Dissertation+reviews

Dissertation Reviews AEET 780 Maymester 2012 Jean Pesce

Research shows individualizing instruction to the preferences, learning styles and needs of students positively influences learning. Once developed, online learning can efficiently provide opportunities for individualized education programs. Because successful learning experiences foster motivation to study, applying these strategies to the experiences of adolescents at-risk of failing in traditional settings may be the best means of ensuring the development of citizens who are life-long learners. Some key words used to research this topic were: technology infusion, at-risk learners, student motivation, and instructional technology.
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Cunningham, C. A. (2011). Using learner controlled progress-based rewards to promote motivation and achievement of at-risk students in managed online learning environments. Nova Southeastern University). Retrieved on May 22, 2012 from: ProQuest Dissertations and Theses, Full text: [] The study begins by investigating the common notion that extrinsic rewards affect motivation by looking at at-risk students with varying motivation in a blended learning environment. The comparison of students’ perceived value of rewards and they’re actual value was considered here, as well. The researcher developed two products: a “six-factor motivation orientation model”; and a “learner-configurable progress-based reward system (PBR)”. The study, conducted in Miami, FL, involved matching 353 at-risk high school Math students to the proposed model to test the hypothesis about motivation and predict learner success. The PBR was found to explain much more about the variations in motivation and that students did progress better with extrinsic rewards especially when they were perceived as personally valuable. The findings were seen to have applications for mobile learning and social networking. This is not what most educators want to hear – that students perform better with rewards, especially those most at-risk. However, this is a material (or digital) world of possessions that do encourage us to do what is necessary even if its not what we would choose to do. I have seen this in practice with after-school tutoring for elementary school children where the adults are evaluated on the students’ achievement through the use of small rewards and it is very effective. The rewards were tokens that could be used to “buy” small toys and such after a set period of time. Basically, it was a commission paycheck system. I think middle and high school students would love this and have considered setting it up in our school. Grades for goods! It doesn’t really matter how expensive the items are as long as they are important to the students and the system is fair for all. It does take a bit of bookkeeping which could even be a goods-earning job for students. I can envision rewarding online learners with downloads like songs or games.
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Madrazo, D.R. (2011). The Effect of Technology Infusion on At-Risk High School Students’ Motivation to Learn. Unpublished doctoral dissertation. Appalachian State University, Boone, NC. Retrieved on May 22, 2012 from: [] The premises on which this study are based include: the concept that students with more control over their learning will be more inclined to be involved; that contemporary students are more engaged with electronic delivery methods of information; individualized instruction is becoming more common; and that motivation is essential to successful education. Within this framework, the study was designed to evaluate the students’ perceived view of their motivation particularly for those who are most at-risk for disengagement. The author sought out what are the perceived or actual barriers to motivation in high school students. A voluntary online survey (completed by 375 students), classroom observations (of eight core subject teachers), and interview data (of 10 students) were used to evaluate students feelings about their sense of control, goals (both intrinsic and extrinsic), and perceived value of assignments and digital education to future career success. The study took place in Drexel, NC, which was a typical example of US areas depressed due to the change in the economy from manufacturing to information. The school was attended by students 90% of whom qualified for free or reduced lunch in the federal program. It was felt that the education systems in such places are not keeping up with the technology both known to these students and required for gainful employment and contributions to society. The findings reveal that computer-based learning can be both positive, due to more autonomy, and detrimental, when frustrations due to improper teacher preparation and/or inappropriate strategies with respect to the individual learner. The IMPACT model of technology infusion adopted by North Carolina provides collaboration with local educators and a 1:1 laptop ratio for all students in high poverty areas with the aid of federal funds. This is providing a much improved educational environment for these populations. The implications are for our society to rise to the challenge of meeting the needs of the rising population of at-risk students through major shifts in education towards digital competency. This really hits home when I consider the closed clothing factory in my town and the local youth who have almost no hope of finding jobs locally unless they learn to work online. The local school district has not reached out to the disenfranchised high school students who have fewer and fewer course options because of the small school population. They are not even allowed to use the districts’ Technology Center because it is too expensive to physically transport them. This is a prime area for online or blended programs such as suggested ion this study in order to prepare the wilting minds of these students with seeds of knowledge, fertilized with networking and research, and watered with enthusiasm from educators.
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Yoh, K. J. (2011). Exploring online learning opportunities for at-risk students to complete a high school diploma. University of Houston). Retrieved May 22, 2012 from: ProQuest Dissertations and Theses, Full text at: [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This was an examination of data regarding two online credit recovery programs in Texas. One was from a city program specifically for credit-recovery while the other was a state-wide general education program. The research was conducted to find the available opportunities for students to complete their high school studies online and if their flexibility would appeal to at-risk students. Surveys taken at completion or withdrawal from the programs were used to compare the completion status with other factors that could determine why some of these students did or did not drop out. The results showed that more students completed their studies in the credit-recovery program than the general one. It was also found that having the time and a place to work online, as well as, a flexible time-frame was motivational to the students involved. It was mentioned that at-risk students need more help to focus and manage their time but that these programs are beneficial to all students.
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Flexibility is one means of providing adaptive individualized instruction which could motivate at-risk students to complete high school and possibly continue studying. Also, it would seem likely that students, who have been identified as potential drop-outs, would receive more follow-up support than in general. The extra help mentioned for focusing and management is not specified. I do like the idea proposed of a “degree of online difficulty” rating to ensure that tenuous students don’t jump off into the “deep end” in these programs. I have personal experience with those fears from unwittingly registering for an advanced course from which I had to withdraw.
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