Table Of Content

Techtalk: An Online Best Practices Framework for The following best practices provide guidelines for DE literacy instructors using new and emerging technologies within the CoI model. They can Developmental Literacy help ensure the smooth and effective delivery of instruction. Address Access, Attitude, and Educational Issues Prior to Technology Implementation By Melissa Burgess and David C. Caverly Make sure technical and educational support for faculty and students using technology is readily available. For example, support through wireless In a previous Techtalk column, Peterson and Caverly (2005) introduced Internet access, sufficient hardware for those without computers or smart the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, phones, and technical support structures when problems arise is essential. 2001) as a guide for online learning. The CoI model has maintained lon- gevity and applicability to a variety of both synchronous and asynchro- Identify Concepts/Strategies to be Learned nous technologies (Ice, Curtis, Phillips, & Wells, 2007). In this column, Objectives for learning must be identified prior to teaching with technology we will revisit the CoI model and its application to new synchronous and as they guide the direction of learning. One possible concept and strategy asynchronous instructional tools situated within developmental literacy. objective would be to identify author and source credibility. Technologies In future columns, we’ll apply it to developmental math and writing. can supplement instruction through access to extensive multimedia re- sources on the Internet; e-mail, discussion forums, or blogs to provide feed- Laying the Virtual Groundwork back; and a wiki history to assess learning, but sources must be credible. When technology is integrated into a classroom, learner attitudes and out- Design Activities Based upon a Cognitive Presence comes match or surpass that of instruction which does not use technology Churches’ (2007) Digital Taxonomy provides a variety of technologies to (cf., Burgess, 2009; Rosen & Salomon, 2007). Further, Leu, Kinzer, Coiro, support each level of Bloom’s Revised Taxonomy (Anderson & Krathwohl, and Cammack (2004) have stressed the importance in the global economy 2001) and delineates how they are linked to cognitive objectives. For DE to equip students with new literacies that support social communication literacy, one might use ProCon.org (2010) at the knowledge level to select and use of communication technologies. Many incoming freshman are al- an issue and find initial sources on both sides of it, choose Webspiration ready equipped with these social technological skills, including those who (2010) at the analyzing and evaluating level to collaboratively brainstorm are developing their literacy (Burgess, 2010). However, instructors in DE an argument, and then use PBworks (2010) at the creating level as a wiki to (developmental education) would be well-served to examine and measure document a solution to the issue. students’ digital literacy toward informing instruction, as often it is shal- low (Caverly, Peterson, Delaney, & Starks-Martin, 2009). Create Opportunities for a Social Presence Some hesitation, however, has occurred with the promotion of online Technologies that facilitate social presence include blogs, discussion (be it all online or hybrid) developmental literacy due to high attrition boards, online chats, texting, e-mailing, instant messaging, or two-way rates and a lack of confidence in the medium. One reason cited is that audio and video conferencing. These technologies provide DE literacy stu- developmental students cannot handle the independent nature of this dents an opportunity to socially interact to construct an understanding as delivery mode (Petrides, Kerglani, & Nguyen, 2006). Others have argued they critically think, collaborate, and problem solve real-world problems. that DE students need instant feedback and teacher presence to learn ef- One might choose Blogger (Google Inc., 2010) to provide opportunities fectively; therefore, online learning may place them at risk for dropout or for students to collaborate and share what they are adding or changing on feeling isolated (Boylan, 2002; Maxwell, 1997). However, with the continu- their wiki. ing emergence of new learning technologies, instant feedback and teacher presence can be attained online with the appropriate guiding framework. Provide a Teaching Presence through Support, Guidance, and Feedback Community of Inquiry Model To effectively lead and an online DE literacy course, an instructor must be willing to exhibit the following characteristics (Churches, 2007). An Garrison, Anderson, and Archer’s (2000) CoI model is based on an interac- adapter is flexible, diverse, and creative with instructional design. A vi- tion of three major instructional components: social presence, cognitive pres- sionary looks at emerging technologies and envisions creative ways to ef- ence, and teaching presence, which augment an effective educational learning fectively incorporate them into instruction. A collaborator actively models experience. Social presence focuses on either asynchronous or synchronous social learning interactions. Risk takers trust their own abilities to deliver online communicative interactivity among learners by using social, con- instruction that supports digital native students. A learner models a com- structivist activities. Learning technologies embrace critical thinking, col- mitment to lifelong learning adapting and changing to incorporate new laboration, and problem-solving of real-world problems to create this social ideas. A communicator communicates quickly, clearly, and effectively. A presence (Trilling & Fadel, 2009). Cognitive presence is defined as “the extent modeler demonstrates behaviors that are expected of students (i.e., toler- to which meaning can be constructed by sustained communication within ance, patience, global perspectives, etc.). A leader guides student learning a group of people” (Garrison et al., 2001, p. 3), implying that social pres- with technologies through clear objectives, vision, incentive, and action. ence must be established prior to the emergence of cognitive understanding. Teaching presence stresses the importance of instructor guidance and sup- Learning Technologies for Developmental Literacy port to direct these social constructivist activities and foster the cognitive presence. Teaching presence is particularly important for DE students as To understand how learning technologies can enhance instruction in de- many are learning self-regulatory skills. velopmental literacy through an asynchronous or synchronous environ- 38 JOURNAL of DEVELOPMENTAL EDUCATION ment, it is also necessary to pinpoint the reasons why each technology is Maxwell, M. (1997). Improving student learning skills: A new edition. Clear- used. Applying a CoI perspective, technology enhances information seek- water, FL: H&H Publishing. ing, information presenting, knowledge organization, knowledge integra- PBworks [Computer software]. (2010). San Mateo, CA: Author. Retrieved tion, knowledge sharing, and knowledge assessment. Burgess and Caverly from http://pbworks.com (2010) illustrate the variety of online learning technologies linked to each Peterson, C. L., & Caverly, D. C. (2005). Techtalk: Building academic literacy of these developmental literacy applications. through online discussion forums. Journal of College Reading and Learn- ing, 29(2), 38-39. Conclusion Petrides, L., Kerglani, A., & Nguyen, L. (2006). Basic online education literature. Phoenix, AZ: League for Innovation in the Community College. It is fairly certain that online learning technologies will continue to evolve Retrieved from www.league.org/league/projects/beo/files/Literature_Re- in years to come. Additionally, it is also fair to posit that learning tech- view.pdf nologies will change according to the needs of a global society. What will ProCon.org [Computer software]. (2010). Retrieved from http://www.pro- remain the same are the underlying pedagogical needs of developmental con.org/ literacy students. What is important for students today and in the future Rosen, Y., & Salomon, G. (2007). The differential learning achievements of is access to developmental literacy instructors who are willing to be con- constructivist technology-intensive learning environments as compared tinual learners, maintain a teaching presence in their asynchronous and with traditional ones: A meta-analysis. Journal of Educational Computing synchronous online teaching environments, and develop a cognitive pres- Research, 36(1), 1-14. ence through a social presence. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass. References Webspiration (Version beta) [Computer software]. (2010). Portland, OR: In- Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learn- spiration Software, Inc. Retrieved from http://mywebspiration.com/ ing, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman. Melissa L. Burgess ([email protected])is the Distance Education Direc- Boylan, H. (2002). What works: A guide to research-based best practices in tor for the Texas Virtual Learning Center at Region VI Education Service developmental education. Boone, NC: Continuous Quality Improvement Center in Huntsville, TX and David C. Caverly ([email protected])is pro- Network and National Center for Developmental Education. fessor and director of the Developmental Reading Program at Texas State Burgess, M. L. (2009). Supplementing WebCT to enhance critical reading University, San Marcos, San Marcos, TX 78666. among developmental reading students. Journal of College Reading & Learning, 39(2), 9-33. Burgess, M. L. (2010). Optimal experience and reading achievement in virtual environments among college level developmental readers (Unpublished doctoral dissertation). Sam Houston State University, Huntsville, TX. RESEARCH IN Burgess, M. L., & Caverly, D. C. (2010). Developmental reading applications DEVELOPMENTAL EDUCATION using cognitive, social, and teaching technology tools. Retrieved from https://sites.google.com/site/derdgtech/home D. Patrick Saxon and Barbara J. Calderwood, Coeditors Caverly, D. C., Peterson, C. L., Delaney, C. J., & Starks-Martin, G. (2009). Published by Appalachian State University Volume 19, Issue 3, 2005 Technology integration. In R. F. Flippo & D. C. Caverly (Eds.), Handbook Pursuing Persistence: What Variables Make a Difference? of college reading and study strategy research (2nd ed., pp. 314-350). New By Teri Maddox York, NY: Routledge. Open access has given many Americans the chance to consider measure how these variables might impact persistence. Therefore, the dream of a college degree. The Education Trust (1999) states, Boshier’s variables are used as background or independent variables Churches, A. (2007). Educational origami: Bloom’s and ICT tools. Retrieved “Currently about three-quarters of high school graduates will go to for application within a second model, Tinto’s interactionalist college within two years of graduation. If present growth rates model of student departure (1975). from http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools continue, more than 80% of today’s sixth graders will end up in Tinto’s model focuses on interactions the student has with the ...reviewincgoll ecgeu” (pr. 3r)e. Bnut tso arrineg scoellegae erncrohllm erntes mlaay ntoet ndece stsaorily deavcadeemloic apnd msociael asnpetctsa ofl t he institution. Tinto (1975) explains, mean meeting the goal of obtaining a college diploma. Mortenson “The process of dropout from college can be viewed as a longitudinal Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a (1999) has found that 45% of freshmen at community colleges do not process of interactions between the individual and the academic and eperdsistu toc thaeirt sioophonmo rien ye aar. Idnenetifywing swhlye stutdtenets rco mfoe tormasoctia.l systems of the college” (p. 94). Students enter college with text-based environment: Computer conferencing in higher education. college and why they don’t succeed is an important goal for individual characteristics, including family socioeconomic status, community colleges. individual attributes such as age, and precollege scholastic ability. The Internet and Higher Education, 2(2/3), 87-105. undePrrporgerpaamresd i ns tduedveenltosp amnedn otaflf eerd buacsaitcio snk ihllas vien sstoruugcthito nto i nid emnattihfy, Tcohmesme itmcheanrta csttuerdiestnictss haavree toh ythpeoitrh geosiazle odf ctool leagfef egcrta dtuhaeti onin aitniadl reading, writing, and learning strategies; it is not unusual for the institution. Initial commitment in turn influences the level of Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cogni- community colleges to report that more than 65% of their first-time integration into the academic system, including grades and social freshmen need such courses (Roueche & Roueche, 1999). The interactions with faculty and peers. Persistence in college is tive presence, and computer conferencing in distance education. Ameri- ptor edsiemn$icnei so1hf. d Teo6vdealoy/p’sm evceonntaool mstyu lidse ubnatsse idmn o hnig khneeorw elde du(gcae4t iinodn u iissst urisnelsiu kthealyet s)hypothesized to be influenced by all these variables. depend on highly skilled employees, and postsecondary education is Methodology can Journal of Distance Education, 15(1), 7-23. Retrieved from http://com- required for 80% of new jobs; however, only 42% of students leave Thirty-eight of the fifty-one total developmental math classes in high school with the necessary skills to begin college-level studies Fall 2002 at a midsized southern community college were randomly munitiesofinquiry.com/files/CogPres_Final.pdf (McCGarbiem, e2s0 0an0)d. David (1999) state that, although 75% of colleges sceolmecbteindi ntog pBaortsihciiepra’tse EinP Sth iasn sdtu dTyin. t Ao’ns iinnstterruamcteionnt awliasst dmevoedleolp eodf Google, Inc. (2010). Blogger. Mountain View, CA: Author. Retrieved from Published bhthyaevi ert rdheatteean rt ieNogna raidni tcnoigol ltehgnee anleuvlme lCb ceoerus rnoseft su, e“nldirtet lrefp odreaprtaa riDse dae vsativuladebelnel toas baponudmt enstatuktdinaegnl t t hEdoedspea urdtuecvreea.l ot pSimuorevnnetyasl wmearteh dcilsatrssibeus,t eadn dto 7t0h6e s7u5r0v esytsu dweenrtes attitudes, values, and self-expectations that could provide a deeper returned, a response rate of 94%. http://www.google.com understanding of these students and a basis for making informed There were three levels of independent variables (see Figure 1). program decisions” (p. 75). This study seeks to provide this “deeper Level 1 included the seven motivations from Boshier’s EPS and Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio uexnpdeecrtsattainodnisn ga”n do ft ou niddeenrptirfeyp vaarerida bslteusd ethnatts ’ matitgihtut diensf,l uveanlucees ,t haenidr smtuadthe nabt ibliatcyk (garso muenads ucrheadra bcyt etrhiest CicOs sMuPchA SasS aPglaec, efammeinlyt Tinecsot)m. eT,h aensde persistence in college. may also be referred to as exogenous variables. Data for these feedback to enhance teaching presence and students’ sense of commu- mFoodTelrw oo f s mAudoudlbetl sP saarrctei cruipsiaetpdio innt aithnoids Dnstruod piyo.n u tF,f irwosht iicrsh mB ios sbhaaiseertd’s io(1on9 t7nh3e) visvairitaTb lh ees wseerceo gnadt helerevdel froomf tihned esptuednednetn stu rvvaeryisa.bles was Initial nity. Journal of Asynchronous Learning Networks, 11(2), 3-25. httpadbsees:ttuwem/remep/nitni toewhnde t sbheyal tfw hpaonawrdt itcpwhieepo aeptdiloeu.n cnfa eatneiold nc apabelo redusnitsv titerhenoencmem. sineeanl avted. su pB lato nesddhp uietchra’ests i(om1n9at 7atcr1hae) teCicmhoopm.oomesritniatgnmd tt eofno atrtu. t m eTnehd ti os[ t whgraisas] d mcuoeamatesm ufrruoendmi tb yc yco osllulelregvgeee”y woqrau s“e Its htaiemo rn icsgo hsnutf cdihde ecanisst i“ otIhnt a.i”st Leu, J. D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward Educational Participation Scale (EPS, revised in 1983 and 1992) The third level of independent variables measured peer and faculty measures motivations to participate in higher education. Reasons to interaction and was referred to as Academic System. Initial a theory of new literacies emerging from the Internet and other infor- pwarritteic ibpeatttee rm),a ys oincicalul dceo ncotamctm (uton icmateioetn nimewpr opveeompleen)t, (etod uscpaetaiokn oarl Ctoo ams menitdmoegnetn aonuds Avacraiadbelmesi.c SGyrsatedme Pvaoriniatb Alevse mraagye a(lGsoP Abe) rweafse rarlesdo preparation (to prepare for further education), professional considered in Level 3 as well. Data for these variables were gathered mation and communication technologies. In R. B. Ruddell & N. Unrau advancement (to get a better job or advance), family togetherness (to from the student surveys and institutional records. The dependent keep up with children or spouse), social stimulation (to get relief variable was Persistence as measured by enrolling in and paying for (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1630). ffroorm th beo fruend oomf iot)r. l oKnneoliwniensgs) ,s taundde ncotsg’ nrietiavseo ndse vfeolro ppmaretnicti p(taoti nlega rinn calfatessre sst iund tehnet Sepnrrionlglm 2e0n03t dseamtae wsteerre. Tpuhrisg eindf oformr antoionnp awyams egnatt hferroemd postsecondary education is important, but it is also important to Spring 2003 institutional records. Newark, DE: International Reading Association. Retrieved from http:// 1 www.readingonline.org/newliteracies/leu/ VOLUME 34, ISSUE 1 • Fall 2010 39