Action Research in the Online Learning Environment
Dorothy Craig, Kathy Patten, Mahogany Brown, Middle Tennessee State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study examined the process of action research conducted by graduate students enrolled in online courses. As partial requirement for state licensure and the Masters degree in Curriculum and Instruction, graduate students engaged in individual and collaborative action research while utilizing the online environment as a resource and avenue for discourse. In order to fully engage in the process, graduate students utilized their own classrooms and/or schools to identify problems, collect and analyze data, and implement "action plans." Course instructors acted as participant observers in assisting students throughout the process. Initial findings indicate that students differed in: a) degree of engagement, b) scope of research, c) utilization patterns with regard to the online environment, and d) depth of impact of action research projects in improving practice within the public school classroom.
Craig, D., Patten, K. & Brown, M. (2005). Action Research in the Online Learning Environment. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2990-2996). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).