Annotated Bibliography 3 in APA Format - 1 views

started by Brent Armstrong on 03 Mar 12

#1 Brent Armstrong on 03 Mar 12

Li, Q., Dyjur, P., Nicolson, N., & Moorman, M. (2009). Using Videoconferencing

to Provide Mentorship in Inquiry-Based Urban and Rural Secondary

Classrooms. Canadian Journal of Learning and Technology. Vol. 35 (3) Fall.

   

In this study, the researchers examined the effects of using videoconferencing to link professional people in the fields of math and science with students. Three classes from both urban and rural settings participated in learning tasks which utilized the inquiry based learning model along with the professional link.

When compared to pre-tests and a control group, the quantitative and qualitative data suggests that students benefited from both the inquiry based learning model and the professional connection which made the lessons and tasks more authentic.

The conclusions primarily focused on the influence an inquiry-based learning model had on students, but does not discuss or evaluate the advantages of disadvantages of the use of videoconferencing or the effect the professional mentoring had on students.

The authors come from a variety of academic backgrounds. Qing Lin is an associate professor at the University of Calgary, researching areas such as technology supported learning and game based learning. Patti Dyjur is an Instructional Designer with the University of Calgary, supporting faculty on course design. Natalya Nicholson is completing a PhD in geometrics, and Lynn Moorman is an assistant professor at Mount Royal University, also completing a PhD in Educational Technology.

This article is related to a research interest I have of using e-learning to deliver curriculum to lower socioeconomic students. Currently in the school I teach at, a mentor relationship seems to be successful when dealing with this segment of student. Hence, the article provides some insight if a mentoring relationship can be delivered electronically, videoconferencing in this case.

The strength of the study for me is it somewhat demonstrated that students did get excited and engaged in the learning task using electronic mentoring relationships. With social networking and relationship building being a popular application on the Internet, knowing that students did engage in this manner will help with future e-learning course design. The weakness of the study is it doesn’t seem to focus on a single thing. For example, it is difficult to tell if the positive results were attributed to the mentoring relationship, the “coolness” of videoconferencing or was it the use of the inquiry based learning model.

The questions I still have after reading this article is whether or not videoconferencing is an option in the long run? Since relationship building is important to the research I’m doing, videoconferencing could be an essential way to maintain this relationship. At this point, I’m still unclear whether or not it will.

<div class="cArrow"> </div><div class="cContentInner">Li, Q., Dyjur, P., Nicolson, N., & Moorman, M. (2009). Using Videoconferencing to Provide Mentorship in Inquiry-Based Urban and Rural Secondary Classrooms. Canadian Journal of Learning and Technology. Vol. 35 (3) Fall.     In this study, the researchers examined the effects of using videoconferencing to link professional people in the fields of math and science with students. Three classes from both urban and rural settings participated in learning tasks which utilized the inquiry based learning model along with the professional link. When compared to pre-tests and a control group, the quantitative and qualitative data suggests that students benefited from both the inquiry based learning model and the professional connection which made the lessons and tasks more authentic. The conclusions primarily focused on the influence an inquiry-based learning model had on students, but does not discuss or evaluate the advantages of disadvantages of the use of videoconferencing or the effect the professional mentoring had on students. The authors come from a variety of academic backgrounds. Qing Lin is an associate professor at the University of Calgary, researching areas such as technology supported learning and game based learning. Patti Dyjur is an Instructional Designer with the University of Calgary, supporting faculty on course design. Natalya Nicholson is completing a PhD in geometrics, and Lynn Moorman is an assistant professor at Mount Royal University, also completing a PhD in Educational Technology. This article is related to a research interest I have of using e-learning to deliver curriculum to lower socioeconomic students. Currently in the school I teach at, a mentor relationship seems to be successful when dealing with this segment of student. Hence, the article provides some insight if a mentoring relationship can be delivered electronically, videoconferencing in this case. The strength of the study for me is it somewhat demonstrated that students did get excited and engaged in the learning task using electronic mentoring relationships. With social networking and relationship building being a popular application on the Internet, knowing that students did engage in this manner will help with future e-learning course design. The weakness of the study is it doesn’t seem to focus on a single thing. For example, it is difficult to tell if the positive results were attributed to the mentoring relationship, the “coolness” of videoconferencing or was it the use of the inquiry based learning model. The questions I still have after reading this article is whether or not videoconferencing is an option in the long run? Since relationship building is important to the research I’m doing, videoconferencing could be an essential way to maintain this relationship. At this point, I’m still unclear whether or not it will.</div>

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