Effects of Synchronous and Asynchronous in a Problem-Based Learning Social Studies Curriculum

• In Event: AERA Poster Session 3
  In Poster Session: Social Studies Poster Session: Analyzing Curricula and Texts

Abstract

The National Council for the Social Studies has called for more inquiry-based instruction fostering global perspective taking, critical thinking, and the ability to communicate these thoughts. At the same time, blended learning in classrooms has continued to grow. For successful learning in these environments to occur more understanding of the mechanisms driving learning is needed. This study uses a Hierarchical Linear Modeling analysis to compare student writing outcomes based on their participation dosage of an optional synchronous conference. The results showed no additional benefit of these synchronous conferences. While further work must be done, the current study suggests given the high resource costs of such synchronous mechanisms they be excluded from future blended Social Studies curriculum designs.

Authors

• James B Oren, University of Illinois at Chicago

• Kimberly A. Lawless, The Pennsylvania State University

• Scott W. Brown, University of Connecticut