Date of Award
2001
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Program in Instructional Technology and Distance Education
Advisor
Claude Packer
Committee Member
Troy Robinson
Keywords
appreciation of interactive approaches, brainstorming, classroom, class sessions, college community, computers, cooperative learning activities, current information, debates, examinations, field visits, group work, independent learning, Industrialization and Urbanization, information technology, Internet, interactive sessions, jigsaw, learning process, lectures, library resources, memorization, nominal technique, note-taking, post measurement data, PowerPoint presentations, pre-service teachers, problem-solving techniques, research, role-play, Social Studies Option, storyboarding, student participation, students, teacher education, written assignments
Abstract
The purpose of this applied dissertation was to involve pre-service teachers who took courses in the Social Studies Option, in a program of cooperative learning activities in an effort to increase their participation in the learning process. The library and other resources that were needed to facilitate students' independent learning were inadequate. The students relied on note-taking from lectures, and those notes were repeated in written assignments and also memorized and repeated in written examinations. Although Internet linked computers were available; they were inadequate to meet the needs of the college community. Twenty-five Social Studies Option Students were able to access the Internet to obtain information as a result of scheduled sessions for the research. They were able to obtain relevant and current information that contributed to the class sessions based on cooperative learning activities.
The writer used PowerPoint presentations to introduce topics based on 'Industrialization and Urbanization' in the region. After discussion of the content of these presentations, the students engaged in research on the Internet and in other sessions participated in activities such as jigsaw, storyboarding, and the nominal technique for brainstorming or debates. Field visits and role-play added to the interactive sessions in which the students were involved.
An analysis of the post measurement data revealed that the pre-service teachers felt that problem-solving techniques such as group work, and presentations by students were effective. Students' reactions to the use of note-taking from lectures and the memorization of those notes for examination purposes showed that the program had influenced them to a greater appreciation of interactive approaches in the classroom and that they were more effective.