My Research Paper: E-Learning and Low Socioeconomic Students

Brown, Judith O. (January 2011). Dwell in Possibility: PLAR and e-Portfolios in the Age of Information and Communication Technologies. The International Review of Research in Open & Distance Learning, 12(1). Adult learners obtain knowledge from various environments, including academic, workplace, military and independent learning via the Internet. PLAR (Prior Learning Assessment and Recognition) is a way that adult students can have their learning assessed for university credit. The e-portfolio is one PLAR measurement used to assess learning competencies. The author feels that experiential learning e-portfolios allow adult learners to demonstrate knowledge visual and audibly using ICTs (Information and Communication Technologies) (Brown, 2011). Two studies were conducted to determine if e-portfolios improved learners' creativity and technical skills as well as gave students the opportunity to articulate their learning in a professional and personal manner. The studies were conducted in 2005 at Barry University's School of Adult and Continuing Education (ACE) by the ACE's portfolio department. Barry University is a private, Catholic institution founded in 1940 in Miami, Florida. The first study consisted of 10 adult learners who were geographically close to each other, so they were able to attend a face-to-face portfolio seminar and three technical development workshops over a two-month period. Only 5 students completed the second pilot, which consisted of students though out ACE's state-wide system. Since students did not live close to each other, Blackboard tutorials with voice-overs and professor support via e-mail and telephone replaced the face-to-face tutorials (Brown, 2011). Students in the first pilot program were given pre- and post-test surveys, while participants in the second pilot program were given only post surveys. All surveys were analyzed by the ACE team. Results from the first pilot program indicated that the creation of e-portfolios significantl

This article highlights the successful use of certain technologies with children of special needs and the various related stakeholders (family, teachers, etc.). In order to illustrate and evaluate whether or not technology has been successful with children with special needs, the paper presents many initiatives and studies, including the use of videotapes in the late 1970s to today with the use of the Internet. The paper presents the discussion, that according to the information of other studies and initiatives, information and communications technology seems to benefit children with special needs living in rural and remote areas of Canada. It is the availability to the technology which seems to be more of the determinate on how successful these children will be. The authors come from a variety of backgrounds. First, Judy Roberts, has twenty-five years experience working with learning technologies, particularly in telemedicine initiatives. Julia O'Sullivan was the Dean of the Faculty of Education at Lakehead University when this article was written. Her background is mainly in the areas of serving children of special needs. Her career has focused on the education and the development of government policies to improve the lives of special needs children. The third author, Joan Howard, is a research associate working with Judy Roberts. Joan has worked on a number of distance education and the application of learning technologies initiatives. This article relates to the research I am conducting for my final paper, e-learning serving student of low socioeconomic status. Statistically speaking, children with special needs seem to be more prevalent within families of lower socioeconomic status. Hence, information in this article is providing me evidence that delivering curriculum to children of special needs via e-learning is viable. The strength of the article is its method of research. The authors present a number of studies and initiatives that span ove

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 t

First nation communities in Canada are lagging behind the rest of Canada in education simply based on their geographic locations. In order to determine if and how electronic learning can be delivered, this study provides insight to the extent of technology penetration and the skills associated with using it within the Aboriginal communities in Canada. Sixty respondents with various levels of education completed questionnaires on the use of a variety of communication technologies, such as fax machines, internet and e-mail. The conclusion focused on the effect of availability on whether or not the respondent would use the technology, concluding, if the technology was available, the respondent would most likely use it. The article also concluded that First Nations people are aware of the importance of education and credentials in today's economy. Therefore, the author suggests distance learning is the possible solution for those wanting to attain the qualifications. The author, Cora Voyageur, teaches at the University of Calgary in the Sociology Department. Her background as a member of the Athabasca Chipewyan First Nation has influenced her academic background, focusing on aboriginal issues such as employment, justice, women's issues and education. The strength of the study was the method she used to collect the data. Since the group was relatively small (n=60), the author was able to collect the data through personal interviews or phone calls. This method avoids such things as respondent misinterpretation. However, this small sample group is one of the weaknesses of this study. For example, Voyageur gathered data from only 6 sites in Canada. This is minimal as compared to the number of First Nation communities across Canada. The related theme this article ties to is the use of e-learning with students of low socioeconomic status, a research interest for me. Since this topic has scarce resources, it seemed fitting to starting looking into the use of e-lear