The Impact upon Comprehension and Reading Tasks of Preservice Elementary Teachers Using a Web 2.0 Reading Extension
Jeff Thomas, University of Southern Indiana, Evansville, IN, United States ; Paul Parkison, University of Evansville, Evansville, IN, United States
IJOPCD Volume 5, Number 4, ISSN 2155-6873 Publisher: IGI Global
This study explored the impact of using a Web 2.0 technology to augment and enhance the efficiency of face-to-face meetings and the amount and quality of time students spent out of class working with a reading assignment in an undergraduate science methods course. Treatment subjects (versus control subjects) used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results indicated that significantly more treatment students read the article and perceived that they more substantially contributed to a follow-up discussion. Results also indicated no significant differences between groups in the amount of time spent, between perceptions of being ready to discuss the reading material, and the groups' comprehension of the reading material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool.
Thomas, J. & Parkison, P. (2015). The Impact upon Comprehension and Reading Tasks of Preservice Elementary Teachers Using a Web 2.0 Reading Extension. International Journal of Online Pedagogy and Course Design, 5(4), 14-26. IGI Global.