A STUDY OF THE INTEGRATION OF WIKIS AND BLOGS INTO AN ONLINE COURSE ON STUDENT INTERACTION AND SATISFACTION by Steven Michael

Brownson

MAC ADKINS, Ed.D., Faculty Mentor and Chair MOLLY LANE, Ph.D., Committee Member MICHAEL MADRID, Ph.D., Committee Member

BARBARA BUTTS WILLIAMS, Ph.D., Dean, School of Education

A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy

Capella University August 2009

UMI Number: 3371718 Copyright 2009 by Brownson, Steven Michael All rights reserved

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 Steven Brownson, 2009

Abstract The purpose of the study was to determine the degree which the integration of wikis and blogs into an online course impacted the levels of student interaction and satisfaction. Data was collected using three measurements of student interaction and one measure of student satisfaction in a quasi-experimental study design. The research study results showed that even though there was very limited usage of the blog, the experimental group had a higher amount of interactivity compared to the control group. During an analysis of student satisfaction in the end-of course survey, the results showed that students strongly agreed with the need for interactivity in the course.

Dedication I am dedicating the dissertation to the patience of my wife Marjorie and my daughter Leah who had to contend with my constant trials and tribulations throughout the dissertation process. Another key supporter has been my chair, Dr. Mac Adkins. Without his support and wisdom, I never would have reached the final point in my doctoral journey. Dr. Michael Madrid assisted me in joining the doctoral journey and believing in myself as a committee member and a good friend. Dr. Lane provided guidance on the depth and purpose of my study. My National University professors have always encouraged me to succeed. Thank you Dr. Crow, Dr. Hill, and Dr. Serdyukov. Also, I am very grateful that Dr. Amber who allowed me to use her TED 605 courses as the sources for my study and for the TED 605 Instructor who allowed me to use the two classes for the study.

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Acknowledgments Due to Dr. Adkins valuable guidance, it was possible to complete the marathon involved in the dissertation process. The comments and insight provided by Dr. Adkins were essential to my development as a scholar. In addition, Dr. Madrid supported me from the beginning to enter the doctoral program. Thank you for the constant encouragement. Dr. Lane, my professor in two Capella classes, was the final linchpin in completing the process with her practical insight. National University was pivotal in the implementation of my research study on wikis and blogs. Dr. Amber, from National University, sponsored my study at National University. Without her support and guidance, I never would have been able to complete the study. Finally, the patience of my wife and daughter was critical to complete the late nights and weekends of work on the dissertation.

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Table of Contents Acknowledgments List of Tables CHAPTER 1. INTRODUCTION Introduction to the Problem Background of the Study Statement of the Problem Purpose of the Study Rationale Research Questions Significance of the Study Definition of Terms Assumptions and Limitations Nature of the Study Organization of the Remainder of the Study CHAPTER 2. LITERATURE REVIEW Introduction Theoretical Perspective Reigeluths Elaboration Theory Online Course Design: Student Perspective Student Dissatisfaction with Online Course Structure Interactivity Unpredictability of Student Interactivity and Engagement v iv ix 1 1 2 5 6 7 9 10 11 12 13 14 15 15 17 20 21 22 24 27

Two Forms of Interactivity Increasing Student Satisfaction Instructional Design and Learning Environment Behaviorism Constructivist Learning Environment Wikis Blogs Summary CHAPTER 3. METHODOLOGY Research Questions Research Hypotheses Study Sample Experimental and Control Groups Study Administration Data Sources Data Collection Procedures Data Analysis Statistical Analysis Validity and Reliability Internal Validity External Validity Reliability Underlying Assumptions and Limitations vi

28 30 32 33 34 37 39 47 48 49 50 51 52 54 58 60 61 63 63 64 65 65 66

Limitations Ethical Issues CHAPTER 4. DATA COLLECTION AND ANALYSIS Introduction Purpose of the Study Statement of the Problem Research Questions Study Sample Data Analysis for the Control and Experimental Groups Introduction Time Frame Study Environment Instrumentation Discussion Threads End of the Course Survey Results Findings Discussion 1 Discussion 2 Discussion 3 Discussion 4 Discussion 5 Impact of the Wikis and Blogs Research Question Four: End-of Course Survey vii

67 68 70 70 72 72 73 74 75 75 75 76 77 77 78 79 80 81 82 83 85 86 87

Summary of the Findings CHAPTER 5. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS Introduction Summary of the Literature Review Research Study Findings Conclusions Limitations for the Study Recommendations for Practice Recommendations for Future Research Implications for the Instructional Design Field Summary REFERENCES APPENDIX A. END-OF-COURSE SURVEY APPENDIX B POWERPOINT TUTORIAL FOR THE BLOGS APPENDIX C POWERPOINT TUTORIAL FOR THE WIKIS

90 93 93 93 95 97 98 99 100 102 103 105 114 119 122

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List of Tables Table 1: One sample t-tests (Discussion Question 1: Student to Instructor) Table 2 :One sample t-tests (Discussion Question1: Student to Student Table 3: One sample t-tests (Discussion Question 1: Student to Content) Table 4: One sample t-tests (Discussion Question 2: Student to Instructor) Table 5: One sample t-tests (Discussion Question 2: Student to Student) Table 6: One sample t-tests (Discussion Question 2: Student to Content) Table 7: One sample t-tests (Discussion Question 3: Student to Instructor) Table 8: One sample t-tests (Discussion Question 3: Student to Student) Table 9: One sample t-tests (Discussion Question 3: Student to Content) Table 10: One sample t-tests (Discussion Question 4: Student to Instructor) Table 11: One sample t-tests (Discussion Question 4: Student to Content) Table 12: One sample t-tests (Discussion Question 5: Student to Student) Table 13: One sample t-tests (Discussion Question 5: Student to Content) Table 14: End-of Course Survey t-tests 80 80 80 81 81 81 82 82 83 83 84 85 85 88

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CHAPTER 1 INTRODUCTION Introduction to the Problem A major problem found in research by Berge (1999) and Moallem (2003) regarding online learning was the low student satisfaction rates and the need for interactivity. Using constructivist instructional strategies raised student satisfaction in online courses based in studies by Diaz-Rico (1995 and 2008). Studies by Pittinsky (2003) indicated that students desire interactivity in courses to learn in a more engaging manner. Limited research on the level of interactivity and student satisfaction levels in online courses provided the need for an investigation of the instructional design principles to best facilitate online learning. Learning styles were critical according to Roy (2006) because they influenced how learners construct meaning and develop schema. By incorporating higher levels of interactivity, students felt positive correlations in online courses. Other research by Pittinsky (2003) emphasized the need to examine teaching and learning practices in a new perspective to meet the challenges of an information-based society. Online learning offers flexible and innovative instructional programming for the 21st century information-based economy, yet problems with the level of interactivity and the degree of student satisfaction call for a new approach to using instructional design strategies. There have been few research studies on how constructivism and the integration of wikis and blogs have impacted the amount of interactivity. The level of interactivity represents an essential factor for building engagement in online courses. 1

Student satisfaction presents a second critical factor towards designing effective instructional design and instructional strategies for online courses. Research by Pittinsky (2003), Fox, (2007), and Moallem (2003) emphasized that teacher-oriented behaviorist instructional strategies result in lower levels of learner interactivity and reduced rates of student satisfaction compared to online courses designed with constructivist instructional strategies. In addition, Dickey (2004) suggested blogs (electronic journals) as options to reduce frustration and alienation online. Background of the Study Typically, students interact through student to student and student to instructor formats in the discussion threads during an online course. Most assignments are still very similar to the first generation of instructional design strategies with individual work and due dates for each project and limited interaction between students. Mclsaac and Gunawardena (1996) discussed how technology tools change the way learners attain learning goals set in the online courses in a collaborative manner. The instructors input mainly related to responding to individual threads or writing comments about the assignment along with a grade. In many current online instructional environments, the focal points of instruction are the discussion threads and course assignments. Students respond to content-related topics in both instructor-to-student and student-to-student interactions Using an asynchronous format, discussion threads allow for the interaction and interplay of students who share ideas and show knowledge of the content. In addition, the discussion threads are organized by categories such as units or weeks with the topics ranging from least complex to most complex. 2

Course assignments are a second component of traditional online courses. Reports, case studies, and other projects are assigned throughout the term. Students work independently in most courses with the research, design, development, and completion of the assignments. There is very limited student-to-student interactivity in online courses using the typical behavioral instructional strategy. The main focus in these courses is a concentration on student-to-content interactivity through research reports and projects sent to the instructor. During the grading period, the student-toinstructor interactivity involves feedback using a rubric. In contrast to these behaviorist instructional design strategies, constructivism offers interactivity and usage of collaborative learning modalities in online courses. The variation in learning styles and multiple intelligences conceived by Gardner (1983) such as interpersonal communications and verbal-linguisticsimprove online learning with interactivity or higher satisfaction. Using Skinners (1957) predominant behaviorist learning in the online environment leads to static learning and interactions in constructing meaning while team-based learning and interactivity move from social and academic access points. Bielaczyc and Collins (1999) have examined the ability to process knowledge in a constructivist manner creating a community of learners with the interactions. Creating an onsite feeling for the classes using wikis and blogs encourages students to build a higher level of content mastery. In addition, wiki pages contain highly collaborate functions for sharing multiple types of files and for developing group-based projects in an interactive mode (Beldarrian, 2006). In addition, the depth of discussions and assignments may increase with higher student satisfaction and 3

interactivity. The nature of instructional design for the majority of online courses in the present incorporates a minimal level of interactivity. Studies by Bannan-Ritland (2005) examined the correlation of positive effects between technology tools and the level of student interactivity in online courses. At the same time the level of social interactions rose with higher rates of discussions, queries, and group-based projects. Wikis and blogs offer an effective instructional design strategy to engage and to motivate students in online courses (Siegle, 2008). Wikis are workspaces for sharing files and communicating about projects or assignments. Blogs act as electronic online journals for reflections, commentaries, or extensions about the course content (Richardson, 2006). Students interact in a social context as they exchange information in small groups or as individuals in a more dynamic manner. Moallem (2003) identified a positive relationship with constructivist-based instructional design and the use of technology tools in an online course. Learning activities embedded with technology tools in online platforms include synchronous chat, interactive blogs, group-based projects, and wiki work spaces which result in a deeper student to content and student to student interactions. In addition, Moallem (2003) found the combination of wikis and blogs resulted in instructional design strategies that create vibrant interactions between students, instructors, and content. The ARCS model offers theoretical support for the usage of wikis and blogs due to the student-oriented nature of the instructional design strategy online. The ARCS model incorporates the following four strategies: attention, relevance, confidence, and satisfaction. Attention is the ability to focus on the course content and to internalize the information in a meaningful way. Relevance focuses on connecting the coursework and 4

interactions to the real-world and the ability to assimilate data into the students lives. Confidence involves the feeling that the learner masters the online content. Satisfaction is the key for the learners to feel positively about both the learning environment and the social interactions to master the content. Statement of the Problem It is not known if the usage of wikis and blogs in the instructional design of an online class increase the level of interactivity and student satisfaction compared to the behaviorist instructional design strategies. Student satisfaction levels are a concern with online learning. One research question to be examined in this study is how blogs increase the level of interactivity student-to-student, student-to-instructor, and studentto-content. Soules (2008) also noticed that wikis (shared electronic workspaces) lead to a higher quality of course assignments compared to the traditional ways of completing projects. The second research question for the study is how wikis impact the level of interactivity student-to-student, student-to-instructor, and student-to-content along with the necessary criteria to form effective online learning environments.

Purpose of the Study The purpose of the study was to determine the manner in which the usage of wikis and blogs affected the level of interactivity student- to-student, student-toinstructor, and student-to-content using a quasi-experimental methodology. Technology tools have been changing the way learners attain learning goals in online courses in a collaborative manner. Furthermore technology tools such as blogs and wikis have created engaging learning environments that are directly embedded in the learning environments. For example, wikis and blogs provide connections to the community through asynchronous means. In addition, wiki pages contain highly collaborative functions for sharing multiple types of files and for developing group-based projects in an interactive mode. While discussion threads provide moderate levels of interaction and student satisfaction, in many cases there was very limited interactivity online between the students and instructors with assignments and projects. The result has led to varied levels of student satisfaction depending on the instructors level of feedback, the nature of the assignments, and the rubric for grading. With minimal interactivity in the discussion areas and assignments, the students level of satisfaction does not rank as high as when compared to a course with technology tools and greater levels of constructivism incorporated with student to student group projects and student to instructor feedback. The goal of this study was to determine if the inclusion of wikis and blogs compared to an online courses designed with typical behavioral instructional strategies increase interactivity and student satisfaction. The goal of the study is to determine if wikis and blogs combined with constructivist teaching strategies using 6

blogs and wikis, impact the amount of interactivity between student-to-student, studentto-teacher, and student-to-content in select online courses. Rationale Constructivist teaching strategies and the usage of technology tools such as wikis and blogs facilitate student interaction and higher levels of student satisfaction in the 21st century (Moallem, 2003). According to Moallem (2003) implementing constructivist teaching strategies online developed more interest in the subject matter than in a behaviorist oriented course. Students form a schema, or way of learning, to assimilate the new knowledge in an active process of acquiring knowledge in a constructivist learning strategy. The interactivity or engagement in online courses using wikis and blogs increases as students personalize the coursework using dynamic learning environments. Potentially higher student satisfaction levels compared to behaviorist courses using wikis and blogs empower learners online through social and multimedia connections (Youngblood, Trede, & Di Corpo, 2001). Social connections extend the appeal of e-learning towards a more constructivist learning environment as learners interact in the wiki and blog areas of the online course. According to Sweller (1998), multimedia offered dual encoding with text and visuals to lock in information from the working memory to the long-term memory. As students develop schemas and meaning using wikis and blogs, the level of concept attainment and concept development increase the depth of content mastery. The increase in vibrant interactions improves with the usage of greater levels of technology for online learners (Kerawalla, Minocha, Kirkup, & Condole, 2006). Gaps in 7

the current research about wikis and blogs and lower student satisfaction online supported further research to improve the quality of online learning. In addition, limited research was available on web-based learning tools using a constructivist instructional design strategy (Hara & Kling 1999). Implementation of a constructivist-based teaching strategy online using wikis and blogs could correlate to higher levels of interactivity and increased rates of student satisfaction. Based on Moores (1998) Transactional Distance Theory, the interactivity between student-to-student, student-to-teacher, and student-to-content minimizes potential communication gaps and improves the level of interactivity. Furthermore, application of the constructivist instructional design strategy using wikis and blogs may facilitate greater student satisfaction through student interactions in online environments.

Research Questions Main question: To what extent does the use of wikis and blogs result in higher levels of interactivity and student satisfaction? Sub-questions 1. To what extent does the implementation of wikis and blogs impact the amount of student-to-instructor interaction as measured by the average number of questions and comments directed to the faculty members? 2. To what extent does the implementation of wikis and blogs impact the amount of student-to-student interaction as measured by the average number of responses to other students on the discussion board? 3. To what extent does the implementation of wikis and blogs impact the amount of student-to-content interaction as measured by the average number of totals responses to the content topics on the discussion board? 4. To what extent does the implementation of wikis and blogs impact student satisfaction as measured by the end of course evaluation?

Significance of the Study This study provided insight on how to move students, such as the millennials, towards higher levels of interactivity and satisfaction rates regarding online learning environments. Millennials, students who entered the workforce since 2000, have a mentality for acquiring knowledge using non-linear patterns and need stronger levels of interactivity in their communication online (Prensky, 2001). Limited research on wikis and blogs and a changing generational attitude towards learning online provided an impetus to study the topic in greater detail. Information on constructivism focuses on developing learning schema and providing an interactive form of learning. Current research on wikis examined mainly the social aspect of learning. Yet the research findings contained limited explanations of the connection to increased learner interactivity online when using wikis for course assignments. Finally, the past research on blogs related mainly to their usage without clearly defining how they enhance student interactivity and socialization in online classes.

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Definition of Terms Blogs are electronic journals to reflect and extend the course content. Constructivism relates to the development of an active, social, and collaborative process through which learners use a system of symbols to co-construct knowledge with others in online instructional environments (Lee 2007; Swain & Lapkin, 1998). Levels of interactivity are the student-to-student, student-to-instructor, and student-to-content academic conversations that occur during an online course. Quasi experimental study is the usage of a control group and an experimental group with a treatment to test a hypothesis and a research problem. Student-to-student interactions refer to the academic conversations among students in the discussion areas and the assignments for online courses. Student-to-teacher interactions refer to the academic conversations between the student and teacher in the discussion areas and the assignments for the online courses. Student-to-content interactions refer to the engagement that emerges as students construct meaning of the course concepts within the discussion area. Student satisfaction relates to the perception of the online student to the quality and experiences in the course. Constructivist technology tools are the usage of multimedia and other web-based devices in an online course to enhance the learning environments in online courses using a Constructivist-based teaching strategy. Wikis are online workspaces to share and to communicate with learners about the course content.

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Assumptions and Limitations In this study, wikis and blogs were the two technology tools used as treatments in the experiment. The study also only covered a two month time period for TED 605 (The Diverse Classroom) online during April and May 2009 at National University. Statistics for the student were from the platform system for the course delivery at National University. Interactivity focused only on student-to-student, teacher-to-student, and studentto-content in relation to the two online courses in the study. Students in the control group were not aware of the wikis and blogs in the experimental group. In addition, the main findings occurred in an observation of the results in the discussion areas and the assignment areas. Blogs and wikis were used as tools to complete course assignments within the eCollege Platform. Student satisfaction focused on how wikis and blogs improved the learning experience. Students in both the control and the experimental groups had a final survey to complete relating to interaction and satisfaction with the course environment at the end of each TED 605 Course at National University. Instructor bias may emerge by favoring either the behaviorist or the constructivist teaching strategies. The instructor to student interactivity had limitations due to any potential bias, yet it also enlightened the researcher on how students react to the treatment and the instruction together. The main emphasis of the study examined the level of interactivity and student satisfaction.

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Nature of the Study The methodology in this study was a quasi-experimental design that compared the amount of interactivity and student satisfaction among learners in TED 605 at National University within a control group and a treatment group. The control group engaged in threaded discussions and assignment postings to complete their coursework. The experimental group used the threaded discussions and had the same assignments. The difference for the experimental group was the usage of wikis and blogs as supplemental strategies to complete course assignments. The control group followed a traditional format of discussion groups and small group projects where all interactions occur within the course shell through threaded discussions and assignment postings in April 2009. Students in the experimental group engaged in these activities but also utilized blogs and wikis to complete their course assignments during May 2009. A survey using a five level Likert Scale on learner interactivity collected student perceptions on the levels of interactivity and satisfaction with the course (Bailey, 2002). Furthermore, the study questions measured student-to-student, student-to-instructor, and student-to-content interactions using the discussion threads and student assignments. Independent sample T-tests compared the experimental and control groups using quantitative data on student-to-instructor interaction and student- to-student interaction.

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Organization of the Remainder of the Study Chapter 2 described the theoretical perspective for using wikis and blogs, online course design from a student perspective, and instructional design and learning environments using CTTs. Chapter 3 examined the methodology for the quasiexperimental study on constructivist technology tools. Chapter 4 discussed the findings from the wiki and blog tools from the study. Chapter 5 provided a conclusion on wikigs and blogs and presents recommendations for further studies.

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CHAPTER 2 LITERATURE REVIEW

Introduction The review of literature provided in this chapter is a synthesis of existing literature on interactivity and constructivist teaching strategies in online courses. This chapter also reviewed existing research on the factors that improved the levels of student satisfaction in online courses. Topics in the literature review included interactivity, student satisfaction, behaviorist and constructivist learning strategies, wikis, and blogs. Taylor (2004) argued that traditional approaches to learning and teaching do not have the capacity to meet the escalating demands for more social interaction and dynamic learning environments of higher education online in the future. The new demands are primarily due to the societal and technological developments that have resulted in major changes taking place in the field of online higher education (Jochems, van Merrienboer, & Koper, 2004). Developments such as a younger generation of learners in need of more interactivity and the continued shift of higher education coursework towards online learning environments require innovative instructional design strategies that promote social learning, technology tools, and constructivist approaches.

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An objective for chapter two was to analyze and evaluate existing research about instructors and learners online using wikis and blogs to improve the level of interactivity in online courses. Additional research focused on describing behaviorist and constructivist instructional design strategies to increase student satisfaction in online courses. Prior research had been conducted by Meyers (2008) and Hammond (2007) on wikis, blogs, and constructivism, yet the findings were inconclusive as to how technology tools impacted online courses and learner interactivity. Other researchers such as Salmon (2000) stated that Very little has been written about what the teachers and learners actually do online (p. 11). The focal point of the literature review was to show how the combination of constructivist learning strategies and technology tools such as wikis and blogs impact the level of interactivity and student satisfaction in online courses as a new strategy using wikis and blogs. Several definitions were important to understand the rationale for using wikis and blogs as Technology Tools (CTTs). Wikis and blogs as technology tools are defined by Berge (1999) as supplemental multimedia components in an online course used to engage and to motivate student interest in the context of higher levels of interactivity and student satisfaction. An example of a technology tools was a podcast or an electronic chalkboard. The meaning of interactivity with wikis and blogs related to the social discourse from student-to-student and student-to-instructor in the discussion areas and the usage of technology tools (Berge, 1999). With the usage of wikis and blogs, an increase in student satisfaction showed how students perceive the outcome of the course in terms of motivation and engagement towards the online content and the learning environment. In addition, the predominant instructional design strategy shaped student 16

behavior online through stimulus-response mechanisms. The constructivist aspect of wikis and blogs was where learners make sense of the content by constructing schema to develop meaning for the learner (Petraglia, 1998). Wikis were another example of technology tools using a workspace to store files, to work on projects, and to exchange ideas (Hammond, 2007). Another technology tool example was a blog or an electronic journal (Driscoll, 2005) to reflect on the content and to form social discourse with other learners as well as the instructor. Theoretical Perspective To increase the level of interactivity and student satisfaction rates, an examination of Gagnes (1985) hierarchy of needs and Reigeluths (2003) elaboration theory was necessary. Technology tools with wikis and blogs embedded with both Gagnes (1985) hierarchy of learning and Reigeluths (1980) elaboration theory operated more effectively in such a constructivist-based learning model. The overall idea was to have active, engaged learners who were highly motivated. Learners mastered the concepts at a higher rate due to the natural curiosity and inquiry embedded in the learning process. Using the ideas from both the hierarchies of learning and elaboration theory, web-based learners retained knowledge of the content. Implementation of the instructional events created a sequence of learning to construct meaning from the material in a logical framework. Subject matter was organized into sub-tasks using spiraling and scaffolding with the further addition of wikis and blogs as supplemental technology tools.

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Gagnes (1985) goal for constructing knowledge involved breaking down information into sub-tasks in a hierarchy from least complex to most complex content sub-tasks. Through the gradual transfer of knowledge to higher levels of difficulty, online learners had many opportunities to construct meaning using wikis and blogs. The three macro strategies used by Gagne were sequencing, synthesizing, and summarizing. Sequencing focused on the ordering of content in a logical format. Synthesizing showed all the interrelationships by concept and example. Finally, summarizing provided a review or preview of content into the long-term memory (Reigeluth, Merrill, Wilson, & Spiller, 1980). Spiraling, or the gradual accumulation of knowledge, became the key underpinning of Gagnes (1985) hierarchical theory. Background building acted as the foundation of conceptual mastery. Each sub-task related to the next one in a logical manner. By connecting the prior knowledge of the sub-tasks into a comprehensive process, learners internalized the subject matter in a coherent manner through schema building online. A schema was a way of constructing meaning from the concepts or tasks under study. Then, the learner felt confident in learning and acquiring knowledge at the foundational level. Each additional level of study spiraled together in a constructivist process connected to learning objectives using wikis and blogs.

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According to Reiser (2001), Gagnes hierarchy of learning used the five conditions of learning in order to break down content into comprehensible sub-tasks. The instruction emphasized using wikis and blogs to influence the development of higher order critical thinking by spiraling and scaffolding new knowledge. Based on the hierarchy of learning, instruction only advanced when there was a thorough mastery of the sub-tasks (Gagne, 1985). Wiki and blog development brings online learners to the next level of interactivity based on the connected hierarchy of intellectual skills. Gagne (1985) organized learning into five categories: motor skills, cognitive strategies, attitudes, intellectual skills, and verbal information. As learners learned a new task through a constructivist model, the ability to construct meaning from that knowledge increased with each successful experience. Learners transferred these skills to gradually higher levels of complexity with the hierarchy of knowledge. Once the online learner focused on the content, it was essential to tap their prior knowledge to attach new ideas in a spiraled and scaffold approach. Through the development of learning objectives organized into sub-tasks from simplest to most complex, online learners gradually constructed meaning from the content. Instructional guidance came from checking for understanding through projects, tests, and activities. Subsequently, inquiry-based learning advanced through the instructors responses and learners responses that were connected to critical aspects of the concepts (Gagne, 1985).

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Reigeluths Elaboration Theory Reigeluth (1983) formed an organizational process to achieve the goal of content mastery through elaboration to build interactivity and deeper student satisfaction in online courses. Each task developed when learners acquired the information using prior knowledge leading to the next task. The organization of the tasks was based on Bruners (1972) proposition that sequencing concepts effectively improves learning. Through the combination of information and cognitive processing, sequencing the tasks in a concept was the optimal method for mastering the knowledge. In Reigeluths elaboration theory, a holistic approach to organizing the concepts reduced the fragmented nature of sequencing, thereby improving the construction of knowledge in an effective approach for web-based learning using wikis and blogs (English, 1995). The intention of the instructional strategy was to simplify complex tasks in a prescriptive manner to sequence knowledge most effectively (Reigeluth, 1983). In a more structured format, web-based learners constructed clusters of knowledge into a coherent framework. Using the schema of foundation building for knowledge, new data were integrated into their existing learning depositories of information (Ludwig, 2000). Complex thought patterns emerged from the formation of content learning and acquisition as learners built their critical thinking skills towards higher levels of cognitive processing.

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Online Course Design: Student Perspective The limited research on the level of interactivity and student satisfaction levels in online courses provided the impetus for an investigation of the instructional design principles to best facilitate online learning. Learning styles were critical according to Roy (2006) because they influenced how learners construct meaning and develop schema. Other research by Pittinsky (2005) and Salmon (2000) emphasized the need to examine teaching and learning practices in a new perspective to meet the challenges of an information-based society. Limited research occurred on how constructivism and the integration of wikis and blogs impacted the level of interactivity and student satisfaction for online courses. Research by Roblyer (1997) showed a slight causal relationship between the levels of interaction and student satisfaction online. Yet, it was not clear how wikis and blogs using a constructivist strategy with technology tools affected current instructional design strategies. The dynamics of online discourse had also been addressed by Xin and Feenberg (2006) in a study regarding pedagogy in cyberspace. In the study, the main purpose focused on developing a model to advise instructors on forming successful discussions online. The study findings showed that the instructor had the greatest impact on developing intrinsic motivation to engage with other learners in the discussion threads. The solution for the problem of online interactivity was called Engaged Collaborate Discourse by Xin and Feenberg (2006). The study provided an analysis of existing findings and research regarding effective communication online in discussion threads.

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Student Dissatisfaction with Online Course Structure Millennials, students who have entered the workforce since 2000, developed a mentality for acquiring knowledge using non-linear patterns and increased interactivity in their online learning (Prensky, 2001). Millennials desired increased social interactions and social networks. Sims (2000) stated that interactivity related to the content and individuals communication with each other. Fulford and Zhang (1993) examined the connection as critical elements in building student satisfaction online for millennials. Limited studies have been completed with the level of engagement with online learners, especially millennials (Prensky, 2001). It was also important to study the effect of technology tools such as wikis or blogs due to the changing learning styles with millennial students who needed higher levels of social networking environments in online courses (Oblinger & Oblinger, 2005). Past research on student dissatisfaction with online learning provided an opportunity to develop a deeper understanding of how to increase student satisfaction. Research conducted by Fox (2007) and Moallem (2003) examined constructivist instructional design strategies as a tool to motivate higher levels of interactivity in online courses. Through constructivism, learners acquired and learned content by internalizing the concepts in a schema while the instructor facilitated the process. A second approach by Lee (2007) analyzed online learning environments that increased content mastery. The necessity of moving from a traditionalist set of predominantly behaviorist instructional design learning strategies was supported by researchers such as Youngblood, Trede, and Di Corpo (2001) and Moallem (2003). They stressed the

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necessity for a constructivist format to increase the social dynamics and the levels interactivity among online learners in a personalized format. Another related reason to reconfigure the instructional design of online learning was how the effectiveness of the instructor was indicative of student satisfaction. During courses where students felt a stronger sense of engagement with the instructor, the level of learning and positive feelings towards the course increased. As digital natives, Prensky (2001) believed millennials were concerned with the outcome of technology rather than merely the usage of technology. Thus, online learning environments with more interactivity by millennials followed a non-linear and free form flow of learning in comparison to students over 30 years of age (Oblinger & Oblinger, 2005). Learners over 30 were used to a more behaviorist environment with less interaction and a larger number of individualistic activities in an online course. Under these circumstances, many millennial students desired collaboration and real-world working environments online (Richardson, 2006) which included interactive learning tools such as wikis or blogs. In addition, Richardson (2006) stated the ability to communicate was also important for millennial learners. Blogs incorporated active communication for the learners with higher levels of interactivity possible as students reflect and respond to content-based topics. By the usage of wikis, a collaborative learning environment developed with email, projects, and other interactions in a socially constructivist environment.

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Interactivity Research by Bates (1995) indicated that altering the learning environment towards integrating the multiple intelligences and constructivism into online instructional strategies led to higher levels of interactivity and student satisfaction in many cases. Interactivity improved with the inclusion of learning strategies of Gardners (1983) Multiple Intelligences that incorporated diverse learning styles such as logical-mathematical, spatial, and interpersonal into learning environments. Another study by Laffey and Lin (2006) criticized online learning for a lack of social interaction that led to student dissatisfaction. Similarly, Wagner (1998) believed interaction was a critical variable in instructional design strategies concerning student satisfaction. Diverse learners benefitted from higher levels of content demand as online learning expands in the 21st century. Roy (2006) defined interactions as both open and closed. Closed interactions permitted limited functions such as using a software program similar to Microsoft PowerPoint. Learners responded to an idea and provided feedback or further reinforced the concept in two-way communication thus increasing the interactivity online (BannanRitland, 2002). An example of a powerful interaction was finding instructional strategies to promote group-based projects in a corporate environment with multiple possible solutions. Another interaction involved two-way communication in a learning environment. Structured interactivity engaged a larger number of learners in academic discourse in a reflective way by assisting learners in internalizing the information and increasing the level of retention (Roy, 2006). Based on the interviews conducted in 24

Roys (2006) study, learners preferred a variety of interactions integrated in a course. Another result of Roys (2006) study showed a mismatch between the interactions of online learners desire and the interactions created by instructional designers. Wikis and blogs offered an active learning environment to meet the varied needs of online students. The methodology was an action research study mainly using a literature review, expert interviews of technology specialists, and a survey of a technology class (Roy, 2006). The study sample involved three distance learning experts and a graduate technology class of instructional designers. Experts defined interactivity as engagement in an activity using a thoughtful action or response connected to the content. Another finding was that higher levels of interactivity developed schema for the learners to acquire more content to internalize the information. The class survey also confirmed the findings from the expert interviews regarding engagement. Related to Roys (2006) ideas on interactivity, Palloff and Pratt (1999) viewed the collaboration from learning between student-to-student and student-to-instructor as being essential for developing interaction in online classes. Other related research by Jin (2005) showed higher levels of academic achievement correlate with stronger levels of interactivity. In the context of interactions, higher levels of critical thinking occurred as learners become deeply engaged in academic discourse. The quality of the interactions were critical in Jins (2005) study since merely having a discussion thread is not indicative of increased interactivity. Jins (2005) study examined student-to-student and student-to-instructor interactions using multiple communication tools. The participants were 18 students in a web-based teacher 25

education course. The instructor used WebCT and asynchronous discussions to discover the level of student interaction in an online course. There was also a usage of chat and email in the course. In the discussion threads, the instructor divided the categories into social interactions and others with over 700 messages from 19 threaded discussions (Jin, 2005). Students were most motivated when the discussion topics had meaning for them in student-centered learning environment. There was also a strong increase in participation in the discussion threads as the semester progressed. In addition, feedback and comments by the instructor also led to higher levels of interactivity based on the findings from the study. A broader spectrum of students may participate socially in multimodal learning environments due to increased social participation and interactivity in online courses. Multimodal learning strategies referred to the usage of visual, auditory, and kinesthetic teaching techniques through which learners accessed the curriculum in multiple access points (Moran, Kornhaber, & Gardner, 2006). An increase in interactivity can form a social environment where learners feel comfortable completing the academic work. Wenger (1998) built upon Deweys (1938) concept of the social environment as a method to form learning experiences and engagement online. Social presence emerged from the students explanations of their satisfaction with online courses (Laffey & Lin, 2006). Online students in a socially friendly environment were more engaged and motivated according to the social presence findings.

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Baumeister and Leary (1995) expanded upon the idea that learners who received constructivist style learning master the input at a rapid rate. Studies by Baumeister and Leary (1995) stated the need to belong were a basic human motive. Social interaction was critical to build online learner interactivity. The nature of constructivism led to interactive discussions in which students acquiring meaning online. Unpredictability of Student Interactivity and Engagement Simply making communication tools available to online students did not mean that students can and will use them (Berge, 1997). Even with the inclusion of wikis and blogs, the effect on the levels of student interactivity and engagement may not always be predictable. The online instructor, in many cases, became the critical determinant in the impact of using technology tools online. Through the comments and the formation of the learning environment the instructor created, learners gained the opportunity to construct meaning about the course concepts. Berge (1997) observed that learning was influenced by social contexts developed by the online instructor to motivate students throughout an online course. Higher levels of interactivity relate to time spent in the discussion areas, the depth of the responses, and the academic conversation that emerged in the course assignments (Resnick, 1987). A goal was to create situations where learners naturally use the wikis, blogs, and other technology tools on their own rather than as a course requirement. In a study of teacher education students in online courses, Jin (2005) noted that students had higher levels of interactivity when the content was relevant. Jin (2005) also found using discussion threads, wikis, and blogs leads to increased patterns of interaction. Paloff and Pratt (2005) promoted social interaction within an online course. In their research, they 27

found the key to success online was the student-to-student and student-to-instructor interactions. Under these circumstances, students made the content meaningful through repeated social interactions and academic discourse as critical determinants of mastering content. Two Forms of Interactivity Berge (1997) identified two forms of interactivity, one of which occurs when students read and responded to discussions regarding course content. To develop a higher level of interactivity, it was important to build dynamic learning environments. Learners must respond to the discussion thread set by the instructor following the pattern designed from the stimulus-response method. Basically, students mimic each other in the subsequent discussion to meet the behavioral objectives set in the online course. Rather than forming a conversations, the responses became either clones of others or they did not always result in expanding or reinforcing the meaning of the concepts studied. In a constructivist environment, student content and social interactions operated at multiple levels of Blooms Taxonomy. Each set of comments gradually spiraled to deeper levels of critical thinking through social exchanges. A second interaction defined by Berge (1997) was interpersonal in which multimodal learning technology tools such as wikis and blogs were used to increase interactivity. Using wikis, blogs, and other technology tools made the course content comprehensible as students assimilated concepts in a constructivist mode (Diaz-Rico, 2008). The inclusion of more non-linear or synchronous interpersonal interactions not only strengthened the level of interactivity but also led to higher levels of thought in discussion threads. Research on small group interaction indicated that group discussion or 28

conversations were highly influenced by the nature of the problem solving task (Straus & McGrath, 1994). Berge (1999) extended Shaws (1996) idea on the level of interactivity by examining the social aspect of constructing knowledge with shared outcomes. A higher level of interactivity occurred that was characterized by the shared knowledge from the social discourse (Lave & Wenger, 1991). As the course progressed, learners moved to the next topic in the course and rarely reflected upon past responses. Student satisfaction suffered in many cases with the limited interactions and feedback mainly designed in a behaviorist format using grades and rubrics. Research on small group interaction indicated that group discussions or conversations were highly influenced by the nature of the problem solving task (Sotillo, 2000). Devising instructional design strategies connected to problem solving related assignments increased interactivity in online courses. Another result of the interaction encouraged students to discuss the problem at deeper levels of critical thinking. The final product led towards the evaluation and analysis of the topic. Inclusion of multiple perspectives motivated learners generating syntactically complex language structures (Sotillo, 2000) and pragmatic competence in discussing the concepts online (Kinginger & Belz, 2005).

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Increasing Student Satisfaction Research on group theory also indicated there was a positive relationship among successful task performance, team members' perception of effective group process, and the level of satisfaction with the task performance and communication Petraglia (1998). According to Petraglia (1998), learners are motivated and engaged at higher cognitive levels led to increased student satisfaction using collaborative problem-solving online. The physical presence of the instructor, other students, and a constructivist instructional design strategy increased the onsite feel of the course. Altering the learning environment, using technology tools such as wikis and blogs combined with higher levels of interactivity, in some cases led to a positive experience that promoted student success in online courses. Group-based work increased the level of engagement in discussions leading to deeper discussion threads. Assignments created by these groups in a constructivist based format embedded with technology tools facilitated smaller group interaction similar to the instructional design strategies for an onsite classroom. Through social mediation, learners expanded their linguistic and cognitive skills within their zone of proximal development (Vygotsky, 1978) to reduce the distance between the goal of learning and the concepts mastered (Lee, 2005).

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Dourish (2001) found learners acted through technologies to increase their level of participation. Learning created a meaningful and satisfying social interaction in technology as exemplified by blogs. Blogs permitted students to express their ideas in a gradual approach, and they also allowed students to comment upon ideas on the content. The social context was essential to construct a schema for meaning. Preece (2000) connected sociality as a key instructional design factor for online communities. Learners were able to think critically about the content and transferred the knowledge in a web-based course through careful conceptual synthesizing and summarizing. Since many tasks were heuristic in nature, the domain and the task expertise were critical for the demanding activities online to motivate students (Reigeluth, Lee, Peterson, & Chavez, 2003). In the web-based environment, a heuristic format improved learning through knowledge elicitation, observation, process tracing, conceptual techniques, and knowledge analysis. Students constructed meaning of the knowledge through observation and a process of tracing the information to the foundation. Knowledge analysis with higher levels of interactivity increased the internalization of information by elaboration using constructivism as its core foundation (Reigeluth, 1999). The progression of learning followed a hierarchical structure set by Gagne (1985) and drew on Bruners (1972) spiral curriculum as a very powerful tool to sequence knowledge in a well-designed manner (Beissner & Reigeluth, 1985). Learners in web-based courses referred to prior knowledge moving from a simpler to complex set of learning objectives. Technology tools created focal points where learners gradually elaborated on the content through the use of schema building social activities in the 31

wikis and blogs. Students in a web-based course developed intrinsic motivation based on social networking and meaningful knowledge to master content. Mastering a course online with social and academic structure, such as using wikis and blogs, may increase the student-to-student, student-to-instructor, and student-to-content interactions. Instructional Design and Learning Environments The need to reconfigure online learning for the 21st century using wikis and blogs presented an opportunity to raise the level of interactivity and student satisfaction. Building a stronger sense of community and increasing social interactions by using wikis and blogs offered learners a personalized instructional design environment. Yet there was a lack of literature on how technologies such as web-based learning tools used for teaching and learning in online courses improved the overall engagement and content mastery (Hara & Kling 1999). In the current practice of a behaviorist instructional design strategy in many online courses, students have limited options to interact with each other and the instructor. Moreover, dynamic learning environments were necessary to improve student satisfaction through greater social engagement.

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Behaviorism The behaviorist instructional design strategy, used in many online courses, focused on shaping student behavior through the use of external stimuli with rewards for positive behavior (Skinner, 1957). Off-task actions were comments, questions, or ideas that do not fit exactly in the course requirements for a specific unit of study. An example is student behavior in a language acquisition class where students were examining bilingual methods detracts from the purpose. The underlying theory related to the need to mold the learning environment towards the desired academic outcome. Behaviorist teaching strategies have continued to be the primary tool for learning and acquiring knowledge in most online learning environments. Shaping behavior through the reinforcement of positive responses and forming reward systems promoted on-task attitudes. According to Jonassen and Land (2000), behaviorists viewed learning as being associated with the contiguous linking of stimuli, responses, and reinforcers based for behavior (Skinner, 1957). Creating online courses using a behaviorist instructional design model involved structured learning sequences integrated between the assignments and the assessments. In addition, mechanisms embedded in the course modules reinforced the desired behavior.

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Shaping the students behavior through both respondent and operant behavior enabled the instructor to form a system of stimulus and response during the learning sequence. Stimulus occurred through conditioning with positive reactions emerging from the teacher when the students were following the learning objectives and mastering the content (Skinner, 1957). Students who cooperated in the learning process received a reward and positive recognition from the teacher to reinforce their on-task behavior. For example, rewards included praise for the students work, higher point values for the discussions, and positive comments by their colleagues. On the other hand, off-task behavior was penalized by negative reinforcement that led to the extinction of the behavior towards the desired outcome. Penalties such as reduced discussion points and critiques of the points of view are possible under the behavioral system. Constructivist Learning Environment While behaviorism has been the predominant instructional design strategy used for online courses, constructivism offered an option for more learner and instructor interactivity. Constructivism is the process of making sense of the content presented through the development of schema structures that the learner assimilates into their world of understanding (Petraglia, 1998). For example, learners used their prior knowledge of reading strategies in an academic text and applied it as a set of sequences to comprehend a reading passage. Liaw (2004) believed the interactions provide dynamic levels of knowledge where learners construct meaning through social exchanges in online courses. Higher level thought processes develop using inquirybased learning for problem-solving skills and social learning. Constructivist theory is 34

based on prior work by Gagne (1985), Reigeluth (2003), and Ausbel (1960) who have examined the developmental process of how information transfers occur most effectively with students. Transferring knowledge through wikis and blogs online can be a constructivist teaching strategy based on Reigeluths (1980) Elaboration Theory for developing meaning-making strategies in a social environment. In a constructivist environment online, learners utilized multimodal learning strategies to build higher levels of interactivity. Constructivist learning developed active social and collaborative processes where learners used a system of symbols to construct knowledge (Lee 2004; Swain & Lapkin, 1998). Empowering the students to master the content increased the learners progress with potentially higher levels of participation in discussion threads. Students also developed higher levels of meaning in user-friendly instructional design strategies. Another related set of evidence for more innovative instructional design online and multimodal learning involved Vygotskys Zone of Proximal Development (Vygotsky, 1978). Online learners moved from the current levels of knowledge in a course to the next level to learn and to acquire knowledge. The concept of comprehensible input implied that the online students not only learned the skills or concepts, but that they acquired them through the natural movement in Vygotskys zone of proximal development (Richard-Amato, 2003; Dunn, James, & Lantolf, 1998).

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Using the constructivist instructional strategy allowed students to gain deeper conceptual development using inquiry-based learning and interaction. Content mastery was based on the prior knowledge of the text and the context of the situation leading to gradually higher levels of academic skills (Diaz-Rico, 2008). Developing contextuallybased learning environments provided comprehensible input as students construct meaning using the Zone of Proximal Development (Vygotsky, 1978). In Ausbels (1960) Schema and Meaning-Making Theory, constructivist strategies started with activating prior knowledge through elaboration strategies (Reigeluth & Stein, 1983). Developing from the advanced organizers were schema or mental models that learners used to construct the meaning of the concepts studied. As new situations emerge, learners incorporated their prior knowledge and experiences to make sense of the new knowledge. The spiraling method of learning, concepts linked to greater interactivity in web-based environments using technology tools, were embedded in an online course. Schemas were arranged in a hierarchical structure (Gagne, 1985). The idea was to nurture academic discourse and to promote academic curiosity through collaborative learning in a web-based learning community. Meaning emerged through cognitive processing using tools such as the blogs and wikis.

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Specific factors also characterized constructivism as a powerful learning tool that incorporated both the hierarchies of learning and elaboration theory. Discussions using academic language and facilitation by the instructor were the key communicative components of constructing knowledge. Knowledge was developed through group problem-solving and dialogue. Inquiry-based learning explored the knowledge domain with connections to integrate prior experiences in their own understanding of the learning process (Richardson, 2003). Wikis Wikis are online virtual workspaces where learners collaborate on projects and undergo peer review of their work using open editing techniques. The system that means quick (Siegle, 2008) used the idea of a constant generation of ideas using group work in a central location that was developed by Ward Cunningham in 1994. Moreover, wikis promoted peer interaction and collaborative sharing of information as a core function of online learning strategies. Anyone within the group had access to the workspace to add new content, edit, or state comments. Access for reading and editing was protected by tracking of internet protocol addresses and dates for the maintenance of security and includes more human-to-human communication (Hammond, 2008). One of the key benefits of wikis was that they assisted in promoting a higher level of interactivity (Siegle, 2008). Student collaboration can include adding or editing graphics, video, text, and other multimedia functions (Beldarrain, 2006). Another benefit was the ability of the instructor to facilitate and to store student work. All the key components of a project for software, drafts, discussions, were in one area. Siegle (2008) pointed out that Student interactions are at the heart of a learner-centered 37

constructivist environment, and teaching with the Web has provided unique opportunities to promote those interactions (p.2). In the collection of web pages, students interacted by student-student and student-content. Instructors also have the ability to review wikis and make comments as the projects are in process or at key points in the project deadlines. Problems such as rigid discussions online were ameliorated with a more personalized form of learning with wikis. A 2003 study at Deakin University showed that only 50% of the students were satisfied with the online learning environment. The main problem was a lack of interaction with their peers and instructors as well as technology issues (McAuliffe & Lovell, 2000). As students communicated using wikis and work on the projects, a more informal type of academic conversation emerged and the social interaction may increase. The level of interactivity and engagement rose at the same time within wikis increasing the positive effects of working in the online environment (McAuliffe & Lovell, 2000). Soules (2008) also noticed that wikis lead to a higher quality of work compared to the traditional ways of completing projects. Added cooperation during the projects also expanded the social interaction resulting in more student satisfaction and higher levels of interaction (Mezirow, 2000; Taylor, 2004). Student-based collaboration occurred because the wikis become a pathway to increasing the human-based factor in online courses (Hammond, 2008).

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According to Meyers (2008), transformative pedagogy such as constructivism using wikis empowered students to think about social issues. Wikis also created interactive and engaging environments with real-life solutions. Through wiki interactions, students implemented projects to solve the problems that have social issues embedded within them. Several important changes emerged using instructional design strategies with wikis. Students developed greater trust as they share opinions in online conversations. The result led to access points for higher levels of student to student and student to content interactivity. Online learners critically question and reflect upon the content in a meaningful manner (Meyers, 2008). Student satisfaction increased with self-directed learners who share information and generate new knowledge from the course content. Blogs Blogs, or Weblogs, are online electronic journals that communicate ideas in a continuous flow. Wilde (2007) defined blogs as a series of timed articles in html in a collection of postings. Another characteristic of blogs is the inclusion of a home page, an archive of postings, and a specific author. Blinks, or collections of blogs as complex links, were also representative of blog postings (Wilde, 2007). Students wrote their thoughts or reflections on the content material in a special page within a course shell or on a website. Online blogs appeared as an electronic page with a title page, subject, writing area, and a place for comments (Kerawalla et al, 2008).

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Dickey (2004) has promoted further research on blogs as options to reduce the frustration and alienation online based on the prior studies by Egan and Gibb (1997) and Hara and Kling (2000). Findings from the study of using weblogs as a small group tool showed higher levels of usage leading to a stronger support system where they referenced many of the prior blogs. There were also increases in the aspect of causal socialization and greater interaction in a summer online course. An overall feeling of reduced isolation and sense of an online community emerged from the analysis of the blogs as noted in a survey by Dickey (2004). Before the experimental study, other technology tools such as discussions, emails, and personal blogs had been used, but the results did not increase the student satisfaction or interactivity. Weblogs in small groups resulted in the most significant causal relationships due to the increase in social activity and the integration of content materials into the conversations (Dickey, 2004). A study on blogging behavior by Kerawalla et al (2008) was conducted on 15 students in a MA course called the e-learning professional in Open University in the United Kingdom. The methodology was a student-centered approach towards finding the challenges of using blogging online. There was a suggestion to use blogs in the course, but it was not mandated as a requirement during the study. An initial methodology was the usage of audio interviews to obtain the students views on using blogs in the course. The findings from the study showed five types of blogging behavior: blogging avoidance, resource network building, support network building, self-sufficient blogging, and self-conscious blogging (Kerawalla et al, 2008). Other findings from the study Kerawalla et al (2008) showed four factors that emerged from the blogging interactions. One factor was the need for an audience for the 40

bloggers to read and to comment. A second factor was the presence of an online community connected by the blogging activities. Receiving comments from other students in a meaningful way was the third factor for effective blogging. The presentation of the blog for other students was the fourth factor. After analyzing the data and findings, the researchers also stated that blogging had a positive effect on the five different behaviors, and it worked with enough flexibility that might work well embedded as an instructional design strategy online. These researchers found two key factors in a lack of timely feedback useful from instructors and technical problems as a source of student dissatisfaction online. A weblog is a new medium of communication leading to interaction online that offers an alternative to chat and discussion boards to bridge the feelings of isolation and frustration with learning online (Dickey, 2004). Dickey (2004) provided other findings to indicate that innovative means of communications were necessary to encourage greater interaction in online courses to increase the level of student satisfaction. Thus, in a constructivist view of blogging, learners had the ability to develop meaning by exploring and reflecting in blogs using CTTs. By talking and communicating, learners formed social networks as they built a more active role in the learning process (Jonassen, 1999).

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Problems occurred with blogs where students used them to meet the minimum requirements or form responses with weak reflections in studies by (Krause, 2004). In addition, research by Krause (2004) uncovered issues with minimal communications, haphazard postings, and weak reflections in blogs. If they were not created effectively, then the interaction could be superficial or weakly connected to the literature. Another research study by Kerawalla et al (2008) found the opposite conclusions with students developing higher levels of interactivity and social networking through the usage of blogging in masters level online courses. Current research studies showed a mixed review of blogging as an effective online tool to promote higher levels of interactivity. Students either felt that blogging was not worth the effort or they did not have anything to contribute to the discussion. Because the majority of students were task-oriented and outcome-oriented, very few students recognized the value of blogging (Kerawalla et al 2008). Thus, a deeper understanding of how to motivate online students towards using technology tools and the rationale behind them were critical elements for increasing the interactivity online (Kerawalla et al, 2008). During the 2006 graduate level study in an e-learning course by Kerawalla, et al (2008), several blogging behaviors were encountered. Blogging avoidance occurred when students refused to participate in the reflective activities. Another behavior was resource network building as students used the blog to build materials and bibliographies on e-learning. A third behavior of support networking showed how the reflection formed deeper bonds with the students in the class. Self-sufficient bloggers reflected on their own ideas. Finally, anxious bloggers were unsure about their ideas 42

and lacked confidence in their abilities to reflect upon the material in a meaningful way. Many of the students in the study used blogging for developing additional research and community support. On the other hand, other students felt self-conscious about stating their ideas or perceived blogging as an unnecessary. The study results were very similar to a prior study by Krause (2004) regarding the mixed interpretations about blogging online. Other findings from the study by Kerawalla et al (2008) showed four factors that emerge from the blogging interactions. One factor was the need for an audience for the bloggers to read and to comment. A second factor was the presence of an online community connected by the blogging activities. Receiving comments from other students in a meaningful way was the third factor for effective blogging. The presentation of the blog for other students was the fourth factor. After analyzing the data and findings, the researchers also stated that blogging had a positive view with the five different behaviors, and it worked with enough flexibility that might work well with technology tools embedded as an instructional design strategy online. Standard online discussion thread topics and conversation were usually facilitated by the instructor in a behaviorist instructional design strategy. Discussion threads had a topic which students in a course reply during a specified time period. Most answers followed a linear pattern with the comments either reinforcing or disagreeing with the posting. Once the week or unit had finished, the discussion on the content usually ended. Students may feel isolated and alienated by the usage of standard course discussions (Dickey, 2004).

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The level of interactivity in many online courses followed a behaviorist instructional strategy (Skinner, 1957) with the instructor guiding the process. Students received the stimulus of points to complete the task in the time desired. Student-tostudent interactions were very superficial at times. The instructor mainly monitored that students had answered the question with evidence from the text or other sources (Farmer, 2006). Student writing tended to be homogeneous with little personalization. In the entire process, the student-to-content interaction focused on a superficial mastery of the content matter with little empowerment for the students. Developing meaning and a schema for the content revolved around completing the assignment on time and responding to the prompt as desired by the instructor. In online courses, students had the ability to reflect on the content meaningfully through blogs over a discussion thread. Each student had their own unique page and format for expressing their ideas and opinions in a personal manner in order to construct meaning. Rather than a linear approach, students using blogs followed a non-linear method of student to content interaction. A constructivist form of learning emerged where students used the blogs as a schema to personalize the content in their own words. Rather than a set prompt, students examined the content for the week or unit where they selected their own viewpoints that link to the concepts studied.

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Blogs evolved with additional changes from the initial journal throughout a course. Based on the interactions with other students, the instructor, and the content, learners generated new ideas or expanded upon their previous content. Writing a blog became a constructivist process where students returned to it throughout the course (Reiser, 2008). Meaning developed at a higher level with the content as students felt empowered regarding the learning process online and increasing social interaction. Through blogs, the level of interactivity also increased from the student-toinstructor. By facilitating the blogs in a way that was non-intrusive, online students could have a dialogue with the instructor. A study by Safer, Farmer, Segalla, et al (2005) on 75 online courses at California State University Long Beach found that online classrooms with more interactivity and a stronger student-instructor interaction resulted in higher levels of student satisfactions. When students formed extensive social discourse involved in the online courses, blogs reduced the feeling of distance in online courses. Based on the conversations, conceptual development and attainment increased as students became actively involved in the learning process. Overall student satisfaction developed in a learning environment where they constructed knowledge in a meaningful way. Blogs had the potential to dramatically improve the level of interactivity. Students who felt comfortable in student-to-student, student-to-instructor, and student-to-content interactions usually participated enthusiastically in the online courses. During the more personalized blog writing, commenting, and questioning, the dynamics of the online course permitted students to be more involved in their own learning in group-based activities.

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Another research study by Dickey (2004) on weblogs examined the impact of blogs on student learning online. The theoretical framework focused on the shift of paradigms from an objective to constructivist perspective on learning. Using an interpretive case study methodology, Dickey (2004) applied the methodology to webbased course called I-TEP, a teacher pre-service class for technology. Fifteen students participated in the informal interviews and another 36 participated in the follow-up email regarding the study. The findings indicated a general usage of blogs for communication and projects in the group-based environment. By the end of the 16 week course, students felt comfortable using blogs as part of the learning process. In the studys conclusion, Dickey (2004) found that blogs reduced the alienation online and provided a bridge to personalize the learning process. Students interacted at higher levels of Blooms Taxonomy with other students in the course regarding the content. Rather than using a discussion thread, blogs built a deeper and personalized academic conversation. Students added resources, brought outside experiences, and felt empowered to express themselves at higher rates such as the analysis and evaluation of content from Blooms Taxonomy. Each posting had a unique time period with the time and date where students returned to reference past thoughts or to support their positions.

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Summary Research to study the treatment of wikis and blogs examined instructional design gaps regarding the levels of interactivity and student satisfaction for online learning. First, the level of interactivity presented a critical component on student engagement and motivation. Second, the research encouraged further studies of more interactive learning environments to increase the student satisfaction and the level of content mastery. A final outcome was the relationship of the instructor to facilitate a dynamic learning environment that increased student-to-student, student-to-instructor, and student-to-content interactions using wikis and blogs in a constructivist strategy. A strong rationale exists for using wikis and blogs act as extensions of the online experience where millennials and other students expressed their ideas about the course and interacted at higher levels similar to a social website. Changing learning modalities with a younger generation of learners led to greater frustration and dissatisfaction with online learning. Millennial learners have been attuned to integrating technology in a constructivist style of learning. According to Richardson (2006), the contextnot the contentdetermined how students perceived their satisfaction with the online learning experiences. Instructional designers must adapt the strategies for online course design to engage millennials at the levels of interactivity they have grown accustomed to in their learning and social experiences.

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CHAPTER 3 METHODLOGY The main purpose of this study was to determine if any changes occurred in the amount of interactivity after the inclusion of wikis and blogs in Teacher Education 605 (The Diverse Classroom) online at National University during April and May 2009. Data was collected using three measurements of student interaction and one measure of student satisfaction. The treatment used in this the study was the integration of wikis and blogs using a constructivist strategy into an online course. In both the control and experimental groups, the same instructor taught each group of students separately in two different one month sections of TED 605 online during April and May of 2009. Ttests were used to determine if there were statistical differences in the means of the measurements of the three levels of interactivity. A secondary purpose was to find the level of student satisfaction as it related to online courses. Student satisfaction was measured by an end of course survey (Appendix A) using a five point Likert Scale (Likert, 1932) to identify the level of student satisfaction in the control and the experimental groups.

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Research Questions This study addressed one main research question and four sub-questions. The study involved determining the relationship between the amounts of interactivity. Another purpose was to examine the amount of student satisfaction between students in courses who did and did not use wikis and blogs in a constructivist learning environment. Main question: To what extent did the use of wikis and blogs result in higher amounts of interactivity and student satisfaction? The sub-questions were the following: 1. To what extent did the implementation of wikis and blogs impact the amount of studentto-instructor interaction as measured by the average number of questions and comments directed to the faculty members? 2. To what extent did the implementation of wikis and blogs impact the amount of studentto-student interaction as measured by the average number of responses to other students on the discussion board? 3 To what extent did the implementation of wikis and blogs impact the amount of studentto-content interaction as measured by the average number of total responses to the content topics on the discussion board? 4. To what extent did the implementation of wikis and blogs impact student satisfaction as measured by the end of course evaluation?

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Research Hypotheses The first sub-question examined the extent that using wikis and blogs impacted the amount of student-to-instructor interaction as measured by the average number of questions and comments directed to the faculty members. The first hypothesis H1 was whether the application of the wikis and blogs increased the amount of student to instructor interaction with more questions and comments directed to the faculty member. The first Null hypothesis H0 was the application of the wikis and blogs did not increase the amount of student-to-instructor interaction with either the same amount or fewer questions and comments directed to the faculty member. The second sub-question examined the extent the wikis and blogs impacted the amount of student-to-student interaction as measured by the average number of responses to other students on the discussion board. The second hypothesis H2 was whether the application of the wikis and blogs increased the amount of student-tostudent interaction with more responses to other students on the discussion board. The second Null hypothesis H0 was the application of the wikis and blogs did not increase the amount of student-to-student interactions with either the same amount or fewer questions and comments between students. The third sub-question examined the extent wikis and blogs impacted the amount of student-to-content interaction as measured by the average amount of total responses on the discussion board. The third hypothesis H3 was if the student-to-content interaction with the wikis and blogs increased the average amount of total discussion board responses. The third Null hypothesis H0 was the student-to-content interaction

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with the wikis and blog application did not have an effect or decreased the amount of total discussion board responses. The fourth sub-question examined how the application of wikis and blogs impacted student satisfaction as measured by the end-of course survey in TED 605. The fourth hypothesis H4 was whether the application of the wikis and blogs increased the amount of student satisfaction in the end of course survey. The fourth Null hypothesis H0 was student satisfaction did not increase with the wikis and blogs application in the end-of course survey. Study Sample The study sample contained two separate online classes of 30 adult learners for a total of 60 students enrolled in two sections of Teacher Education Course (TED) 605 at National University for the control group (Group A) in April 2009 and the experimental group (Group B) in May 2009. Students were enrolled in the same teacher education course in two different classes (Group A and Group B) in a one month time period for each group. Both the control and experimental groups completed the TED 605 coursework during two consecutive one month time periods from April to May 2009. Each TED 605 course was one month in duration organized into four units. Both the experimental and control groups had the same instructor teaching TED 605 in the two sections. The classes had a range of male and female students as well as a mixture of ethnic groups.

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At the same time, some students also were concurrently pursuing a Masters degree at National University while others were enrolled in teacher education courses. Prior student experiences with online courses and teacher education at National University ranged from the first course taken online to those who have started the program since the beginning course. Finally, the range of technology-based competence and prior usage of tools such as wikis and blogs ranged from beginning to advanced abilities. Selection of the study participants was based on intact groups for TED 605 who had enrolled in the course at National University during April and May 2009. The same instructor was chosen by lead faculty for the course to teach both TED 605 courses in April and May of 2009. Experimental and Control Groups The purpose for the quasi-experimental study was to understand the influences of a constructivist teaching strategy using wikis and blogs on the population of online students in TED 605 at National University. TED 605 showed the complexity of today's classroom through the lenses of values, cultural differences and similarities, human development, and exceptional needs. The nature of student development and learning was explored and linked to practical application necessary for teaching in a diverse classroom. TED 605, The Diverse Classroom, was explored in four modules over one month time period for Group A in April 2009 and again for Group B in May 2009.

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Students in the April 2009 control group (Group A) were students who registered for the course as an intact group. The control group was composed of teacher credential candidates and Masters students who selected TED 605 for May 2009. The study populations for the two groups were selected by National University based on intact groups of potential TED 605 students registered for a particular course. Students in the experimental and control groups were informed about the general purpose of the study and signed a release waiver to participate in the study. The researcher created a letter explaining the purpose and usage of the study. The instructor and the researcher forwarded the informed consent letter and the study waiver forms to the students in the class. Students in the control group completed all required class assignments including the discussion threads, the assignments, and followed the standard progression of the course. No changes were made from the current practice in the course content or assignments for the control group. Students in the group were not being informed about the experimental group or the usage of wikis and blogs. Furthermore, students in the control group did not interact with the experimental group in order not to contaminate the two groups. In the experimental group, students were selected with parallel criteria as the control group to have a balanced study population in the study. Data from the experimental group was used to test the extent to which the treatment of wikis and blogs impacted the levels of interactivity and student satisfaction in the online course. Students in the experimental group completed the same discussions and assignments as

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the control group and had the same course content presented to them. These students completed the discussion threads and the same assignments. The differences for the experimental group were the links to the wikis and the blogs. In the blogs, students had the option of reflecting and commenting on the topics (one for each week in the course) in the blogs, and other students in the course commented upon their postings. In the wikis, students can make suggestions on assignments posted for review by other students, exchanged ideas on the multicultural course topics, and provided supplemental resources for other students in the experimental group. All students in both groups were invited to submit the end of course survey (Appendix A). The researcher did not have any direct contact with either the control group or the experimental group during the study. In order to improve the reliability of the study, the control group and experimental students did not have formal communication with each other. Additionally, only students in the experimental group had access to the wikis and blogs. Study Administration The study was planned to occur in two phases at National University during April and May 2009. The first phase was the control group (Group A) for the study in April of 2009 in a one month course of TED 605. During the second phase, students participated in the experimental group (Group B) study in a one month course of TED 605 in May of 2009.

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The first phase was spent organizing the studys implementation with the control group in one section of TED 605 in April 2009. In May 2009, the experimental group was in different section of TED 605. The learning platform, eCollege, did not support wikis and blogs. One change in the course was a modification to use Googles wiki and blog environments as external links for the experimental group since the eCollege learning platform did not contain wikis. Data collection was also enhanced by a statistical tool designed by online university that was useful in disaggregating data in the discussion threads to analyze the three levels of interactivity posed in the research hypothesis. Data from the discussion threads was collected for the control and the experimental groups. One data source was the students total postings to the content in the discussions. A second data source was the student-to-student comments and responses in the discussions. The third data source was the student to instructor comments and questions in the discussion threads. All course content, course assignments, and course formats in TED 605 were kept intact to retain the original integrity of the course according to the National University catalog and agreements with the California Department of Education. Only students in the experimental group were given a specific account number and password to use the wikis and blog sites. Implementation of the study for Group A began April 2009 in TED 605. Each online course at the National University was one month in duration. Groups A and B received an explanation of the study and a waiver agreement for participation. Students in the control group (Group A) continued through the course assignments and discussion threads without any modifications in April 2009. Both groups had the same 55

discussion questions and content. In addition, the experimental group (Group B) had the links to the wiki and blog sites to discuss the course topics and to interact in the wikis. Since the experimental group was conducted separately in TED 605 during May 2009, only the participants in this cohort had access to the wikis and blogs. Each TED 605 section in the one month online course had discussion threads. In total, there were five discussion threads and four assignments in the course. Students in Group A, the control group, followed the typical activities within the timeline of the course. The only difference with Group B, the experimental group, was the inclusion of the wikis and blogs. Wikis and blogs were used as supplemental work areas for the course. Blogs were used for reflections and comments upon the current discussion threads or additional topics related to the concepts in multicultural education each week. Wikis were used as workspaces to review and to comment upon draft course assignments. They were also locations to share resources and websites regarding specific topics for each week covered in the multicultural course. Students accessed the wikis and blogs through a link received through the course email. Only students in the experimental group had access to the websites for wikis and blogs. The control group did not enter the wikis and blogs.

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The participants usage for the blogs and wikis was encouraged as a critical element to improve their marketability in a tight teacher job market and as a vital factor in working with a student population that is predominantly minority/ELLs. The experience of using the blogs and wikis was beneficial for the students by demonstrating technology tools. Also, the main data points were the discussion threads and the end-ofcourse survey. In addition, participants were directed to the links in the wikis and blogs through several means. First, a short memo provided the link, the access codes, and the sequential directions to enter the wikis and blogs. The memo was sent by the course instructor. Students received the memo before the course starts and during the first week of the course. In addition, there were Powerpoint slideshows for the wikis and blogs. The slideshow contained the definition of the wikis and blogs, the steps to enter and to use the wikis and blogs, and modeling/examples for using the wikis and blogs. The quality of wikis and blogs were parallel to the color and feel of the National University course page. Efforts were made to develop a user-friendly environment with ease of navigation and a sequence of steps to follow for using the wikis and blogs incorporated into the researcher-created Powerpoint. Google blogs and Google wikis were professional-looking websites that could be customized to meet the needs of the research study.

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After both TED 605 course sections, a survey on student satisfaction (Appendix A) was sent by the researcher to the experimental and the control groups using Surveymonkey.com. The survey focused on student satisfaction. The purpose was to triangulate data using the survey regarding student satisfaction in online courses. Prior to giving the student satisfaction survey, a similar cohort of TED 605 students piloted the questions during March 2009. The purpose was to check for potential problems in the survey for the study. Based on the findings from the pilot survey, changes were made to the terminology and format of the study survey in order to increase the reliability and validity of the findings on student satisfaction. Students in the control group received the survey after the course ended in April while the experimental group was sent the survey once the course finished in May. Data Sources Multiple data sources were used to collect the information in this study. The researcher quantified the discussion thread postings from student-to-instructor, studentto-student, and student-to-content from the discussion threads in the online course. The first data questions and comments to the instructor were based on either the original student posting, a point of information, or a point for clarification were used as student to instructor interaction data points. A second set of data sources involved the student-tostudent comments and questions based on the students original discussion postings. A third set of data was the students total postings to the discussion thread prompt for the student to content level of interactions and the average time spent in the course. The

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fourth data source examined student satisfaction based on the end of course survey in Appendix A. The second quantitative data source came at the end of the course. Using a five point Likert Scale, students were asked questions regarding student satisfaction in the online teacher education course (Appendix A). Both the Group A control group and the Group B experimental groups completed the student satisfaction survey. The first questions in the survey focused on education and time spent in the course. The next ten statements examined student satisfaction based on a five point Likert scale. All questions were applicable to both the control and experimental groups. The treatment of the wikis and blogs was only accessible by the experimental group and the instructor as a link. The researcher restricted access by inviting the experimental students to the private site with account numbers and a password. Students used the wikis to share information and to collaborate on the assignments. Blogs allowed students to reinforce, expand, and reflect on the existing discussion threads. To improve usage of the wikis and blogs, a Powerpoint was created to explain the usage for each technology tool. Within the Powerpoint, students received the steps to complete wikis and blogs effectively. Blogs were used for students in the experimental group for student to content, student to student, and student to instructor levels of interactivity. Students in the experimental group posted their own blogs during the online course, and they also commented on other students blogs linked to the TED 605 discussion questions and 59

course topics. The blog topics were the same as the discussion threads with the ability of students to comment on a more personalized format. Wikis functioned as online workspaces for the students to complete the course assignments. For each of the assignments in the one month course, students had the capability of exchanging ideas, leaving comments, and examining student projects. There were opportunities for student-to-content interactivity in the wikis through the posting drafts or by asking for input regarding eight course assignments using the wiki environment. Student-to-instructor interactivity involved comments and questions on draft course assignments posted in the wikis. Finally, student-to-student interaction involved the comments, questions, and suggestions regarding the course assignments posted in the wikis. Data Collection Procedures Post-online course data information was the number of the students interactions in the discussion threads with the instructor, other students, and the content was collected from the database from the course online. First, the number of interactions for individuals in both the control and the experimental groups for each of the discussion was calculated. Next, the overall time spent for the entire class in the discussion area was calculated for the control and experimental groups. Further data disaggregation tables were constructed to show the student-to-instructor, student-to-student, and student-to-content interactions between the two groups. The main emphasis of the discussion thread data noted the changes in the levels of interactivity from usage of the wikis and blogs in the online course.

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For sub-question 1, data was collected from the discussion threads. The data included the instructors comments, questions, and replies to student discussion threads from the five discussion threads. For sub-question 2, data was collected from the discussion threads. The data included student-to-student comments and questions based on the initial discussion postings in each of the five discussion threads. For sub-question 3, data was collected from the discussion threads. The data included the total student postings to the content questions in each of the five discussion threads. For sub-question 4, data was collected from the end of the course survey for both the control and the experimental groups for those students who signed a study waiver form. The voluntary surveys were collected through Surveymonkey.com. Students were sent the survey through the online course email system, and it was returned to a special email account set up for the study. Each of the student surveys had the same number of questions. Student data was formed into tables regarding the three categories of the three levels of interactivity, the discussion threads, and student satisfaction. Additional tables were created linked to the different categories in the end of course survey (Appendix A). All the survey results were stored in a secure area. Data Analysis Data analysis started with organizing the raw data from the online course between the control and the experimental groups. The discussion threads were the main source for the data analysis since it contained information on all three levels of student interactivity in the online course. An initial step was to disaggregate data about interactivity in the discussion threads for the entire class. Then, the data was organized by the control group and the experimental group in the online course. To find the 61

differences between the control and the experimental groups, additional t-tests were conducted on Groups A and B by first examining the overall discussion data for each group. Later, the tables were divided further by the averages in order to compare the control group and the experimental group in the online course. The emphasis was to view how Group B, the experimental group, interacted in the discussion threads. Three t-tests were conducted on the discussion thread data to examine differences between the amounts of interactivity student-to-instructor, student-to-student, and student-to-content. For sub-question 1, the first t-test examined the amount of interactivity between the students and the instructor. Data was used from the instructors comments and questions related to the students responses in the five discussion threads. For sub-question 2, the second t-test examined the amount of interactivity from student to student. Data was used from the comments and questions by students to other students initial discussion thread postings in the five discussion threads. For sub-question 3, the third t-test examined the amount of interactivity from student to content. Data was used from the total postings by the students from the five discussion threads. For sub-question 4, the source of data for the study was the end-of course student surveys completed in SurveyMonkey.com to measure student satisfaction about the online course. The control group and the experimental group were sent the same Likert scale survey at the end of each of the two TED 605 online courses. T-tests were used to analyze the student satisfaction in the online course. Groups A and B was first analyzed to find trends within each of the control and the experimental groups. Each of the categories was examined to locate trends regarding student satisfaction.

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Statistical Analysis The t-test was the statistical analysis tool used to analyze differences in the means in the levels of interactivity and student satisfaction between the control and the experimental groups. T-tests compared differences between the control and the experimental study populations in the study for the hypothesis and the null hypothesis (Creswell, 2003). Both data sources (discussion threads and the end of course surveys) were analyzed using a T-test. The level of significance necessary to determine an impact for the three levels of interactivity and student satisfaction was .05 (Creswell, 2003). The critical region for the normal distribution of data was used in a two tailed t-test in both ends of the distribution curve to examine the strength of the relationship (Creswell, 2003). Within a two-tailed t-test, both ends of the critical region were examined to determine the differences as greater or lesser degrees using the SPSS data software system. The p-value (probability of the result occurring) was important in accepting or refuting the null hypothesis. In addition, the p-value relates to the degrees of freedom (do) determined the amount of data needed for the statistic (Creswell, 2003). Validity and Reliability According to Creswell (2003), construct validity measured the meaning or significance of the data obtained in the study. Evidence for construct validity emerged from difference between measures using the statistical instruments and the data from the study (Creswell, 2003). Reliability means that the scores from an instrument are stable and consistent (Creswell, 2003, p.162). To increase the validity and reliability of the end of course survey, a pilot survey was conducted to eliminate potential problems in a similar TED 605 section. The pilot survey confirmed the timing and understanding 63

of the questions for the study contained the components necessary for the students to answer the student satisfaction questions online. Internal Validity Creswell (2003) noted that Threats to the internal validity are problems that threaten a researchers ability to draw correct cause-effect inferences that arise because of the experimental procedures or the experiences of participants (p.290). In order to maintain the internal validity of this study, several factors were critical. The existing course content, assignments, and discussions were left intact. Two identical discussion threads were created for the control and the experimental group. Data from the discussion threads represented another source to reduce internal validity threats since it was based on previously used information over several years by the online university. Usage of the discussion threads increased the internal validity by showing direct student-to-content, student-to-student, and student-to-instructor interactions in the TED 605 course at National University. By separating the two groups into two different courses (April 2009 and May 2009), there were fewer opportunities to cross-contaminate the study by interactions and sharing information on this study. Usage of the link for the wikis and blogs, with restricted access to only the control group, permitted the participants to interact in multiple levels. Finally, the end of course survey was the same for both groups.

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External Validity External validity was another factor considered to maintain the integrity of the conclusions for this quasi-experimental study. Creswell noted, Threats to external validity are problems that threaten the researchers ability to draw correct inferences from the sample data to other persons, settings, and past and future situations(p. 293). Also, the researcher generalized the findings based on the standardized course format and content in all the National University TED 605 courses for teacher education in the university. National University operated courses on a one month time period that allowed for replication of the study with similar sample populations. Reliability Procedures for the testing instruments were standardized for the control and the experimental groups. By using four types of quantitative data, the study findings had a stronger triangulation of data from multiple sources. Usage of t-tests measured the differences in the means of the findings to levels of interactivity. Also, the end of course survey for student satisfaction added a research-based statistical instrument that could be replicated with similar settings and study populations. The end of course survey was created by the researcher using SurveyMonkey.com. A pilot study was conducted on a similar TED 605 online course to validate the survey during March 2009. Then, the revised end of course survey was completed by a similar cohort of students in the actual study.

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Underlying Assumptions and Limitations Assumptions Several important underlying assumptions were apparent in the study. Students were chosen by availability to enter the course for the two month study period. In addition, decisions by the students to enter the course were influenced by the convenience of taking classes online and the order of courses necessary to complete the teaching credential. A second assumption related to the conditions of the course. The eCollege platform for National University did not have wikis and blogs embedded in the software. Thus, the researcher created links to websites with wikis and blogs. Technical issues occurred due to the usage of a third party source for the study and the students lack of knowledge about wikis. The only modifications to the online course were the division of the courses into the two study groups and the inclusion of links to the wikis and blogs. All of the original content in the TED 605 Course were maintained and no changes were made. Both the discussion threads and the assignment were kept in the same format and content as similar online teacher education courses for the university. The researcher did not have permission to alter the content, discussion threads, or the assignments. Additional interactions were allowed in the blogs for only the experimental group based on the existing discussion threads for each week of the course. Usage of the wikis permitted students to share ideas on the assignments and to interact with each other only for the experimental group.

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A final assumption was the nature of the wikis and blogs. Student training modules for using the wikis and blogs were created in a PowerPoint Slideshow. The researcher did not know if the students used the PowerPoint Slideshow during the class. Usage of the wikis and blogs varied individually in the experimental group. Students voluntarily completed their projects and discussions as a pilot study in the wikis and blogs. Third party companies provided the wiki and blog service for the study. Any technical issues were forwarded by the instructor to the researcher or to the platform provider technical support service. A time gap occurred between responses leading to potential frustration by the study population. Student knowledge of wikis and blogs also varied with more advanced students using the technology tools more often. Finally, the constructivist nature of the study depended on the students desire to participate in the wikis and blogs. Limitations Several limitations also impacted the study. One limitation was the lack of an embedded wiki and blog with the eCollege learning system. Participants in the study linked to the wikis and blogs through Google. Access to the wikis and blogs were limited to participants in the experimental group. Since students must use the weblink to enter the sites, there was a possibility of fewer students using the wikis and blogs compared to if they were included in the eCollege system.

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Another limitation was the attitude of the instructor towards using wikis and blogs in a constructivist approach. If there was not enough encouragement or engaging topics, then the students may not access the wikis and blogs consistently. The results might be at a lower rate in comparison to a course with wikis and blogs that were not in use as an integral part of the course. Also, both the course instructor and the students had limited experience using wikis and blogs leading to a reduced rate of time spent in them. A major limitation was the lack of an embedded wiki and blog with the eCollege learning system. Participants in the study linked to the wikis and blogs through Google. Access to the wikis and blogs was limited to participants in the experimental group. Since students must use the weblink to enter the sites, fewer students might use the wikis and blogs compared to if they were included in the eCollege system. Ethical Issues An ethical implementation of this study presented a critical factor to maintain the validity and reliability of the data sources on interactivity and student satisfaction in the online course. IRB guidelines were followed in the study to protect the rights of the participants. In addition, criteria set by the researcher in the data collection were followed in the data analysis. No subjects were adversely harmed by inclusion of the wikis, the blogs, constructivist teaching strategies, or the end of course survey. Communication with the instructor only involved procedures for the study and technical questions about the wikis or blogs. In regards to FERPA, the researcher did not access student grades. Nothing was withheld from the control group from the current practices of teaching the course. 68

Students in the online course were given a letter explaining the overall purpose of the study to examine the levels of interactivity and student satisfaction in online courses. All participants in the study received an informed consent form detailing the nature of the study and the students rights for confidentiality. Student records were coded and stored in a secure location to maintain the confidentiality of participants in the study. Only students who signed a waiver and participation form were included in the study.

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CHAPTER 4 DATA COLLECTION AND ANALYSIS Introduction The research study examined whether wikis and blogs impacted student interactivity and student satisfaction in an online course. Two sections of an online course (Multicultural Diversity) were utilized for this research. In April 2009, the preliminary portion of the study focused on the control group as a baseline examination of three levels of interactivity. The three levels were student-to-student, student-to-instructor, and student-to-content interactions in the discussion threads. In addition, there was an end-ofcourse survey that examined student satisfaction online regarding the online course materials, course content, and course instructor. The experimental group occurred in May of 2009 using the same discussion threads and assignments as the control group and the end-of course survey. The element that distinguished the experimental group was the treatment utilizing wikis and blogs. The purpose was to examine the impact on student interactivity and student satisfaction after the integration of wikis and blogs.

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Four measures of interactivity and student satisfaction were utilized in this study. The first three measures provided evidence of interactivity in the five discussion threads and the fourth measure tested the degree of student satisfaction using an end-of course student satisfaction survey. One measure was the student-to-instructor interactions that included the instructors responses to the students and the students responses to the instructor as research question one. A second measure was the student-to-student interactions of responses to each other within each discussion thread as research question two. In addition, the third measure was the student-to-content responses that were used for the overall student participation in each of the discussion threads as research question three. The fourth measure was the end-of-course online survey that focused on the level of student satisfaction. In both the control and the experimental groups, all aspects of the online courses remained uniform, with the exception of the wikis and blogs, to compare accurately the amount of student interactivity and student satisfaction. Each course contained five discussion threads connected to the content examined. The instructor only responded to the students in discussion threads 1, 2, and 3. Discussion groups 4 and 5 did not receive an instructor response since they were graded assignments and the focus was on studentto-student and student-to-content interactions. Furthermore, the experimental and the control groups had the same grading scales and assignments. The only difference involved the addition of wikis and blogs to the experimental group to test the change in levels of student interactivity and satisfaction.

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Purpose of the Study The purpose of the study focused on measuring improved instructional design by using wikis and blogs to measure the impact on online interactivity student-to-instructor, student-to-student, and student-to-content. A secondary purpose was to use the end-of course survey to measure student satisfaction in regards to the instructional design in the online learning environment. Interactivity is an important construct in online courses since the students may not have the same face-to-face interactions with faculty and students as they do in onsite courses. Testing wikis and blogs in an online environment with a constructivist learning strategy was used as a treatment to determine if there were significant differences in the means of the two groups were measured using t-tests. Previous research studies on blogs (Safer, Farmer, Segalla, and et al, 2005) embedded in online courses have shown positive results to increase the students interactivity and to raise student satisfaction in online learning. Due to the predominant behaviorist teaching strategies in many online universities, there have been limited outlets for using technology tools such as blogs or wikis. In addition, there have not been many studies on wikis and their impact on increasing student interactivity. Statement of the Problem It is not known if the usage of wikis and blogs in the instructional design of an online class increase the level of interactivity and student satisfaction. Another related problem is that distance learning leaders seek to reduce the amount of student attrition in online courses through the creation of an online environment which is attuned to a personalized online experience. In many existing courses, a typical lesson involves student responses to one or more discussion threads each week. Then, the student 72

completes the chapter readings. The combination of the readings and discussions leads to the completion of different class assignments during the course. The majority of the work is done asynchronously and independently. When students had interactions in the discussion threads, they were basically responding briefly to a posting. Research Questions The research study sought to answer four research questions. The first three research questions were connected to the amount of student interactivity (student-toinstructor, student-to-student, and student-to-content) linked to the two online courses. In the fourth research question, the focal point was the end-of-course student satisfaction. 1. To what extent did the implementation of wikis and blogs affect the amount of student-to-instructor interaction as measured by the average number of questions and comments directed to the faculty members? 2. To what extent did the implementation of wikis and blogs affect the amount of student-to-student interaction as measured by the average number of responses to other students on the discussion board? 3. To what extent did the implementation of wikis and blogs affect the amount of student-to-content interaction as measured by the average number of totals responses to the content topics on the discussion board? 4. To what extent did the implementation of wikis and blogs impact student satisfaction as measured by the end of course evaluation?

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Study Sample The control group had a sample of 26 total students of whom 18 consented to participate in this research project. There were 6 females and 11 males (one participant declined to provide their gender) who volunteered to participate in the control group. In addition, 13 of the control group were in the teacher credential program and 5 were in the Masters program. The ages ranged from 21 to 50 years old. A total of 18 students completed the end-of-course survey. In the experimental group, the study sample included 28 students of whom 16 consented to participate in the research project. There were 4 females and 4 males in the experimental group who participated in the end-of course survey. It is not known why the other 8 students who consented did not participate in the end-of course survey. Of those students in the survey, 3 students were in the teacher credential program and 5 were in the Masters program. The ages ranged from 21 to 50 years old. A total of 8 students in the experimental group completed the end-of course survey.

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Data Analysis for the Control and Experimental Groups Introduction The control group portion of this research occurred during April 2009 using an online National University course TED 605 titled Multicultural Diversity. A key purpose for the control group in this research was to form a baseline to compare to the experimental group in the study regarding the usage of wikis and blog as tools to increase student interactivity and student satisfaction as stated in the four research hypotheses. Throughout the course, no changes were made in the course discussions, content, grading, or assignments for the control group. The only addition was the end-of course survey on student satisfaction. The experimental group portion of this research occurred during May 2009 using a different term and section of the TED 605 Multicultural Diversity online course. A key purpose for the experimental group was to form an opportunity to test the four research hypotheses using the treatment of the technology tools with the wiki and blog sites. No changes were made to the course content, assignments, grading, or discussions for the experimental group. The only difference was the treatment of the wiki and blog links to determine the amount of interactivity student-to-instructor, student-to-student, and student-to-content. Students in the experimental group also completed the end-of course student survey on student satisfaction. Time Frame The timeframe for the TED 605 control group was one month. Each section of the online course was divided into four weeks of discussion threads and assignments. There were two discussion threads in week 1 and one discussion thread in both weeks 2, 75

3, and 4. Students were assigned to respond to each discussion thread on Fridays and then reply to two or more students by each Sunday to receive all possible points. Each assignment was due on the Saturday at the end of the unit in a one week time period. Study Environment TED 605 Multicultural Diversity contained a different learning environment compared to other online National University courses Online. One key feature was the extensive multimedia embedded with each of the course concepts and linked to all four units. Another aspect of the course involved the layering of articles and resources directly connected to engage students in both the discussion threads and the class-based assignments. Students could use the textbook in discussion thread prompts as they viewed the video clips and used the additional resource web links. Other technology tools such as podcasts provided additional motivation for the teacher credential candidates to respond using higher levels of critical thinking. During April 2009, 26 students in TED 605 control group completed the discussion threads independently for each of the five sessions. Eighteen students consented to join the study. While the majority of students completed each thread in a timely manner, there were several outliers who only completed a few discussions or who posted late for each session. Students were expected to respond to each of the five prompts using evidence from their readings or research as well as ideas to connect the discussion thread to their future teaching environments. During May 2009, the 25 students in the TED 605 experimental group completed the discussion threads independently for the five sessions. Sixteen students consented to join the study and 8 students completed the end-of course survey. There were two outliers 76

who did not complete all the discussion threads throughout the course with one who entered in the third session of the discussion thread. The same expectations for grading and assignments were included for the experimental group. Instrumentation The instrumentation for the study included quantifying the discussion threads and the end-of course survey for both groups. In addition, the experimental group used a link for accessing the Google Blog and Google Wiki sites. T-tests for independent samples were conducted using the SPSS data software program on three different levels of interactivity in the five discussion threads to determine if significant differences occurred between the means of the control and the experimental group for the study. Additional ttests were conducted using SPSS on the fourth question regarding student satisfaction for the control and experimental groups using the end-of course survey. All students in the control and the experimental group were counted for the three levels of interactivity for the five discussion threads. Only the students who consented to participate in the study were included in the end-of course survey. In addition, only the students who consented to participate in the study entered the wikis and blogs. Discussion Threads Each of the five discussion threads were examined for three different levels of interactivity. The first level of data was student-to-instructor interactions relating to questions and comments between the teacher and the student as research question number one. A second level of data was student-to-student relating to comments and questions by students on the original posting and responses by post the student who wrote the thread and those who replied as research question two. The third level of data was student-to77

content that showed the overall number of postings completed by an individual student for each section as research question three. The control and experimental group tables (Tables 1-13) provide group results for each of the five discussion threads divided into three overall tables for each discussion. For example, the first set of tables for each discussion described the total results for the student-to-instructor interactions for each group of five discussion threads with the control and experimental groups connected to research question 1. A second set of tables for each discussion described the total results for the student-to-student interactions for each group of five discussion threads with control and the experimental groups connected to research question 2. The third set of tables for each discussion described the total results for the student-to-content interactions with the control and the experimental groups connected to research question 3. In addition, the total number of responses for the control and experimental group were compared for all the discussion threads with the control and the experimental groups. T-tests were conducted comparing the control and the experimental groups at the three levels of interaction to find the differences in the means and whether any differences occurred with the amount of interactivity. End of Course Survey The end-of-course survey was divided into two sections. In the first section, there were several demographic questions regarding gender, academic goals, and age. Within the second section of the survey, students responded to questions using a five point Likert scale regarding the course such as the instructors interactions and the quality of the course content. The questions measured student satisfaction criteria ranging from

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strongly agree to strongly disagree. Topics included student opinions about the course materials, the instructors feedback, the course content, and course assignments. Findings The t-tests showed the results of the following research questions regarding the study for student interactivity and student satisfaction in the two online National University courses. The comparison groups are the experimental and the control group. The data for the experimental group and the control group were given as total responses for each of the discussion items (Discussions 1 to 5). In order to conduct a t-test, the aggregated value for the control group was then transformed into mean values by dividing the total values for each discussion item by the number of students. The computed mean values were used as a test value in the t-test. The number of students is assumed the same in both groups. The test results are given in Table 1 to Table 13. Table one presented the results of a test for the equality of the mean values of the student-to-instructor interaction in discussion one between the two groups. The null hypothesis was that the mean difference was equal to zero. The results suggested that the null hypothesis could not be rejected. This implies that the implementation of wikis and blogs did not have any statistically significant effect on the amount of student-toinstructor interaction. Tables 2 through 13 are interpreted in the same format.

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Discussion Question 1 Table 1: One-Sample t-Test (Discussion Question 1: student-to-instructor) Test Value = .96 Sig. (2-tailed) Mean Difference .097 .397

df

D1_STI

1.717

27

95% Confidence Interval of the Difference Lower Upper -.08 .87

Using the data in Table 2 the researcher was able to reject the null hypothesis, meaning that the implementation of wikis and blogs had a statistically significant effect on the amount of student-to-student interaction in discussion question one. Table 2: One-sample t-Test (Discussion Question 1: student-to-student) Test Value = .54 t Df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D1_STS 3.981 27 .000 1.531 .74 2.32 Using the data presented in Table 3, the researcher could not reject the null hypothesis, implying that the implementation of wikis and blogs had no statistically significant effect on the amount of student-to-content interaction in question one. Table 3: One-sample t-Test (Discussion question 1: student-to-content) Test Value = 2.89 t df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D1_STC 1.576 27 .127 .646 -.20 1.49

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Discussion Question 2 Using the data presented in Table 4, the researcher could not reject the null hypothesis, implying that the implementation of wikis and blogs had no statistically significant effect on the amount of student-to-instructor interaction in discussion question two. Table 4: One-sample t-Test (Discussion question 2: student-to-instructor) t df Test Value = 1.04 Sig. (2-tailed) Mean Difference .116 .17429 95% Confidence Interval of the Difference Lower Upper -.0460 .3946

D2_STI

1.623

27

Using the data presented in Table 5, the researcher could not reject the null hypothesis, implying that the implementation of wikis and blogs had no statistically significant effect on the amount of student-to-student interaction in discussion question two. Table 5: One-sample t-Test (Discussion question 2: student-to-student) Test Value = 1.96 T df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D2_STS .460 27 .649 .18286 -.6327 .9984

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Using the data presented in Table 6, the researcher could not reject the null hypothesis, implying that the implementation of wikis and blogs has no statistically significant effect on the amount of student-to-content interaction in discussion question two. Table 6: One-sample t-Test (Discussion question 2: student-to-content) Test Value = 2.50 T df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D2_STC 1.008 27 .322 .28571 -.2958 .8672 Discussion 3 Using the data presented in Table 7, the researcher rejected the null hypothesis, implying that the implementation of wikis and blogs had statistically significant effects on the amount of student-to-instructor interaction in discussion three. Table 7: One-sample t-Test (Discussion question 3: student-to-instructor) t df Test Value = .57 Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper .3089 1.1225

D3_STI

3.610

27

.001

.71571

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Using the data presented in Table 8, the researcher could not reject the null hypothesis, implying that the implementation of wikis and blogs has no statistically significant effect on the amount of student-to-student interaction in discussion question three. Table 8: One-sample t-Test (Discussion question 3: student-to-student) Test Value = 1.11 t df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D3_STS 1.276 27 .213 .49714 -.3020 1.2963 Using the data presented in Table 9, the researcher rejects the null hypothesis, implying that the implementation of wikis and blogs has no statistically significant effect (p-value = .06) on the amount of student-to-content interaction in discussion question three. Table 9: One-sample t-Test (Discussion questions 3: student-to-content) Test Value = 1.89 t df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D3_STC 1.990 27 .057 .61000 -.0188 1.2388 Discussion 4 The t-test result for student-to-instructor effect for discussion four was not reported. This was because the test value was equal to zero and the individual values in the experimental group were all zero. This means that that t-value cannot be computed because the standard deviation was 0. However, there was no need to carry out a t-test here because the individual values in the experimental group were all equal to the test 83

value. This implies that there was no difference in student-to-instructor responses between the experimental and the control group. Using the data presented in Table 10, the researcher could not reject the null hypothesis, implying that the implementation of wikis and blogs had no statistically significant effect (p-value = .06) on the amount of student-to-student interaction in discussion question four. Table 10: One-sample t-Test (Discussion Question 4: student-to-student) Test Value = 2.14 t df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D4_STS -1.184 27 .247 -.64000 -1.7494 .4694 Using the data presented in Table 11, the researcher rejected the null hypothesis, implying that the implementation of wikis and blogs had a statistically significant effect on the amount of student-to-content interaction in discussion question four. Table 11: One-sample t-Test (Discussion question 4: student-to-content) Test Value = 3.21 t df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D4_STC -3.151 27 .004 -.88857 -1.4671 -.3100

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Discussion 5 The t-test result for student-to-instructor effect for discussion question 5 was not reported. The reason for this was the same as for discussion four because the instructor did not respond to the student postings in either discussion 4 or discussion 5. Table 12 could not reject the null hypothesis, implying that the implementation of wikis and blogs had a statistically significant effect on the amount of student-to-student interaction in discussion question five. Table 12: One-sample t-Test (Discussion question 5: student-to-student) Test Value = 2.07 t df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D5_STS -1.359 27 .185 -.57000 -1.4306 .2906

Using the data presented in Table 13, the researcher could not reject the null hypothesis, implying that the implementation of wikis and blogs has a statistically significant effect on the amount of student-to-content interaction in discussion question five. Table 13: One-sample t-Test (Discussion question 5: student-to-content) Test Value = 2.50 t df Sig. (2Mean 95% Confidence tailed) Difference Interval of the Difference Lower Upper D5_STC -.391 27 .699 -.10714 -.6690 .4547

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Impact of the Wikis and Blogs The impact of the wikis and blogs had a minimal effect on student interactivity with the experimental group. Only three students entered the blogs and none of the students entered the wikis. In the blogs, the students did post a coherent response and one student did reply to the researcher. Due to the limited supplementary data regarding the wikis and blogs, the three levels of interactivity in the online course could not be measured. Unfortunately, the time demands of the standard course discussions, readings, and assignments reduced the time that students had available for completing the technology tools treatment with wikis and blogs. The end-of course survey showed that the time for completing the course readings ranged from 1 to 6 hours for the control group with several students reporting 7 or more hours per week, while the experimental group readings also had a similar time range. For the course assignments, the control group required 3 or more hours per week with 33% of the students taking 7 or more hours. In the experimental group, students needed from 3 to 7 hours with 50% of the students taking 7 or more hours. Finally, the control group had a range of 1 to 4 hours with a few students needing up to 7 hours of time in the discussion threads. In comparison, the experimental group was equally divided between 1 to 2 and 3 to 4 hours of time spent in the discussion threads. Due to the extensive class time required of 10 to 21 hours per week the students may not have had the time to complete the additional wiki and blog activities.

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Research Question Four: End-of Course Survey The following table presented t-tests for of means of student satisfaction between the experimental and the control group. This addressed research question number four. The test results indicated that the hypothesis of equal satisfaction between the groups is rejected. The experimental student group is more satisfied than the control student group. Due to the limited usage of wikis and blogs, the treatment has a minimal effect on the results.
Table 14 End-of Course Survey T-Tests Independent Samples Test Levene's Test for Equality of Variances

t-test for Equality of Means 95% Confidence Interval of the Difference Lowe r .3425 3 .5687 0 Upper 1.9630 3 1.7368 6

F Instructor Equal Feedback(IF variance ) s assumed Equal variance s not assumed 10.69 9

Sig. .00 3

t 2.93 6 4.08 3

df 24

Sig. (2tailed ) .007

Mean Differenc e 1.15278

Std. Error Differenc e .39258

22.98 2

.000

1.15278

.28234

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Table 14 (Continued) Instructor Participation(IP)

Knowledge (K)

Course Related Materials (CRM)

Quality of Course Assignments (QCA)

Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed

4.388 .047 3.922

24 .001 1.04167 .26557 .49355 1.58978

5.000 23.470 .000 1.04167 .20833 .61117 1.47216

8.260 .009 3.726

23 .001 1.17647 .31570 .52339 1.82955

5.494 16.000 .000 1.17647 .21412 .72255 1.63039

11.098 .003 3.141

23 .005 1.28676 .40961 .43942 2.13411

4.299 21.301 .000 1.28676 .29931 .66485 1.90868

7.614 .011 3.963

24 .001 1.43056 .36097 .68556 2.17555

5.432 23.498 .000 1.43056 .26337 .88637 1.97474

Student Interactions (SI)

.353 .558 3.285

23 .003

.87500 .26633 .32405 1.42595

4.123 22.805 .000

.87500 .21222 .43578 1.31422

Overall Course Satisfaction (OCS)

1.904 .180 3.922

24 .001 1.04167 .26557 .49355 1.58978

5.000 23.470 .000 1.04167 .20833 .61117 1.47216

Recommend the Course (RC)

3.260 .084 4.003

24 .001 1.09722 .27409 .53152 1.66292

5.150 23.684 .000 1.09722 .21307 .65715 1.53729

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Several factors influenced the wiki and blog experiment. The Teacher Performance Assessment (TPA) requirements for credentialing also took away potential time as students gradually completed the projects over the course of their studies. Students with the high amount of hours spent in the course and with the requirements of the TPA had few incentives and a limited amount of time to complete extra piloting. The information was based on comments by students and faculty at the online university. Another factor was the instructional design components and teaching strategies within the course. There was a set grading system based on responses to the discussion threads and the completion of the course assignments. Students did not have an incentive to complete the wikis or blogs with extra points or a pilot study embedded in the syllabus. In addition, the instructor had limited knowledge about using wikis and blogs as an instructional design strategy. The researcher provided an overview for the technology with the research. Due to the instructional design of the course, the instructor and the researcher did not have the ability to implement constructivist teaching strategies in a way that would complement the integration of technology tools in the learning. Similar to the teaching strategy, the technology tools were not embedded in the eCollege system. Since students had to use a link to access the Google Wiki and Google Blog sites, there was less inclination to use the technology tools for this research.

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A final issue was the Google Wikis and Google Blogs. The navigation within the wikis and blogs while not difficult may have not been user-friendly enough for the students in the experimental study. In retrospect, the instructional design components in the wikis and blogs may not have been as user-friendly as millennial students require for building engagement and interactivity with the course. Other students may have been dissuaded from entering the study due to the four page letter of consent, according to emails and conversations with the course researcher regarding their participation. Summary of Findings In the discussion threads, even though there was very limited usage of the blog, the experimental group had a higher amount of interactivity compared to the control group. It is not clearly known why the difference in interactivity occurred between the control and the experimental group. Three of the five discussions showed that research question 1 results for student to instructor indicated that the experimental group had higher levels of interactivity than the control group. All five discussions showed the results of research questions 2 and 3 (student-to-student interactivity and student-tocontent interactivity) that the experimental groups contained higher levels of interactivity compared to the control group. Perhaps the inclusion of potential wikis and blogs were a factor encouraging more interactivity or the dynamics of the two National University online courses may have led to higher levels of interactivity.

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The end-of course survey also contained information about student satisfaction levels. There were an equal number of males and females in the experimental group while the control group had a two-to-one ratio of females to males. There were also only 8 students in the experimental group and 18 in the control group who entered and completed the survey. The majority of students in both the control and the experimental groups were seeking only a teaching credential. In addition, the amount of time spent overall in the courses ranged from 10 to 21 hours with most students spending 10 hours in the two online courses. The majority of time students spent on the course assignments was 3 to 6 hours while the least amount of time (1 to 2 hours) occurred in the discussion threads. Time spent in the course activities showed that the majority of the students utilized reading and assignments, which involved little to no interactivity while the interactivity portions composed only 10% to 20% of the total time with the discussion threads. Since the underlying instructional design of the course was behavior-oriented and individual, there may have been a serious flaw using technology tools such as wikis and blogs as the learning strategies. During an analysis of student satisfaction in the end-of course survey, the results showed that students strongly agreed with the idea of interactivity in the course. Course materials and the assignments resulted in a strongly agreed selection from the survey. Students in the survey also strongly agreed that the instructors feedback, the course design, the readings, and the course materials were all useful. In fact, over 75% or more of the results showed that students in both the control and the experimental groups strongly agreed to statements in a positive nature of the course. 91

The results from the student satisfaction survey indicated that the course design and outcomes did not require the use of technology tools in their current form. After the research on millennials seeking more interactivity, it was interesting to note that they may not favor the same technology tools in a traditional course. Blogs and wikis would be more applicable with courses that included more group projects for the assignments and discussions that were open-ended. Another essential factor was the attitude of the course instructor that promoted interaction within the course. With additional knowledge on wiki and blogs and with the inclusion of them as a graded portion of the course, the effects of the study would probably have been more favorable. The research study using wikis and blogs showed that it is important to form instructional design environments and learning strategies appropriate for online learning that are user-friendly, contain motivating graphics and navigation, and have direct connections to the learning management system for the students. Based on the experiences with this research study in the experimental group, there must be userfriendly components in both the learning management system to promote higher usage. Even with the inclusion of two very detailed training PowerPoint presentations for wikis and blogs, the students did not enter the wikis. Only three students used the blogs during the May 2009 online National University course.

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CHAPTER 5 RESULTS, CONCLUSIONS, AND RECOMMENDATIONS Introduction The research study examined the impact of wikis and blogs on student interactivity and student satisfaction in two online National University courses in April and May 2009. During the two month study, the amount of interactivity in the discussion thread was compared for the control group and the experimental group. The three levels of interactivity compared were student-to-instructor, student-to-student, and student-tocontent interactions based on evidence in t-tests from the discussion threads. The five discussions threads from TED 605 contained evidence about the level of interactivity related to research questions, 1, 2, and 3. In addition, student satisfaction was measured by evidence from the end-of course survey for both the control and the experimental groups for evidence regarding question 4. Blogs and wikis were incorporated as supplement measurements from links in Google since the eCollege learning platform did not support the technology tools. Summary of the Literature Review A survey of existing literature found that embedding blogs as a required assignment in several online classroom studies led to an increased amount of student interactivity such as in research by Fox, B. (2007), Lee (2007), and Moallem (2003). The idea of using an electronic journal was encouraged by both the technical aspects of using a blog and the findings from various studies on blogs. A missing factor related to how blogs might increase interactivity in online classes using constructivist rather than behavioral teaching strategies. 93

Research on wikis only identified possible usages of the technology tools. The main usage occurred with group-based projects (Beldarrain, 2006). Other evidence on wikis examined how several online sites were piloting the technology tools with wikis to increase the amount of student interactivity and to raise student satisfaction in a sometimes isolated world of online learning (Siegle, 2008). There was a gap or a lack of substantial prior research in the literature review regarding studies completed on the impact of wikis with online learning based on using both wikis and blogs together as technology tools. Based on the findings from the literature review, the purpose of the study focused on examining the relationships of wikis and blogs using constructivist-based teaching strategies on increasing interactivity in the discussion threads. Another purpose of this study was to determine the amount of student satisfaction with the treatment in the experimental group as compared to the standard class in the control group. In a review of past studies, there was not adequate evidence regarding how the combination of wikis and blogs might impact student participation in online courses. It is important to find the appropriate instructional design strategies and technology tools that facilitate higher levels of interactivity and increase the level of student satisfaction.

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Research Study Findings The two month research study on using wikis and blogs showed several key factors on interactivity, usage, and motivation. In the overall discussion threads for both groups, there was a moderate level of interactivity and a high level of student satisfaction with the interactions in the course. Another positive factor was the high level of satisfaction with instructor-initiated interactions. Usage of the wikis and blogs had little to no effect on the discussion threads in the experimental group. Since the wikis and blogs implementation was not mandated in either the course syllabus or the grading criteria, only three students made the decision to use the blogs and no one entered the wiki site. A key factor influencing the low participation rate in the study may have been the lack of an incentive for students in the experimental group to participate in the wikis and blogs. Neither the syllabus nor the grading criteria required the extra usage of technology tools. In addition, the fragile condition of K-12 teaching positions and the result of potential and actual K-12 teacher layoffs may have had a negative effect on students who were worried about job security. In fact, a review of the discussion threads showed that many students did not complete the minimum requirements for the discussions in the National University online course syllabus (one discussion posting and two or more responses to other students for each thread).

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Since there was not a direct linkage to the sites or an embedded wiki or blog in the eCollege system, the incentives to use them were also potentially reduced. Students needed to use the web links provided by the researcher to enter the wikis and blogs. If the wikis and blogs were integrated as part of the e-College learning management system, more students may have actively used them. Due to the need to enter the wikis and blogs from separate web links, many students may not have wanted to complete the extra steps required to participate in the research study. Since National University did not change the grading or discussion participation criteria and the links were not embedded in eCollege, the fatal flaw in the methodology was revealed. Even the inclusion of two PowerPoint slideshows on both the wikis and blogs using explicit and targeted instructions did not increase the usage and motivations. Each PowerPoint slideshow was composed of sequential directions for using the wiki or blog. The instructor provided the username and password for the experimental group. Google wiki and blog sites also offered straightforward linkages with easy-to-implement systems from a well-known company. Furthermore, examples for the two online National University courses were developed for the wikis and blogs connected to the course. Samples for the blogs included topics and directions for posting comments related to the two online courses. The wiki contained examples for reviewing projects and for posting resources connected to the course topics. Based on additional data from the instructor, most students had minimal participation and interest in the regular course itself and they did not want to enter the blog or the wiki site.

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The results of the research study contained a mixed effect due to the limited usage of the blogs and the non-usage of the wikis. There was enough evidence to compare research questions 1, 2, 3 using discussion thread data and question 4 with the end-of course surveys. Evidence from the t-tests for discussions one through five showed more interactivity in the experimental group than in the control group. The differences were probably due to the nature of the content and the increased usage of the discussion threads for the experimental group compared to the control group based on prior experience teaching online at National University. The extra step of using the wikis and blogs was skipped by the participants who may not have seen a purpose for using them without receiving a grade. The implementation in July 2008 of a California Teacher Performance Assessment, a set of four tests to become a teacher, may have also limited the students time because of the requirements to complete each of the four exams throughout the one to two year time period in the teacher credential program. Only three students entered the blog site. No one entered the wiki site from the experimental group, even with significant changes and examples that were added during the study. Conclusions Due to the lack of overall motivation for academic, time, and personal means with the experimental group participants, the results of the study unfortunately failed to meet the expectations set in the first three hypotheses. The three levels of interactivity of student-to-instructor, student-to-student, and student-to-content were not impacted by the usage of wikis and blogs. On the other hand, student satisfaction for the overall course, the content, and the instructor were high based on the end-of course student satisfaction 97

survey. The final result also could have been positive (based on the researchers discussions with the students and prior pilot at another university using wikis and blogs) if small changes were allowed such as inclusion of the wikis and blogs as part of a pilot study embedded into the grading requirements and in the syllabus description of the course. A connected development of wikis and blogs within the course shell of the two online National University courses may have increased the usage of wikis and blogs due to the convenience of access and the motivation included in the connection to the topics for the course. Limitations for the Study The most critical limitation was the lack of a requirement to pilot the wikis in the syllabus and the grading for the experimental group. Students in the experimental group may not have used the wikis and blogs since they were not a mandated component of the course. The course syllabus did not explicitly include the usage of wikis and blogs as part of any assignment. Also, the grading for the discussions did not mention either wikis or blogs. The researcher noticed that even with the PowerPoint presentations, the examples, encouragement, and constant reminders the experimental group did not utilize the blogs or wikis. Another limitation was the usage of outside Google links for the wiki and blog sites. The eCollege learning management system did not contain wikis or blogs. Students needed to enter the Google blog or the Google wiki website in order to access the experimental group treatment. Usage means entering the blogs or wikis to complete activities related to the online course. The extra step reduced the potential usage by the experimental group since it involved extra knowledge of technology. Since eCollege did 98

not have a button for the wikis and blogs nor a direct usage of them, students who were not technology savvy or highly motivated failed to enter the sites. Students may have participated more actively in a course mandating the usage and embedded wikis and blogs as part of the eCollege system. A final limitation involved the factor of the California Teacher Performance Exam. Teacher Credential candidates must pass four tests before they can be fully certified as teachers in California. Due to the high level of anxiety and extra work required for the tests, many students in the experimental group refused to do additional work in the wikis and blogs. In fact, they had limited participations in the regular discussions as well due to the focus on passing the tests. Recommendations for Practice Several recommendations would be beneficial for improving instructional design practice using wikis and blogs. One important suggestion is the necessity of designing instructional environments and strategies to promote the usage of technology tools and constructivist learning. In the majority of current online learning environments, the predominant design structure involves reading a text, responding to discussion questions, and posting individual assignments. Under the circumstances of a behaviorist model, such as the one described for current courses, students are more resistant to using technology or completing assignments not directly specified in the syllabus. Shifting an emphasis to technology tools and active learning by instructional designers would potentially increase interaction and learning a designated component of online courses. Another recommendation is the development of simple and visual blogs and wikis for usage integrated into the learning management systems. Technology tools that are 99

more user-friendly may promote a higher rate of student interactions and usage. When the learning management system contains an embedded set of technology tools, students are also more likely to use them consistently. A method to increase the effectiveness of instructional design with technology tools would be to promote a more fluid design of courses integrating individual, group, and shared experiences within an online classroom environment. Combining active engagement and a community of learners online within the development of courses increases the potential time spent on wikis and blogs. Students must view the time spent as being useful to their social and academic growth. A final recommendation is the formation of a third generation of instructional design for courses that includes new strategies and the technology tools. To form such an environment, the existing system of discussion threads and assignments must be radically changed toward a new generation of interactivity and student satisfaction. While the current online students complete the courses as they are being designed and implemented by instructional designers, it is important to form learning environments in a more dynamic tone to the current working environment. Two key factors for finding the appropriate instructional design teaching strategies are also relevant to the learning environments favored by users in their 20s and 30s. Without a set of new integrated learning strategies and technology tools, online learning may have a limited advance beyond its current boundaries to become the predominant form of acquiring knowledge. Recommendations for Future Research Even with the mixed results of this study on wikis and blogs, there are many recommendations for future research. One key aspect of research involves developing systems to make wikis and blogs user-friendly. The Google wiki ad blog sites did have 100

some features such as navigation tools and instructions. Unless the users were experienced with technology, students may not use the technology tools with classes. Instead, there must be a more intuitive system for navigating the wikis and blogs that promotes usage in a user-friendly environment. More research and technology are necessary to form an enhanced system for a more universal implementation of wikis and blogs. Further studies must also be done on the effects of wikis and blogs with pilot studies with other online courses using courses with less intensive work requirements. The next studies must have an embedded set of technology tools with wikis and blogs. In addition, there must be either a grading or usage requirements for the course to gain initial study results. Then, the findings can be extended to use wikis and blogs in more creative manners as they become in wider usage. As technology improves with more user-friendly wikis and blogs, then more related teaching styles can be implemented to complement the usage. Another recommendation for further research relates to active learning strategies for instructional design. Students might be more engaged online with teaching strategies that connect to technology tools such as wikis and blogs. At the same time, greater levels of interactivity may emerge with teaching strategies in the instructional design such as constructivism and cooperative learning. Since the work environment relies on active life-long learners and critical thinking, the adjustments for instructional design would be beneficial. Faculty must be trained and knowledgeable about technology tools and Constructivism to be effective in the online classroom. When students have a well-trained

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instructor who integrates technology seamlessly, the students will model the results leading to potentially higher levels of interactivity and student satisfaction. Implications for the Instructional Design Field The implications for the instructional design field for this study relate to the teaching strategies and learning environments for online course development and instruction. While the existing system of online learning with a predominant usage of discussion threads and assignments has become standardized in usage, a few adjustments could improve the design of learning environments to a higher level. Changes to the teaching strategies online towards a constructivist or cooperative perspective are essential to promote greater interactivity and technology tool usage such as wikis and blogs. Without the alterations in the teaching strategies in the instructional design process, students would have a lower motivation and interest towards using technology tools. An interrelated component for instructional designers would be the formation of dynamic learning environment linked to the interactive teaching strategies. In a behaviorist-oriented system of teaching and learning strategies that is currently used, students have limited interactions compared to onsite learning. Thus, the findings from the study suggest that in order to raise interactivity, the assignments and format of the discussion should be changed towards dynamic, two-way communication. Instructional designers could adjust the learning environment through the usage of visually-based learning, the multiple intelligences, constructivist learning modules, and wikis and blogs. Even though the test of the hypothesis was inconclusive, the format and teaching strategies of the existing online course and other similar courses interferes with the students desire to use them. In an instructional design format with a linear pattern of 102

asynchronous discussions and assignments that are mainly individual, students will not have the incentive to use the wikis or blogs. The main concern would involve posting the discussion thread, responding to the minimum number of students, and completing the assignments. Currently, the system meets the needs of many online learners. In the next decade, there must changes to propel online learning to a more equitable status with onsite institutions. The resulting adjustments in the technology, teaching strategies, and the learning environment towards a more dynamic, interactive online experience could facilitate that appeal more readily. Summary The research study indicated that student interactivity and student satisfaction were not affected by the treatment of wikis and blogs within the online courses. Based on three levels of interactivity (student-to-student, student-to-instructor, and student-tocontent), the experimental group had higher levels of interactions as compared to the control group. Wikis and blogs had a minimal impact on the interactivity. Several students entered the blogs, yet no one entered the wikis. Students did not enter the wiki site and only entered the blog site several times. The lack of a requirement in the course syllabus to use the wikis and blogs may have led many students to decide not to participate in the research study. Also, the usage of PowerPoint training tools and detailed examples and directions had a minimal impact on student usage of the wikis and blogs. Another flaw with the implementation for the study was the lack of an embedded set of technology tools such as wikis and blogs in the learning management system for eCollege. Since the Google wikis and blog sites had to be accessed by a separate link that connected to the Internet search tool, most students 103

made the decision not to use them. In addition, the instructor was not familiar with the technology and usage of wikis and blogs. The lack of understanding on how to connect wikis and blogs to the content of the online courses may have resulted in a weaker rate of participation as well. Several students who did post in the Google blog had very thoughtful responses, but without a course requirement or an instructor who integrated the wikis and blogs into the learning process, most students did not use them on their own. A final problem was the requirement for teacher credential candidates to pass a California Teacher Performance Assessment of four tests to gain their teaching credentials. All three hypotheses of using wikis and blogs were rejected by the results of the study and the t-tests. The fourth hypothesis of the interactivity leading to higher student satisfaction contained positive results. Students in the control and the experimental groups either agreed or strongly agreed with positive student experiences regarding the content, instructors feedback, and interaction in the course.

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APPENDIX A END-OF COURSE SURVEY 1. Gender: 2. Degree Goal: 3. Age __ Male __ Teaching Credential __ 20 to 30 __ 30 to 40 __ Female __ Masters __40 to 50 __ 50+

4. What was the average amount of time each week that you spent in the course discussion threads? _0 hours _1 to 2 hours __ 3 to 4 hours __ 5 to 6 hours __ 7 or more hours 5. What was the average amount of time each week that you spent on completing the course assignments? _0 hours _1 to 2 hours __ 3 to 4 hours __ 5 to 6 hours __ 7 or more hours 6. What was the average amount of time each week that you spent on the course readings? _0 hours _1 to 2 hours __ 3 to 4 hours __ 5 to 6 hours __ 7 or more hours

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Statement

Strongly Agree 1

Agree

Neutral

Disagree

Strongly Disagree

I was satisfied with the instructors feedback. I was satisfied with instructors participation in discussions.

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Statement

Strongly Agree 1

Agree

Neutral

Disagree

Strongly Disagree

I was satisfied with the knowledge gained in the course. I was satisfied with the discussion interactions in the course. I was satisfied with the courserelated materials.

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Statement

Strongly Agree 1

Agree

Neutral

Disagree

Strongly Disagree

I was satisfied with the quality of course assignments. I was satisfied with the course and I would take another class. I was satisfied with student interactions.

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Statement

Strongly Agree 1

Agree

Neutral

Disagree

Strongly Disagree

I was satisfied with the overall course. I was satisfied with the course and I would recommend the course to others.

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APPENDIX B POWERPOINT TUTORIAL FOR THE BLOGS

Introduction
Welcome to the Blog tutorial for TED 605. In the Blog Tutorial, the following topics have been included: - Purpose for using the Blog - Blog Website link and login directions - Steps for using a Blog - Sample Blog activity - Troubleshooting for the Blog - Privacy and Security for the Blog

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Purpose for Using the Blog

Purpose: Blogs are similar to electronic journals where the user can post reflections, receive comments from other viewers, and edit reflections. Usage of a blog personalizes the online learning experience by creating a unique area where students can include their opinions, facts, and comments regarding course-related issues.

Blog Website link and login directions

The blogging website link is: http://www.blogger.com/postcreate.g?blogID=2682250173123247436 or try http://eduworldproject.blogspot.com Login:Sbrownson@cox.net Password: cookie1234
Students in the May 2009 TED 605 course will receive an invitation to enter the blog site by the site administrator.

Steps for using a Blog

Add a title for the blog Type the reflection or content into the workspace area below the title Choose Save now to save and Post to enter publish the work for others to see or comments Respond to other blogs by selecting the comments button below each blog. Its also possible to add weblinks or other file links in the blog or comments.

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Sample Blog Activity

Think of a blog where ELLs can feel comfortable in your classroom. What would you do? Why? Describe the activity and the purpose. Otherwise, you may choose any other course-related topic for the first blog. Type the title and the blog Post the blog Use comments to respond to other blogs Continue building a Community of Teacher Learners through the academic conversations.

Troubleshooting for the Blog

The file needs to be edited or deleted Choose edit post The file needs to be viewed before sending Select preview The Internet site disappeared or locked up Paste http://www.blogger.com/postcreate.g?blogID=2682250173123247436

Privacy and Security for the Blog

Access to the site is restricted to students in National Universitys May 2009 TED 605 course. All comments and postings in the course must be respectful and meet the National University Academic Standards. Only students in the course may enter and comment to other blogs.

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APPENDIX C- POWERPOINT TUTORIAL FOR THE WIKIS

National University TED 605 May 2009

Introduction
Welcome to the Wiki tutorial for TED 605. In the Wiki Tutorial, the following topics have been included: - Purpose for using the Wiki - Wiki Website link and login directions - Steps for using a Wiki - Sample Wiki activity - Troubleshooting for the Wiki - Privacy and Security for the Wiki

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Purpose for using the Wiki

Think of a wiki as a large storage cabinet for individual or group projects. Within the cabinet, it is possible to complete many tasks that usually require separate files. Wikis allow users to: - Maintain a record of all emails on a project - Integrate multiple file types such as MS Word and MS Powerpoint in one location for forming and editing documents - Provide one location for all resources used in a project - Create a log of changes and additions by participants in a project

Wiki Website link and login directions

The wiki website link is: http://sites.google.com/site/eduworldproject/ted-605may-2009 Login Use the following login Sbrownson@cox.net Password cookie1234

Wiki Website Components

The Wiki website has options to create different pages. Web page Creates web pages for special projects and other needs Dashboard - Includes weather forecasts, maps, miniweb, to-do list, and other functions to use within the Wiki for project and research Announcements Permits the individual or team to post announcements about updates on projects File Cabinets Allows the users to add files, move files, and delete files for projects. Lists Includes action items, issue lists, unit status , and create your own options.

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What is Google Sites?

Google Sites is an online application that makes creating a team web site as easy as editing a document. With Google Sites, people can quickly gather a variety of information in one place -- including videos, calendars, presentations, attachments, and text -- and easily share it for viewing or editing with a small group, their entire organization, or the world. Get started with Google Sites at http://sites.google.com/site.

Key Features for wikis Part I

Customize your site's interface to resemble your group or project's look and feel Choose from a growing list of page types: webpage, announcements, file cabinet Centralize shared information: Embed rich content (video, Google Docs documents, spreadsheets, presentations, Picasa photo slide shows, iGoogle gadgets) into any page, and upload file attachments

Key Features Part II

Manage permissions settings to keep your site as private or widely editable and viewable as you'd like Search across your Google Sites content with Google search technology Create a new sub-page with the click of a button

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Storage for Google Wikis

You can store up to 100MB in your Site. To see how much storage you have left in your site, go to "Site Settings" -> "Other Stuff". If you're using Google Apps, your storage quota is maintained at the domain level. Each domain receives 10Gb of storage. Premier edition users receive more storage based on the number of users they purchase.

Videos and Tutorials on Wikis

There are several videos available that can help get you started: Short video tour with examples of how you can use Google Sites Short video tutorial to help you get started Interactive online tutorial which explains concepts within Google Sites

Steps for using a Wiki

Select the website link (http://sites.google.com/site/eduworldproject/ted605-may-2009) Enter the website provided by the instructor for the wikisite ted605 (Use home to always return to the main page) Determine the type of activity desired (announcements, filing cabinet, etc..) Post the file or edit an existing file Use other functions if needed in the wiki logout

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Sample Wiki activity

Select Create a new page Choose File cabinet Add a filename for the document Press Add a file Pick the Assignment 1 for the course Click Save Student can now comment and students can make changes within the wiki site for Assignment 1.

Troubleshooting for the Wiki

The user presses the wrong button Return to the main screen by either pressing home or re-enter using the weblink The screen moves to another website during a search or activity (Press the top left arrow to return to the wiki) A file is missing Select view all files or site map The file needs changes Select edit The wiki becomes locked or frozen Close the webpage and open a new webpage

Privacy and Security for the Wiki

The site administrator has opened the wiki for your practice and usage. Please do not provide access to the wiki site for others. The site is only for the usage of students in the TED 605 May 2009 Course Keep the login, password, and wiki link in a safe place Only post course-related documents on the site. Please do not add personal notes, pictures, or other documents The site is only for projects and activities related to TED 605

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