This funding opportunity announcement will use the Centers for Disease Control and Prevention (CDC) Dissertation Award (R36) mechanism. The predoctoral student is the Project Director/Principal Investigator (PD/PI) of the application. As an applicant, you will be solely responsible for planning, directing, and executing the proposed project under the supervision, and with the approval, of a university-approved and appointed doctoral committee. The student-PD/PI must have an appointment at the applicant institution (e.g., research assistant).
As part of an action research study, the best learning and teaching strategies for the most effective use of the Internet as a research tool for grade five students were examined. Students' reactions and attitudes to using the Internet were explored throughout the study by use of a questionnaire, student learning logs, and participation in an inquiry-based learning activity developed by the researcher called a webquest. Student-centered and cooperative learning approaches, constructivist teaching practices as well as student enthusiasm for learning were examined during the research. The study's findings support the contention that the Internet can be an effective source of information for students at the fifth-grade level, and that appropriate use of the Internet can increase student understanding of curriculum topics, can encourage cooperative and student-centered learning, and can actively engage students in the information process. Implications for effective teaching and learning strategies that have an impact on student learning are also highlighted.
Information on the student's academic standing as well as a commitment from the school to implement the study as proposed must be included in the application. The student's advisor must submit with the grant application a letter of recommendation in support of the candidate and the proposed research dissertation.
Successful WebQuests must address three pedagogical design challenges: Enhancing students' personal agency beliefs; sustaining student engagement; and, promoting students' deep understanding and critical thinking. This dissertation was a comparative two-case case study that investigated how one cooperative learning method, Jigsaw, was adapted for use with a WebQuest about living with AIDS . The researcher compared two versions of the WebQuest, one with and one without the addition of the Jigsaw method, and showed how they addressed each design challenge.
The findings suggested that integrating web resources into EFL writing instruction, using the WebQuest model, was effective for enhancing students' writing performance and provided a positive learning experience. It is thus recommended that EFL teaching practitioners adopt the WebQuest model in making use of web resources for their instruction. Since very few studies of this kind have been conducted, further research is warranted to shed light on the effectiveness of WebQuest-based pedagogy on EFL learning.
Students in two junior college second-year classes at a college of foreign languages in southern Taiwan provided the subjects of this study. One class (N = 52), as the control group, received traditional classroom writing instruction. The other class (N = 51), the experimental group, received the WWI. Both groups used the process writing approach. In the control group, teacher-directed oral discussion in the traditional classroom provided the primary writing input. In the experiment group, the WebQuest lessons directed students to surf web resources for writing input. Data collected included a writing performance test and a writing apprehension test administered to both groups and a post-instruction perception questionnaire administered to the experimental group. The research project was conducted within a 14-week period.
Over the last decade, digital technology has become an increasingly important part of education. In the discipline of English language arts, digital technology has been enlisted to teach writing, as the word processor and more recently, the World Wide Web, have provided new tools and new publishing opportunities for student writers. The presence of digital technology is less pronounced, however, in literature instruction in secondary schools. In both theoretical and practical discussions of digital technology and literature, the two mediums have been conceived as radically different. This dissertation argues that the digital medium, and more specifically the World Wide Web, can support literature instruction at the secondary level. It begins by identifying two central concerns that have marked historical and contemporary approaches to literature instruction: concern for the text and concern for the reader. Next, through an examination of hypertext, it proposes that the digital medium can meet both concerns, and supplies a theoretical model for implementing digital technology in the literature curriculum.
Subsequent chapters illustrate how this model functions in a practical context by drawing on action research conducted in a secondary classroom. Specifically, these chapters describe how two Web-based learning tools, the literary MOO and the WebQuest, were used to reinforce reader-oriented and text-oriented literature instruction. The literary MOO, used in conjunction with the novel Brave New World , helped students evoke and elaborate on the story world of the text, make personal connections between the text and their own lives, and discuss the text in an egalitarian and collaborative way. The WebQuest, used in conjunction with the novel Heart of Darkness , helped students learn about critical theory and read the text in an analytical and text-centered way. The dissertation concludes by considering how English language arts teachers might best be trained to integrated Web-based technology. Drawing on case studies of four intern teachers, this final chapter argues that teacher educators must equip their students to use technology in ways that are practical, as well as theoretically sound.