 to March 2011 (5 months + 2 months to analyze data and write the report = 7 months).
Select Participants Survey Questionnaire (control group and experimental group) Pretest (control group and experimental group) Execute Study Field notes (control group and experimental group) Posttest (control group and experimental group) Analyze Data Write Report September X X October November December January February

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March

X X

X X

X X

X X

X X

X X