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Running Head: Web-Based Learning Integration in Middle School

Research Proposal

Integration of Web-Based Learning Resources in Middle School

Mrs. Christye JohnsonKennesaw State University

EDRS 8000Dr. T. Adams and Dr. H. McGinnis

Web-Based Learning Integration in Middle School 2

Proposal Table of Contents

CHAPTER ONE: INTRODUCTION ......................................................................................3Statement of the Problem ..............................................................................................................4Purpose of the Study ..............................................................................................................4Theoretical Framework ..............................................................................................................5Research Questions ..............................................................................................................6Definition of Terms ..............................................................................................................6Limitations and Delimitations..........................................................................................................6Significance of Study ..............................................................................................................7

CHAPTER TWO: LITERATURE REVIEW..................................................................................8Web Learning Option ..............................................................................................................8Technology Advances ..............................................................................................................9Technology Integration ..............................................................................................................9Technology Differentiation............................................................................................................10

CHAPTER THREE: METHODOLOGY......................................................................................11Introduction ............................................................................................................11Research Design ............................................................................................................11Selection of Participants ............................................................................................................12Instrumentation/Procedures...........................................................................................................12Protection of Human Subjects.......................................................................................................12Data Analysis and Interpretation...................................................................................................13

REFERENCES ............................................................................................................15APPENDICES ............................................................................................................18


CHAPTER ONE- INTRODUCTION

In recent years, there have been unprecedented state budget cuts in educational funding

for public k-12 schools, resulting in larger class sizes, teacher/staff layoffs, and overall decline in

the course selections. Simultaneously, technological advances involving the Internet platform

have allowed for web-based course options to be integrated into traditional classroom

environments. The combination of the budget cuts and increasing web-based course and

resource availability has provided a unique opportunity for K-12 institutions to offer their

students this option. The rationale for this research study is to examine ways to integrate web-

based learning platforms and resources in an effort to increase middle school student

performance. Research will be included that applies specifically to the middle school learning

environment and middle school learner attributes and detail the opinions and thoughts of the

scholars about the effectiveness of web-based learning. In addition, research will be analyzed as

to whether web0-based resources are a viable alternative for and/or supplement to effective

instruction in traditionally face-to-face learning platforms. This research proposal will provide a

basis from the existing literature for how schools can successfully utilize web-based courses and

resources for middle school teachers and learners with efforts to maximize student learning and

engagement and provide a platform to support further research on effective web-based

integration at the middle school.

Statement of the Problem

Due to the gradual decline in the U.S. economy, schools systems across the country are

facing smaller budgets, larger class sizes, and fewer qualified teachers to teach an increasingly

demanding curriculum. Simultaneous to these budget decreases, there is increasing web-based

resource availability that has provided a unique opportunity for k-12 institutions to offer their


student populations and faculty this option to learn and teach in an integrated web-based learning

environment. During the 2013-14 school year, district officials informed school administrators

that due to budget readjustments, curriculum directors and their departments would need to

incorporate learning alternatives to decrease direct course related costs, including textbooks,

supplies, etc. These reallocations of course resource funds allowed for the inclusion and

incorporation of web-based learning resources that could be used to supplement instruction.

Teachers and curriculum directors were put in a position to design or locate additional web-based

supplemental platforms and resources. The basis for this research is derived from the fact that

there is a lack of middle school specific literature and research that applies directly and supports

integrated web-based learning options and resources.

Purpose of the Study

The purpose of this action research study is to provide a basis for the study of evidence

and examples of academically successful web-based course integration options and alternatives

that can be utilized at in middle schools to provide students with integrated web-based learning

opportunities while maintaining academic success. Seaman and Allen (2007) share that some of

the fundamental questions about the nature and extent of web-based education is established by

the validity and examination of the trends in web-based learning and assert that studies show that

many educational institutions and their educational officers agree that web-based education is an

important aspect of learning plans. According to Jaye (2009), the combination of the budget cuts

and increasing web-based course/school availability has provided an opportunity for K-12

institutions to offer their students this option. In addition, according to Jaye (2009), since the

law passed in 2002, the No Child Left Behind (NCLB) act has added more pressure to districts

because schools who do not meet the federal guidelines, face federal funding cuts as well. The


site for this particular research study is a suburban middle school which is located in a large

suburban district in the southeastern region of the United States. The middle school has a

population of 1600 low-middle class income level, 95% African-American students. According

to the middle school Technology 2013 Audit Report, the middle school has a total of 5 classroom

labs (30 computers in each class) and 5 mobile laptop labs (include 30 laptops) for use in non-

computer lab classrooms. This problem presented to this middle school is not a dilemma that is

isolated primarily due to the fact that increasingly shrinking educational budgets across the

nation are becoming the norm and most districts have access to a variety of web-based course

resource options that can be integrated into traditional learning platforms with access to the

Internet.

Theoretical Framework

According to Batagiannis (2011), elements of active learning, mutual learning,

collaboration, critical inquiry, and reflection are included in action research and constructivism,

which values the student and teacher opinions. Action research is the design chosen for this

research because as Creswell (2012) describes, action research as a combination of both

qualitative and quantitative data emphasizes procedures that address more practical issues in an

educational setting. Based on the collaboration aspect that can be incorporated through the use

of web-based learning activities, Bose (2010) details that social constructivism theory supports

the need learners have for social interaction and collaborations and can be integrated through the

use of cooperative learning with technology. The reality of the situation is that because of many

middle schools are in need of finding ways to develop research based and theory-supported

solutions to the reduction in instructional resources, while increasing student achievement and

engagement.


Research Questions:

How can web-based learning resources/options be integrated into traditional course middle

school instruction to increase academic success and engagement?

Sub-Questions:

What are current web-based learning resources offered by the district?

What are the current web-based learning resources for middle schools?

How many courses could benefit from web-based learning resources?

How do teachers feel about facilitating in a web-based environment?

Definition of Terms

1) Seamless learning environment: According to Kong and Song (2013), seamless learning

environments allow students to construct knowledge and develop 21st century skills in and out of

the classroom and provide learners with access to communication, information, and collaboration

with peers.

2) Web-based Instruction: According to Chou (2013), web-based instruction consists of students

using Internet resources in order to construct their knowledge and actively explore and think.

Delimitations of the Research Project

This study is mainly limited to middle school teachers at a suburban middle school that

has access to web-based resources. As far as the number of participants in the study, initially an

estimate of how many participants would be done. The number of administrators, teachers, and

students would be calculated, of course assuming less that 100% participation. If poor response

to requests for participation becomes an issue, second requests would be sent out. Challenges

that may limit the research project by incorporating the likely issues that tend to arise would be

handled by developing alternative plans to assist in any issues. For example, planning for delays


in reports, inaccessibility to reports would be incorporated and alternative individuals or

resources could be contacted or utilized. In addition, research projects would be needed to

explore the integrated web-based learning environments for middle school students. The

additional projects could research success rate for newly integrated web-based learning

environments, participant thoughts and suggestions for increasing effectiveness for web-based

learning. In order to ensure the research is published it would be discussed with other faculty,

submitted to web-based journals, publications, and the district newsletter. According to Creswell

(2012), action research is used when one is presented with a specific educational problem to

solve and it provides educators with the opportunity to review and reflect on pedagogical

practices they confront. As far as weaknesses, a possible issue that can occur with Action

Research is that when presented with specific problems they may have a certain opinion about

how he or she may feel the problem can be resolved and focus their data collection on those

participants who may share their opinion as opposed to researching all potential solutions. For

example, for this study, if one had a negative opinion towards web-based learning, or is not

comfortable with technology the researcher may inadvertently focus their research efforts to

survey and include those who share a similar mindset.

Significance of Study

This is an important topic of study because public K-12 schools need alternative ways to

provide their students with required courses and electives resources and content that increase

their exposure to various subjects. Because of the budget funding issues, simply buying more

books and resources, hiring additional teachers and/or specialists to teach the content is simply

not an option. In addition, building additional schools and classrooms to house the growing the

student population is not fiscally feasible for many states or districts either. Web-based course


resources can provide states and districts with additional student and instructor resources for

students in k-12 settings. This research study examines the feasibility, accessibility, and

viability of the incorporation of web-based/web-based course resources for middle schools and

provides a model for other middle schools that face similar circumstances.

CHAPTER 2: LITERATURE REVIEW

In reviewing the aspects for this research study, the topics of web-based instruction,

purpose and uses for web-based education, technology advances, and integration have been

reviewed. In addition, current research review consists of studies conducted on specific options

for integration of web-based resources in K-12 educational settings and the potential benefits to

middle school learners. In addition, more technological advances have allowed for web-based

course options and resources to be utilized in traditional educational settings. Ultimately, this

literature review provides a basis from the existing research for how schools can successfully

utilize web-based courses and resources for middle school teachers and learners with efforts to

maximize student learning and engagement and provide a platform to support further research on

effective web-based integration at the middle school level.

Web-learning Options

Allen and Seaman (2007) share that some of the fundamental questions about the nature

and extent of online education is established by the validity of this study and is examines the

trends in online learning and assert that studies show that many educational institutions and their

educational officers agree that online education is an important aspect of learning plans. Hassell

and Terrell (2006) present in their research study an evaluation of whether virtual schools can be

a contributing partnership in meeting the provisions and requirements of the NCLB and other

standardized testing measures and school/student ranking increases. The importance of web-


based learning to schools and district is explained by Scorr and McGriff (2012), asserting that

while the impact technology cannot always be measured, the larger impact can be expected in the

future integration and implementation and can increase the productivity of learning. The

reduction in traditional resources can be supplemented with web-based resources and options.

Technology Advances

The technological advances that have occurred in the recent decades have provided

unique opportunities for schools to integrate new technologies into traditional educational

settings. Herold (2014) shares that with the rapid availability of free cloud-based based learning

management systems (Google Classroom, Edmodo, Schoology), school districts can find easier

ways to integrate web-based learning activities and resources, allowing for the creation and

submission of various file formats for course content, accessibility to course assignments,

discussions, and communication outside of the classroom, and individual and class progress data

availability. These platforms can allow for the incorporation of web-based learning resources

across all course subject areas with access to computers, tablets, smartphones as long as internet

access is available.

Technology Integration

According to Safar and Alkhezzi (2013), the Internet, computers and smart devices have

drastically changed how we perform in work settings, education, and in our personal lives and as

a result, more and more educational institutions are turning to various types of technology to

enhance instruction. Based on Rithaupt (2012), the benefits to technology integration for

students are numerous because it provides support for communication, creativity, and

collaboration, developing higher order thinking and course engagement. Wetzel and Marshall

(2012) share that when technology is integrated properly and used as an instrument to increase

and enhance content and technology skills, learning and student engagement is maximized. This


is an important point because in many cases, learners are learning technology skills while

simultaneously learning course content knowledge and the teacher must have sufficient basic and

specific technology knowledge in order to successfully integrate technology in the classroom

setting. Inan and Fowther (2010) state helping students interact with technology is one of the

primary purposes of integrating technology in the traditional classroom. Downes and Bishop

(2012) share that while technology integration is beneficial to student learning and engagement,

it is not without challenges and extensive planning and commitment on the part of the teachers.

Furthermore, Downes and Bishop (2012) assert many learners are frequent digital users but

teachers must invest in learning new web-based learning techniques and strategies in order to

maximize student learning and engagement.

Technology Differentiation

Based on research conducted by Stanford, Crowe, & Flice (2010), teachers can become

increasingly efficient in instructing diverse student groups through the use of technology

integrated differentiation strategies which foster challenge and engagement for learners,

regardless of their learning levels. In addition, Stanford, Crowe, & Flice (2010) share that

differentiated instruction techniques that include technology based elements can provide

opportunities to minimize the learning gaps for diverse learning groups and can be motivational

for learners through academic connections. Furthermore, to address many teacher concerns about

classroom management while using technology, Stanford, Crowe, & Flice (2010) assert that

facilitating an environment that encourages student values, encouraging independent learning

through modeling learning skills, and planning the use of classroom technology can minimize the

ineffective and inefficient usage of web-based technology resources in the classroom.


CHAPTER THREE: METHODOLOGY

By increasing the number of web-based classes accessible to K-12 students, school

systems can provide the student population with additional course options as well as provide cost

savings for their districts by decreasing the necessity for additional teachers, classrooms,

textbooks, and related resources. The research purpose and methods for this research study will

assist in providing the data and analysis to determine and implement sufficient web-based

learning and technology solutions.

Research Design

According to Creswell (2012), the Action Research design is similar the mixed methods

design because it combines both qualitative and quantitative data. This method emphasizes

procedures that address more practical issues in an educational setting. Because of district-wide

budget cuts, the middle school is in need of finding ways to cut cost and develop a solution to the

problem presented and the Action Research Design provides the means to conduct adequate

research for this study. Action Research incorporates practical and participatory action, focuses

on issues in schools, and addresses and solves practical issues using a systematic approach

(Creswell, 2012). Overall, this design involves the characteristics, steps, and content of the

necessary goals that the middle school will need to resolve the problem of raising student

learning and engagement through the use of integrated technology resources.

Prior to the commencement of the study, proper approval for Local School Research

Projects will be obtained from the local school principal by application, review, and approval

procedures. As far as the collection of data, data would be collected from current literature and

research about web-based learning in middle school settings, from district and school

administration, and from faculty and students at the middle school to advance this research


project.

Selection of Participants

The participants studied would be the individuals involved with the delivery of

instruction at the middle school and access to the individuals (teachers and students) at the

middle school will be granted only after they have accepted permission to participate in the

study. Permission would need to be retrieved from administration, faculty, and students.

Instrumentation/Procedures

The data that will be collected are mainly from teacher observations, teacher and student

interviews, and teacher and student surveys and these will be conducted after permission has

been granted and individuals are made aware of the purpose and scope of the research study.

Data will be recorded using the standard data recording protocols and observational protocols

described by Creswell (2012). This would consist of the interview protocol, which according to

Creswell (2012), is a form that would be designed and consists of the instructions for the process,

questions, and space for responses and the observational protocol, which is used for taking field

notes during the observations. Administration of the data collection as described by Creswell

(2012) would require resolution of site access (classrooms, etc.), observations of teachers,

document research (report data, student data analysis), journals and the use of audiovisual

materials. These data collection procedures would require time and effort and assist in ensuring

the accuracy and ethical nature of the study.

Protection of Human Subjects

Protection of Human subjects for research purposes is very important to this research

topic involving the successful integration of web-based learning into traditional middle school

settings. As part of the research, students that have taken or who may take web-based classes

would be surveyed after their consent is established and administrators and faculty would be


surveyed after their consent is agreed upon. The overall grade data would need to be accessed

and analyzed in order to see pass/fail information for students currently enrolled in web-based

classes. It would be necessary to respect the privacy of the students and not display names from

the surveys or divulge the personal grades of individual students. The risks to conducting this

study are minimal, as this is a district initiative and it is necessary for the middle school to

participate and develop the best way to incorporate web-based learning with the current

resources while ensuring student success and faculty preparedness.

Data Analysis and Interpretation

The data collected would be prepared and organized for analysis by separating the

interviews, observations, and documentation. Once the data are transcribed, it will be analyzed

by either computer for easier and more organized analysis using HyperRESEARCH, which,

according to Creswell (2012), is an easy to use qualitative software package that allows the

building theories and conduct analysis. Coding of the data would consist of labeling certain

common terminology associated with the research study (ex. Technology, computers, course

software, internet, etc.) and these would allow for themes of common data. This would allow for

building around the central theme of the study, which is integrated web-based learning. Creswell

(2012) details that report findings would be represented via narrative discussions and

interpretation of the central phenomenon of web-based learning in middle school settings and the

accuracy of the research findings would be done using the appropriate strategies. In addition,

according to Creswell (2012), the methodology that would be used to validate findings in a study

are member checking (accuracy of the account checked by other participants), triangulation

(corroborating evidence from other individuals), and external audit (hired individual reviews

various aspects of the study). The compilation and analysis of the data collected for and from


this research study will provide a basis for further study and viability of the integration of web-

based content, supplements, and resources at the middle school level.


References

Allen, I., Seaman, J. (2007). Web-based nation: Five years of growth in web-based learning.

Sloan Consortium. Retrieved from

http://sloanconsortium.org/publications/survey/pdf/web-based_nation.pdf.

Batagiannis, S. C. (2011). Promise and possibility for aspiring principals: An emerging

leadership identity through learning to do action research. Qualitative Report, 16(5),

1304-1329.

Bose, S. (2010). Learning collaboratively with Web 2.0 Technologies: Putting into action social

constructivism. Online Submission.

Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative

and qualitative research (4th ed.) Boston, MA: Pearson.

Downes, J. M., & Bishop, P. (2012). Educators Engage Digital Natives and Learn from Their

Experiences with Technology. Middle School Journal, 43(5), 6-15.

Hassell, B., Terrell, M. (2006). How can web-based schools be a vibrant part of meeting the

choice provisions of the No Child Left Behind Act. Retrieved from

http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/documents/Hassel-

Terrell-Web-basedSchools.pdf

Henderson, K. A. (2011). Post-Positivism and the pragmatics of leisure research. Leisure

Sciences, 33(4), 341-346.

Herold, B. (2014). Identity crisis for the LMS driven by tech advances. Education Week, S2-S5.

Inan, F. A., & Lowther, D. L. (2010a). Factors affecting technology integration in K-12

classrooms: A path model. Educational Technology Research and Development, 58, 137–

154


Jaye, E. (2009, January 25). The effects of budget cuts. Education. Retrieved from

http://socyberty.com/education/the-effects-of-budget-cuts/2/.

Kirschner, P. E. (2006). Why minimal guidance during instruction does not work: An analysis of

the failure of constructivist, discovery, problem-based, experiential, and inquiry-based

teaching. Educational Psychologist, 41(2), 75-86.

Kong, S. C., & Song, Y. (2013). A principle-based pedagogical design framework for developing

constructivist learning in a seamless learning environment: A teacher development model

for learning and teaching in digital classrooms. British Journal Of Educational

Technology, 44(6), E209-E212. doi:10.1111/bjet.12073

Mei-Ju, C. (2013). The effects web-based instruction on learning effects. Pakistan Journal Of

Statistics, 29(5), 573-582.

Ritzhaupt, A. C. (2012). An investigation of factors influencing student use of technology in K-

12 classrooms using path analysis. Journal Of Educational Computing Research, 46(2),

229-254.

Safar, A. H., & Alkhezzi, F. A. (2013). Beyond computer literacy: Technology integration and

curriculum transformation. College Student Journal, 47(4), 614-626.

Schorr, J., & McGriff, D. (2012). Future schools: Blending face-to-face and online

learning. Education Digest: Essential Readings Condensed For Quick Review, 77(5), 30-

37.

Smith, G. E., & Throne, S. (2009). Differentiating instruction with technology in middle school

classrooms. Eugene, Or. : International Society for Technology in Education.

Stanford, P., Crowe, M. W., & Flice, H. (2010). Differentiating with Technology. TEACHING

Exceptional Children Plus, 6(4).


Wetzel, K., & Marshall, S. (2012). TPACK Goes to Sixth Grade: Lessons from a middle school

teacher in a high-technology-access classroom. Journal Of Digital Learning In Teacher

Education, 28(2), 73-81.


APPENDIX ATeacher Technology Survey


Appendix ASample Teacher Survey

Ritzhaupt, A. C. (2012). An Investigation of Factors Influencing Student Use of Technology in

K-12 Classrooms Using Path Analysis. Journal Of Educational Computing

Research, 46(2), 229-254.


APPENDIX B

Student Technology Survey


Appendix BStudent Survey Sample



Research, 46(2), 229-254.


APPENDIX C

Classroom Integration Technology Survey


Appendix CClassroom Technology Integration Survey Sample



Research, 46(2), 229-254.



Research, 46(2), 229-254.

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