東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Comparing the effects of two asynchr...

Muir, Kristopher D.

Linked to FindBook

Google Book

Amazon

博客來

Comparing the effects of two asynchronous teaching methods, wikis and eBoards, on Spanish students' cultural proficiency.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Comparing the effects of two asynchronous teaching methods, wikis and eBoards, on Spanish students' cultural proficiency./
Author:	Muir, Kristopher D.
Description:	238 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1920.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3407854
ISBN:	9781124032542

Comparing the effects of two asynchronous teaching methods, wikis and eBoards, on Spanish students' cultural proficiency.
Muir, Kristopher D.

Comparing the effects of two asynchronous teaching methods, wikis and eBoards, on Spanish students' cultural proficiency. - 238 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1920.

Thesis (Ed.D.)--Walden University, 2010.

Culture tends to be misplaced as a secondary instructional goal in most foreign language classrooms. Although research has suggested that a strong link exists between language and culture, the problem resides in how best to teach culture in the classroom. While this problem impacts all learners, it may affect high school students more because they are entering a multilingual and multicultural world through higher education, study abroad, and employment. Based on Moran's conceptual framework of culture, this study addressed a gap in the literature by examining the effects of 2 innovative technologies, wikis and eBoards, and their potential to improve high school Spanish students' cultural proficiency. The research questions examined whether or not there is a difference in level of cultural proficiency between those students using wikis and those using eBoards. In addition, this study observed whether differences exist in satisfaction levels for students learning about Spanish culture via eBoards and wikis. The research method was a quasi-experimental quantitative design that involved approximately 150 Spanish 3 students at a suburban high school. Three instruments were used to gather the data: a demographic survey, a pre- and posttest instrument, and an attitudinal survey. Independent t tests and an analysis of covariance (ANCOVA) revealed that there was no statistically significant difference in gains in student cultural proficiency. However, the attitudinal survey results indicated that there were statistically significant differences in student levels of satisfaction between the 2 groups in favor of students using wikis. These results provide classroom-based evidence of the use of collaborative instructional technology to teach culture in the Spanish classroom and, more importantly, to further student understanding of the interconnected global society of the 21st century.

ISBN: 9781124032542Subjects--Topical Terms:

1018115
Education, Language and Literature.

Comparing the effects of two asynchronous teaching methods, wikis and eBoards, on Spanish students' cultural proficiency.
LDR:02986nam 2200325 4500 001 1393621
005 20110406093012.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124032542
035 $a (UMI)AAI3407854
035 $a AAI3407854
040 $a UMI $c UMI
100 1 $a Muir, Kristopher D. $3 1672174
245 1 0 $a Comparing the effects of two asynchronous teaching methods, wikis and eBoards, on Spanish students' cultural proficiency.
300 $a 238 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1920.
500 $a Adviser: Carla Lane-Johnson.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a Culture tends to be misplaced as a secondary instructional goal in most foreign language classrooms. Although research has suggested that a strong link exists between language and culture, the problem resides in how best to teach culture in the classroom. While this problem impacts all learners, it may affect high school students more because they are entering a multilingual and multicultural world through higher education, study abroad, and employment. Based on Moran's conceptual framework of culture, this study addressed a gap in the literature by examining the effects of 2 innovative technologies, wikis and eBoards, and their potential to improve high school Spanish students' cultural proficiency. The research questions examined whether or not there is a difference in level of cultural proficiency between those students using wikis and those using eBoards. In addition, this study observed whether differences exist in satisfaction levels for students learning about Spanish culture via eBoards and wikis. The research method was a quasi-experimental quantitative design that involved approximately 150 Spanish 3 students at a suburban high school. Three instruments were used to gather the data: a demographic survey, a pre- and posttest instrument, and an attitudinal survey. Independent t tests and an analysis of covariance (ANCOVA) revealed that there was no statistically significant difference in gains in student cultural proficiency. However, the attitudinal survey results indicated that there were statistically significant differences in student levels of satisfaction between the 2 groups in favor of students using wikis. These results provide classroom-based evidence of the use of collaborative instructional technology to teach culture in the Spanish classroom and, more importantly, to further student understanding of the interconnected global society of the 21st century.
590 $a School code: 0543.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Information Technology. $3 1030799
650 4 $a Education, Technology of. $3 1018012
690 $a 0279
690 $a 0444
690 $a 0489
690 $a 0710
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a Lane-Johnson, Carla, $e advisor
790 1 0 $a Miller-Nara, Lorraine $e committee member
790 1 0 $a Reason, Lisa $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3407854