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WHAT INSTRUCTIONAL MODIFICATION IMPLEMENTATIONS BRING ADULT EDUCATION LEARNERS TO SUCCESS AND RETENTION? ANALYSIS OF AN ONLINE ADULT BASIC EDUCATION PROGRAM
Title
WHAT INSTRUCTIONAL MODIFICATION IMPLEMENTATIONS BRING ADULT EDUCATION LEARNERS TO SUCCESS AND RETENTION? ANALYSIS OF AN ONLINE ADULT BASIC EDUCATION PROGRAM.
Creator
Propst, Bernadette, Camp, Donna, University of Central Florida
Abstract / Description
What Instructional Modification Implementations Bring Adult Education Learners to Success and Retention? Analysis of an Online Adult Basic Education Program. Adult learners enrolled in my online Adult Basic Education program showed low completion rates for the course. This study's purpose was to discover what instructional modifications would bring these learners to a successful outcome in the program. I implemented the following instructional modifications: asynchronous email communication,...
Show moreWhat Instructional Modification Implementations Bring Adult Education Learners to Success and Retention? Analysis of an Online Adult Basic Education Program. Adult learners enrolled in my online Adult Basic Education program showed low completion rates for the course. This study's purpose was to discover what instructional modifications would bring these learners to a successful outcome in the program. I implemented the following instructional modifications: asynchronous email communication, weekly progress reports emailed to each participant and a minimum requirement of 10 assignment completions on a weekly basis. Teacher-student interaction increased because of these implementations. I reviewed literature that discussed distance education, adult learners and teacher-student interaction to discover strategies that would improve student achievement in an online course. After reviewing the literature, I determined that there were three missing elements in my program: structured communication between the teacher and student (Palloff & Pratt, 1999), standards for online coursework completion (Comings et al., 1999) and a system to inform students of their progress in the program (Comings et al., 1999). I found that teacher-student asynchronous communication, a weekly requirement of 10 completed lessons and weekly progress reports of student accomplishments encouraged students to complete coursework on a regular basis. Students were conscientious, taking more responsibility for their learning. Students had a higher rate of coursework completions during the research study period, with performance increasing 73%.
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Date Issued
2005
Identifier
CFE0000588, ucf:46477
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000588
HOW DOES THE USE OF PICTURE BOOKS DURING INSTRUCTION IMPROVE STUDENT WORD CHOICE IN WRITING?
Title
HOW DOES THE USE OF PICTURE BOOKS DURING INSTRUCTION IMPROVE STUDENT WORD CHOICE IN WRITING?.
Creator
McAdams, Laurie, Camp, Donna, University of Central Florida
Abstract / Description
The purpose of my research was to determine how the use of picture books during instruction would improve student word choice in writing. Donald Graves (2003), a renowned researcher in the teaching of writing, states, "All children need . . . to be surrounded with poetry, stories, information books, biography, science and history, imaginative and factual books." Graves' research presents successful classroom instruction when teachers incorporate literature as a fundamental part of their...
Show moreThe purpose of my research was to determine how the use of picture books during instruction would improve student word choice in writing. Donald Graves (2003), a renowned researcher in the teaching of writing, states, "All children need . . . to be surrounded with poetry, stories, information books, biography, science and history, imaginative and factual books." Graves' research presents successful classroom instruction when teachers incorporate literature as a fundamental part of their reading and writing instruction. Likewise, Susan Anderson McElveen and Connie Campbell Dierking (2000) conducted a study with their students using picture books as "precise examples" to teach writing. Their analysis of data showed that using children's literature, or picture books, served as a "bridge that linked the target skill with the reason for thinking, speaking, and writing like a writer" with their students. The subjects of my study were my fourth-grade students. I obtained data for this study from student writing samples, anecdotal records of my students, my daily reflections, class discussions, debriefings, and writing activities. I assessed students' writing samples using criteria for assessing word choice in the 6-Point Writing Guide in Vicki Spandel's (2005) Creating Young Writers. This study found that the majority of my students demonstrated improved word choice in their writing. Limitations of this study are discussed, as well as implications for future use of picture books during instruction.
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Date Issued
2005
Identifier
CFE0000592, ucf:46473
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000592