Date

4-2013

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Amanda Rockinson-Szapkiw

Primary Subject Area

Education, General; Education, Sciences; Education, Secondary; Education, Technology; Sociology, General

Keywords

collaborative learning, middle school, misconceptions, online learning, science literacy, sense of community

Disciplines

Community-Based Learning | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Sociology | Instructional Media Design | Science and Mathematics Education | Sociology

Abstract

This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a pretest consisting of the Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) Physical Science assessment and the Classroom Community Scale. Students in the control group received in-class assignments that were completed collaboratively in a face-to-face manner. Students in the experimental group received in-class assignments that were completed online collaboratively through the Edmodo educational platform. Both groups were members of intact, traditional face-to-face classrooms. The students were then post tested. Results pertaining to the MOSART assessment were statistically analyzed through ANCOVA analysis while results pertaining to the Classroom Community Scale were analyzed through MANOVA analysis. Results are reported and suggestions for future research are provided.

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