Qualitative and Descriptive journals analysis by Astrid Aguiar

Qualitative and Descriptive journals analysis by Astrid Aguiar

• 1.
  An Analysis ofTechnology Tools Used in Online Courses and Their Relationship to Students' LearningStyles Heather A. Pokorsky Pokorsky, H. A., & Schlough, S. (2008). An Analysis of Technology Tools Used in Online Courses and Their Relationship. Retrieved from http://core.kmi.open.ac.uk/download/pdf/5067298.pdf
• 2.
  The purpose ofthe study is to see if the students' learning styles are being met while taking the course online. Students have different learning styles when it comes to learning the curriculum that is taught by instructors. The study included a comprehensive review of literature including understanding learning styles, different technology tools, and the importance of using technology tools to engage student learning in an online course that could incorporate the different learning styles. In this study the students enrolled in the Spring 2008 Written Communications online course, were surveyed. Majority of the students who completed the survey, felt that the use of technology that the instructor used in the course helps meet their needs based on the type of learner that they are. The Written Communications course at Lakeshore Technical College has recently been offered online since 2000. There has been limited analysis done to see if students' learning styles are being met through online delivery. To keep up with students' needs while taking online courses, it is important to have the students learn effectively by creating a course that meets the needs of students who have different learning styles
• 3.
  The purpose ofthe study is to see if the students' learning styles are being met while taking the course online. It is a documented fact that students have different learning styles when it comes to learning the curriculum. This project will look into the different technology tools that can be used in an online course to engage students' learning who have different learning styles. 1. What is the effect that the technology tools have on students' learning in the online Written Communications course? 2. How are the technology tools being implemented in the online Written Communication course to reach all learning styles? 3. Is there a difference in students' perceptions in the use of online tools and their learning style in Written Communications based on their age? 4. Is there a difference in students' perceptions in the use of online tools and their learning style in Written Communications based on their gender?
• 4.
  • Diseño deinvestigación A non-experimental descriptive research. . • Participants 11 students who were enrolled in the online Written Communications course at LTC in the spring semester of 2008. The spring semester course was offered in 16 weeks. • Instruments Questions and the questions consisted of multiple choice and yes/no. Some of the questions also asked for responses using a five point Likert scale with the following categories: very effective, effective, neutral, ineffective, and very ineffective. • Data analysis All appropriate descriptive statistics were run on the data to address the research questions by the research technician at the University of Wisconsin-Stout. The data from each of the survey questions were analyzed. Additionally the data was analyzed to answer the research questions Personal Opinion I think that it is a non-experimental descriptive research because of the instruments that were used as a survey and questionnaire and also because of the way the data was collected that was the most naturally possible, completely voluntary and the results were confidential. Moreover, the results answered the research questions. I personally think that Heather A. Pokorsky use this descriptive method because she wanted to collect and analyze data about a phenomena and its impact on the language learning, she wanted to analyze the aspects that affects the second language acquisition and the learning styles while students use technology. She analyzed something more internal about the learning processing.
• 5.
  ESL student perspectiveson university classroom testing practices Annela Teemant Teemant, A. (2010). ESL Student Perspectives on University Classroom Testing Practices. Journal of the Scholarship of Teaching and Learning, 10(3), 89–105. Retrieved from http://eric.ed.gov/?id=EJ906471
• 6.
  ESL students struggleto represent accurately on tests what they know. Understanding what constitutes equitable testing practices in university settings for ESL students poses a significant challenge to educators. This study reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students on their opinions, concerns, strategies, and preferences in testing. ESL students provide evidence that language proficiency, test anxiety, and preferences for particular test formats, such as multiple-choice over essay questions, affect their ability to demonstrate content knowledge. Students describe context, culture, and seven language-related problems in testing, and show awareness of various test-taking strategies. The results suggest practical implications for making testing outcomes more equitable for ESL students. The assessment challenges faced by ESL university students—those I teach and those I advocate for—in content-area classes. It is widely acknowledged that ESL students struggle to represent accurately what they know on tests. In the act of test taking, language knowledge and content knowledge merge and are often confounded. According to LaCelle-Peterson and Rivera (1994, p. 69), current testing practices fail to “capture” what ESL students really know in terms of content knowledge. This gap between students’ actual knowledge and their test performance is often ignored or unrecognized by university faculty. Schneider and Shulman (cited in Shavelson, 2007, p. viii), however, argue that university faculty must “know what to make of” and “how to act on” valid evidence of student learning
• 7.
  The purpose ofthis qualitative study is to : a) make visible ESL students’ perspectives on classroom testing practices; and b) to highlight practical implications for how university faculty can address ESL students’ testing concerns. What are ESL students' opinions, concerns, strategies, and preferences related to being tested in content-area courses?
• 8.
  Personal Opinion •Diseño de investigación The present study theoretically adheres to qualitative methods. • Participants The 13 subjects selected for participation were ESL students enrolled in four-year university programs • Instruments semi-structured interviewing techniques with open-ended questions • Data analysis Data analysis entailed transcribing the tape-recorded interviews, checking transcriptions for accuracy, and conducting a content analysis of the interview data across subjects using Hyperqual 2 (Version 1.2) software. Content analysis consists of descriptive data reduction, that is, identification, coding, and categorization of significant patterns of response across ESL subjects (Patton, 1990). The semi-structured interview questions provided the analytical framework, focusing on testing experiences, perceived differences, strategies employed, testing preferences, language skills, and opinions on how professors could assist them. Coding categories emerged fromstudent responses. Besides that in the journal was stablished that this was a qualitative research, I could notice that it was it because of the instruments that were used as semi-structured interviewing techniques with open-ended questions. Moreover, it was used a tape-recorder to do the analysis. I personally think that Annela Teemant use the qualitative research because she wanted to study the phenomena from the perspective of the learners so that she could give suggestions in order to try to solve the research problem. The qualitative research helped her because one of the main objects of this type of research looks to reconstruct what the subjects are experiencing as their behavior as accurately possible.