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Full text release has been delayed at the author's request until August 06, 2028

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Investigating online active learning course design principles based on Vygotsky’s Zone of Proximal Development: An evaluation of online learning modules by Teacher Candidates.

Evans, Marvin A
http://orcid.org/0000-0002-5955-9816
http://rave.ohiolink.edu/etdc/view?acc_num=osu1687959468392402

Abstract Details

2023, Doctor of Philosophy, Ohio State University, Educational Studies.
COVID-19 pushed online learning to a greater level of prominence in 2020 faster than anyone could have ever predicted. This sudden push highlighted the level of unpreparedness of many educators to effectively teach in online learning environments possibly due to their teacher education training. Demonstrating empirical best practices for effective online education for teachers is rarely done but necessary as we emphasize that the possibilities of online learning are infinite including creating opportunities not possible, practical, or requiring different approaches than in physical classrooms. In this dissertation, I investigated if commonly recommended active learning and design best practices combined with supports to enhance Vygotsky’s popular Zone of Proximal Development (ZPD) theory can create an effective online learning environment for teacher candidates (TCs) and are ZPD supports an additive theory in the design of online learning environments. Seventy-one TCs from a large mid-western university in the United States completed online learning modules designed using a leading online course design platform (Articulate 360), with learner-centered active learning activities, authentic assessments, and supports including tutorials, animations, and case studies. TCs completed a pre-post multiple-choice quiz and evaluated the online learning experience, using two validated surveys (course design and active learning) and a ZPD survey created for this study. Findings indicate that upon completing and evaluating the modules TCs perceived the active learning components (feedback, interest, interactive engagement, and problem-solving) and the online learning environment principles implemented in the intervention as present, and they had a positive perception of the design of online learning modules. Feedback and interactive engagement positively predicted problem-solving and were significant predictors however, feedback was only significant when used as a sole predictor and was not significant when combined with interactive engagement, which was always a positive and significant predictor. Secondly, TCs also evaluated the ZPD supports and course design decisions positively. Though there was a strong correlation between ZPD and active learning, which warrants further investigation, findings indicate that ZPD may be described as a comprehensive theory including aspects of active learning and online learning environment principles. Finally, ZPD supports was a positive and significant predictor of TCs perception if they could implement best practices in their online learning environments, which was an important finding of this study as it lays the foundation for future work. From these findings, seven recommendations for the need to include Vygotsky’s ZPD design decisions in teacher education that cover online learning were presented. These recommendations and areas for future research include a review and extension of current online learning standards, the need for online learning courses and modules with a ZPD emphasis in TC education, and the validation of the ZPD survey used in this study so it can serve as an evaluation tool for other practitioners on the effectiveness of their online module design (theory, resources, supports and real-world application) for students in various contexts.
Michael Glassman (Advisor)
Tracey Stuckey (Committee Member)
Ana-Paula Correia (Committee Member)
194 p.
Educational Psychology; Educational Technology
online learning, asynchronous learning, Vygotsky, zone of proximal development, active learning, online learning environments, teacher candidates, best practices, articulate 360

Recommended Citations

Citations

  • Evans, M. A. (2023). Investigating online active learning course design principles based on Vygotsky’s Zone of Proximal Development: An evaluation of online learning modules by Teacher Candidates. [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1687959468392402

    APA Style (7th edition)

  • Evans, Marvin. Investigating online active learning course design principles based on Vygotsky’s Zone of Proximal Development: An evaluation of online learning modules by Teacher Candidates. 2023. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1687959468392402.

    MLA Style (8th edition)

  • Evans, Marvin. "Investigating online active learning course design principles based on Vygotsky’s Zone of Proximal Development: An evaluation of online learning modules by Teacher Candidates." Doctoral dissertation, Ohio State University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=osu1687959468392402

    Chicago Manual of Style (17th edition)

osu1687959468392402
© 2023, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.