Running head: VIGNETTE ANALYSIS #2

Vignette Analysis #2 What should I post on the message board?

Lauren MacDonald
ETEC 532 65A-Dr. Alex de Cosson University of British Columbia March 5th, 2013

VIGNETTE ANALYSIS #2

What should I post on the message board?

Palloff and Pratt (2001) state that asynchronous discussion is the most effective means of online learning (p.31). In the scenario presented in vignette #1, a high school English teacher integrated technology into his class by having students further their learning on a novel by engaging in this form of discussion with their peers on a message board. Based on the information presented in this vignette, I feel that this was a successful learning experience for those students involved. After teaching students how to write a response and use the message board, the teacher began the discussion by posting questions for students to answer. The expectation was that students complete a minimum number of postings over a two week period. As the students became more comfortable, they took over the role of posting discussion questions themselves. This allowed them to take on an active role in their learning as they were in control of the direction their learning would take. The teachers role then changed to monitoring the discussion and assessing students based on the quality and quantity of their postings. In this vignette, I feel that technology has enhanced students learning. Students are participating more and those who may not normally participate, quieter or new students are doing so regularly. Student responses became longer and more thoughtful. They have develop*ed+ their thought processes, through the necessity of articulating their ideas to others (Anderson, 2008, p. 350). This type of reflective and critical t hinking will benefit their learning in other academic disciplines. Both of these factors have allowed for more points of

VIGNETTE ANALYSIS #2

view to be presented than in a traditional classroom where certain students may dominate classroom discussions. In my personal experience as a student, I did not participate regularly in class discussions. I preferred to sit quietly, taking notes, and thinking about what was being discussed. This term I am completing my sixth and seventh courses in MET. I am a more active participant in discussions in an online environment. I prefer being able to read and then reflect on what my classmates have written before participating in the discussion. Because of this I feel my postings have become more thoughtful as I progress through each course and the MET program. The scenario in this vignette is not without its challenges and limitations. First, the teacher would need to ensure that all students have access to a computer and the Internet if they will be expected to complete the postings outside of class time (Bates & Poole, 2003). Necessary accommodations need to be made for those who do not have computer access, such as using the schools computers before or after school. The teacher also needs to ensure that student data and privacy is maintained in the message board. Reading and assessing all the postings could become a daunting and time consuming task especially as participation in the activity increases. Using a LMS system, such as Moodle, that can track the number of postings which would help the teacher with this task. As well, there is a chance the message board could become more of a social meeting place as opposed to one that is focused on learning. The teacher would need to establish guidelines for the proper use of the message board, including being respectful when posting

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to others, during the introduction to the activity. Providing a specific discussion area where students can share ideas that are not directly related to the discussion on the novel would help to keep the conversation on topic in the main message board. Finally, while requiring students to complete a minimum number of responses could make the interactions less authentic, I feel the increase in quantity and quality of the students responses demonstrates the opposite. Many students use blogs and message boards outside of school. In this activity students are engaged in an activity that closely resembles their life outside of school. Palloff and Pratt (2001) state that a well-constructed interactive online course or good use of technology to enhance a course can only contribute positively to learning outcomes(p. 27). In this vignette, I feel that the teacher has successfully created such a learning opportunity where students are actively interacting with the course content and their peers in a meaningful learning activity.

VIGNETTE ANALYSIS #2

References Anderson, T. (2008). Teaching in an Online Learning Context. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University. Bates and Poole. (2003) A Framework for Selecting and Using Technology. In Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105. Palloff and Pratt (2001) Online Learning in the New Millennium. Lessons from the Cyberspace Classroom: The Realities of Online Teaching. (chapter 1). San Francisco: Jossey-Bass Publishers.