Online Collaborative Learning for High School StudentsUsing a Blended Approach for the Promotion of Self-Monitoring Skills

Sharon PetersA ThesisinThe Departmentof EducationPresented in Partial Fulfillment of the Requirementsfor the Degree of Master of Arts (Educational Technology) atSeptember 2006© Sharon Peters, 2006

CONCORDIA UNIVERSITY

This is to certify that the thesis preparedBy: Sharon PetersEntitled: Online collaborative learning for high school students using ablended approach for the promotion of self-monitoring skillsand submitted in partial fulfillment of the requirements for the degreeof

Master Educational Technology

complies with the regulations of the University and meets the acceptedstandards withrespect to originality and quality.

Signed by the final examining committee: ______________________________________ Chair ______________________________________ Examiner ______________________________________ Examiner ______________________________________ Supervisor

Approved by ________________________________________________ Chair of Department or Graduate Program Director ________________________________________________ Dean of FacultyDate ________________________________________________

AbstractOnline Collaborative Learning for High School StudentsUsing a Blended Approach for the Promotion of Self-Monitoring SkillsSharon PetersWhile online learning environments have become common at the post-secondarylevel of academia, teachers of high schools have not yet adopted the online environmentas an alternative and supplementary environment to augment the learning which takes place the classroom. Given the greater stability of computer network labs and ubiquity of home computers, many schools may begin to consider this option. In this ActionResearch study, this teacher explored a blended approach to instruction to introduce aninstructional unit on learning styles and self-monitoring skills. Results of the data indicatethat while most students enjoyed the online component of schoolwork, high academicallysuccessful students enjoyed it least and reported the least changes in academic performance, while the average ability students reported the most enjoyment, gains inacademic performance, and desire to use online environments in the future. Averagestudents also reported a greater tendency to ask for friends for help with their studies after the learning unit which points to a recognition of the benefits of collaboration. The use of appropriate language for online learning environments was an issue at the beginning of the unit but improved over time with proper modeling and awareness of expectations.iii