Kealii-Ballao-Topic

Domain for your research project (classroom, training, etc.):
Online Tutoring Services offered through The Learning Center UH Maui College, my place of employment.

Brief description of content area of unit/lesson or module:
We currently offer 1 type of in-house online tutoring service, the Online Writing Lab. However, we do not have an in-house version for mathematics. We currently purchase units for student use from Smarthinking.com which supplies math, science, and English language tutoring. The action research will take place will be over a month by offering online tutoring for mathematics by using a social media source such as OpenStudy, Facebook, or Ning.

Technologies you might apply:
Websites: Facebook, Twitter, Ning, OpenStudy, Skype. These are free services. Paid services include BB Collborate, Whiteboard.

Your role (teacher, trainer, collaborator):
Official: Instructional and Academic Support. The Pretty Title: Assistant Coordinator. The Real Title: Defacto in-house, computer technician, technology coordinator, webmaster, and technology integration specialist.

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Annotated Bibliography
Baird, D. E., & Fisher, M. (2006). Neomillennial user experience design strategies: utilizing social networking media to support “always on” learning styles. //Journal of Educational Technology Systems //, //34 //(1), 5-32. Journal of Educational Technology Systems.
 * The article identifies the learning requirements of pedagogy and andragogy. For pedagogy learning, the student acquires knowledge directly from teachers with strict guidelines on what, where, when why, and how that concept is applied. In andragogy, the learners already possess a resource of skills and the learner wants to learn skills that are applicable in problem based learning, they also find learning skills that support social interaction as a requirement. As technology advances, the andragogy learners are faced with finding applicability with web-based tools that fulfill a social requirement, but are conflicted with pedagogical instruction that removes the social context of learning.
 * The authors are able to identify protagonists and antagonists in the implementation of social media and social learning to fit the andragogy requirements for learning. They also are able to provide connections between Gagne's 9 events of instructions with online learning. I find this article very relevant in promoting social media integration in higher educational tutoring methods.

Bennett, S., & Marsh, D. (2002). Are We Expecting Online Tutors to Run Before They Can Walk? //Innovations in Education & Teaching International//, //39//(1), 14-20. Routledge. Retrieved from 10.1080/13558000110097055
 * In creating an online tutoring service, the tutors need to be trained on online teaching methods. The article identifies key requirements in any online tutoring implementation program: training support for new tutors in online tutoring, a community of practice to support learners, collaborative environments for supporting tutoring skills. The article is very applicable for the research project because it identifies issues with transitioning to online tutoring from a traditional classroom environment. Furthermore, all sources cited in the article are from other peer-reviewed scholarly journals.

Brooks, L. (2009). Social Learning by Design: The Role of Social Media. //Knowledge Quest//, //37//(5), 58-60. Knowledge Quest.
 * The author identifies the need for implementing awareness and a critical perspective towards technology integration. Though the article focuses on secondary, and elementary education, it is a good article to provide anecdotal evidence for pedagogical change in teacher interaction.

Calderwood, B. J. (2009). Learning Center Issues, Then and Now: An Interview with Frank Christ. //Journal of Developmental Education//, //32//(3), 24-27. Journal of Developmental Education.
 * In an interview, Frank Christ who has created a learning center model from 1979, examines the need for Learning Assistance Centers to integrate technology to meet the needs of the changing demographic. This a good article to demonstrate the need for learning centers to modify tutoring methods to an online social media form. The article also provides support websites for learning centers, and best practices in learning center operations. National organization are identified that certify learning center’s services.

Diziol, D., Walker, E., Rummel, N., & Koedinger, K. R. (2010). Using intelligent tutor technology to implement adaptive support for student collaboration. //Educational Psychology Review//, //22//(1), 89-102. Educational Psychology Review.
 * The article describes action research with tutoring scripts as a form of interactive engagement for the learner. Though the article focuses on a mathematical tutoring situation, the article can be applicable as a method of transitioning face-to-face tutoring to online tutoring.

Ganis, F. (2009). //“Social Learning” Buzz Masks Deeper Dimensions: Mitigating the Confusion Surrounding “Social Learning.”// //Online Submission//. Online Submission.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The article clearly defines social learning in the context of behavioral psychology. The author describes modern social media technologies as being grouped together and inappropriately named as social learning. He also identifies the need for standardizing social media software pedagogies like how television, projectors, and whiteboards have been standardized in modern classrooms. He states that security is still an issue towards the non-implementation of social media pedagogy. The article is very relevant for the action research topic because it identifies the growing need for social media standardization in educational contexts.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Hanson, T. L., Drumheller, K., Mallard, J., McKee, C., & Schlegel, P. (2010). Cell Phones, Text Messaging, and Facebook: Competing Time Demands of Today’s College Students. //College Teaching//, //59//(1), 23-30. doi:10.1080/87567555.2010.489078
 * <span style="font-family: Arial,Helvetica,sans-serif;">The article profiles millennial students and their need for social interaction. He states that millennial student thrive in social collaboration, but tend to prioritize work based on short cuts. Many millennial students are in constant need for time management skills, and goal prioritizing. These students see their time as a form of monetary token where they must economize their amount of time spend of all activities. Social activities such as texting, visiting social networking sites, provides these students with the social connection need, while still economizing their time for other activities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Hung, H.-T., & Yuen, S. C.-Y. (2010). Educational Use of Social Networking Technology in Higher Education. //Teaching in Higher Education//, //15//(6), 703-714. Teaching in Higher Education.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The article identifies communities of practice as crucial for learning environments. On the web, the social networking website is the same form of a community of practice. He also states that social networking tools are best implemented with integration with existing face-to-face interaction. The article is highly relevant to the action research topic because of supporting social networking as a form of communities of practice that supports higher learning.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Jelfs, A., Richardson, J. T. E., & Price, L. (2009). Student and tutor perceptions of effective tutoring in distance education. //Distance Education//, //30//(3), 419-441. Routledge. Retrieved from 10.1080/01587910903236551

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">McCarthy, J. (2010). Blended Learning Environments: Using Social Networking Sites to Enhance the First Year Experience. //Australasian Journal of Educational Technology//, //26//(6), 729-740. Australasian Journal of Educational Technology.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Price, L., Richardson, J. T. E., & Jelfs, A. (2007). Face-to-face versus online tutoring support in distance education. //Studies in Higher Education, 32//(1), 1-20. Routledge.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Reid, J. (2011). “We Don’t Twitter, We Facebook”: An Alternative Pedagogical Space that Enables Critical Practices in Relation to Writing. //English Teaching: Practice and Critique//, //10//(1), 58-80. English Teaching: Practice and Critique.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Truschel, J., & Reedy, D. L. (2009). National Survey--What Is a Learning Center in the 21st Century? //Learning Assistance Review, 14//(1), 9-22. Learning Assistance Review.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Wright, N. (2010). Twittering in Teacher Education: Reflecting on Practicum Experiences. //Open Learning, 25//(3), 259-265. Open Learning.