Research Examples
Following are several examples that can give you insights into the design, data collection, data analysis, and dissemination of research around online literacy instruction.
Hewett Example
In this example from Beth Hewett, she provides the key documentation of a research project that she undertook to replicate a study of how tutors respond to writing and what (some) HS students do with tutorials. It followed:
Hewett, Beth L. “Asynchronous Online Instructional Commentary: A Study of Student Revision.” Readerly/Writerly Texts: Essays in
Literary, Composition, and Pedagogical Theory. (Double Issue) 11 & 12.1 & 2 (2004-2005), 47-67.
Included are the following documents
Warnock Example
Many researchers have documented connections between student motivation/proactive student behavior and academic success. This study investigates if early participation on course message boards is connected with success in online and hybrid courses. Investigating 12 first-year writing classes, eight hybrid and four fully online, the authors found that first posters on course message boards had better grades than the class final average in every course, and later posters tended to have lower grades than the course average. The researchers also correlated course performance with average length of posts, finding earlier posts to be longer. This study was conducted in two phases, with the researchers initially investigating six courses and then engaging in a more robust analysis with additional metrics of six additional courses. The results provide teachers with evidence to support the connection between student volition and success in classes that rely heavily on learning in asynchronous writing environments.
Warnock, Scott, et al. "Early participation in asynchronous writing environments and course success." Journal of Asynchronous
Learning Networks 16.1 (2012): 35-47.
If you have questions, please contact us at research.gsole@gmail.com.
Hewett Example
In this example from Beth Hewett, she provides the key documentation of a research project that she undertook to replicate a study of how tutors respond to writing and what (some) HS students do with tutorials. It followed:
Hewett, Beth L. “Asynchronous Online Instructional Commentary: A Study of Student Revision.” Readerly/Writerly Texts: Essays in
Literary, Composition, and Pedagogical Theory. (Double Issue) 11 & 12.1 & 2 (2004-2005), 47-67.
Included are the following documents
- the coding rubric
- two surveys (link 1 & link 2)
- research notes
- a formal report or white paper for the KY Department of Education based on this study
- an essay for publication (never published) that was written from the report
Warnock Example
Many researchers have documented connections between student motivation/proactive student behavior and academic success. This study investigates if early participation on course message boards is connected with success in online and hybrid courses. Investigating 12 first-year writing classes, eight hybrid and four fully online, the authors found that first posters on course message boards had better grades than the class final average in every course, and later posters tended to have lower grades than the course average. The researchers also correlated course performance with average length of posts, finding earlier posts to be longer. This study was conducted in two phases, with the researchers initially investigating six courses and then engaging in a more robust analysis with additional metrics of six additional courses. The results provide teachers with evidence to support the connection between student volition and success in classes that rely heavily on learning in asynchronous writing environments.
Warnock, Scott, et al. "Early participation in asynchronous writing environments and course success." Journal of Asynchronous
Learning Networks 16.1 (2012): 35-47.
If you have questions, please contact us at research.gsole@gmail.com.
