Virtual architecture model
Virtual learning environments (VLE) are management systems that mediate between the functionality of computer communication software such as bulletin boards, emails, newsgroup, and white boards, with on-line delivering methods of course work. These systems are purposed to produce classroom environments by provision of new technological tools that facilitate learning. The virtual learning model uses these systems in providing an environment that boosts learning (In Carvalho, , and In Goodyear, 2014). Whiteboards, being one of the systems incorporated in the model, provide instructions, methods, mathematical signs, and interpretations of the solutions, using the virtual learning approach.
The theory involves organizing how educators and learners can use the internet for extended learning (Taylor and MacKenney, 2008). The model compares learning with rooms in different houses that may be designed differently but serve the same purpose. It provides that just as in different rooms in a house, which serve varied purposes or with different designs, so is the case with students studying together. That is, students’ uses of computers vary in accomplishment of different learning objectives. This is similar to how the technology provides different learning platforms that serve the same purpose of educating.
In a white board mathematics classroom, the virtual model of learning uses a server software to create messages, in this case the lesson, that are posted to the board. In cases where projectors are used they act as complementary equipment to the computers in allowing what is in the computer to be visible in the white boards. By use of this theory, instructors can create course outlines by help of existing computer templates (In Carvalho, , and In Goodyear, 2014). The instructors then use the course outlines to provide course hyperlinks to course pages in the curriculum. In a web-based system the curse outline will be the html pages containing the material relevant to a lesson.
Description of the sample or potential participants, classes, and teachers or students involved.
The study will involve random provision of whiteboards during mathematical lesson. The learning process when the whiteboards are available will be compared to when the whiteboards are not present. The sample will be collected from students in the ninth grade; at this age students are eager to learn, and it will be easy to identify their involvement when the technology is available, as most of them embrace technology, and when it is not available.
Two ninth grade classes will be used so that the whiteboards interchange in use between the classes. This will enhance a comparison, which will boost the reliability of the data collected (Creswell, 2014). The number of students used for this study will be forty on average so that twenty students are observed from the two classes. This will be a considerable sample to use as it may be difficult to read or observe the behavior of the students if they are many. Additionally using a lower number may limit generalization of the findings. Ten teachers will also be sampled in their methods of technology implementation, and their teaching methodology while without the whiteboards.
The students forming the sample will be randomly selected from the ninth grade population at a proposed high school marked with diversity in form of student’s economical backgrounds, ethnic backgrounds, and different levels of IQ’s. Before the actual data is collected a pre-randomized controlled trial will be applied to determine the necessity of this study. This will act as a baseline survey in determining the necessity of proceeding with this study.
The randomized control trial will be used as a pre-determining factor of the cause-effect relationship between performance using whiteboards and without whiteboards in mathematics. It will be useful to determine the existence of the relationship between the intervention and outcome (Creswell, 2014). The randomized trial will involve a random selection of students in ninth grade who will be involved in a mathematical class where a white board is being used, and in another where there are no whiteboards.
A scheduled observation technique will be used to conduct the pre-intervention study so that the students are observed with formal schedules that highlight what is observed, and its contribution to the study. This will also be used as criteria to identify the relevant elements of the data that will be used in forming conclusions in the main study. It will also highlight the challenges that may be incurred while carrying out the survey and with such information the methodology may be changed accordingly.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: SAGE Publications.Top of FormBottom of FoTop of Form
In Carvalho, L., & In Goodyear, P. (2014). The architecture of productive learning networks.
Taylor, G. R., &MacKenney, L. (2008).Improving human learning in the classroom: Theories and teaching practices. Lanham, Md: Rowman& Littlefield Education. Bottom of Form