Running Head: Web-Based Learning Integration in Middle School
Research Proposal
Integration of Web-Based Learning Resources in Middle School
Mrs. Christye JohnsonKennesaw State University
EDRS 8000Dr. T. Adams and Dr. H. McGinnis
Web-Based Learning Integration in Middle School 2
Proposal Table of Contents
CHAPTER ONE: INTRODUCTION ......................................................................................3Statement of the Problem ..............................................................................................................4Purpose of the Study ..............................................................................................................4Theoretical Framework ..............................................................................................................5Research Questions ..............................................................................................................6Definition of Terms ..............................................................................................................6Limitations and Delimitations..........................................................................................................6Significance of Study ..............................................................................................................7
CHAPTER TWO: LITERATURE REVIEW..................................................................................8Web Learning Option ..............................................................................................................8Technology Advances ..............................................................................................................9Technology Integration ..............................................................................................................9Technology Differentiation............................................................................................................10
CHAPTER THREE: METHODOLOGY......................................................................................11Introduction ............................................................................................................11Research Design ............................................................................................................11Selection of Participants ............................................................................................................12Instrumentation/Procedures...........................................................................................................12Protection of Human Subjects.......................................................................................................12Data Analysis and Interpretation...................................................................................................13
REFERENCES ............................................................................................................15APPENDICES ............................................................................................................18
Web-Based Learning Integration in Middle School 3
CHAPTER ONE- INTRODUCTION
In recent years, there have been unprecedented state budget cuts in educational funding
for public k-12 schools, resulting in larger class sizes, teacher/staff layoffs, and overall decline in
the course selections. Simultaneously, technological advances involving the Internet platform
have allowed for web-based course options to be integrated into traditional classroom
environments. The combination of the budget cuts and increasing web-based course and
resource availability has provided a unique opportunity for K-12 institutions to offer their
students this option. The rationale for this research study is to examine ways to integrate web-
based learning platforms and resources in an effort to increase middle school student
performance. Research will be included that applies specifically to the middle school learning
environment and middle school learner attributes and detail the opinions and thoughts of the
scholars about the effectiveness of web-based learning. In addition, research will be analyzed as
to whether web0-based resources are a viable alternative for and/or supplement to effective
instruction in traditionally face-to-face learning platforms. This research proposal will provide a
basis from the existing literature for how schools can successfully utilize web-based courses and
resources for middle school teachers and learners with efforts to maximize student learning and
engagement and provide a platform to support further research on effective web-based
integration at the middle school.
Statement of the Problem
Due to the gradual decline in the U.S. economy, schools systems across the country are
facing smaller budgets, larger class sizes, and fewer qualified teachers to teach an increasingly
demanding curriculum. Simultaneous to these budget decreases, there is increasing web-based
resource availability that has provided a unique opportunity for k-12 institutions to offer their
Web-Based Learning Integration in Middle School 4
student populations and faculty this option to learn and teach in an integrated web-based learning
environment. During the 2013-14 school year, district officials informed school administrators
that due to budget readjustments, curriculum directors and their departments would need to
incorporate learning alternatives to decrease direct course related costs, including textbooks,
supplies, etc. These reallocations of course resource funds allowed for the inclusion and
incorporation of web-based learning resources that could be used to supplement instruction.
Teachers and curriculum directors were put in a position to design or locate additional web-based
supplemental platforms and resources. The basis for this research is derived from the fact that
there is a lack of middle school specific literature and research that applies directly and supports
integrated web-based learning options and resources.
Purpose of the Study
The purpose of this action research study is to provide a basis for the study of evidence
and examples of academically successful web-based course integration options and alternatives
that can be utilized at in middle schools to provide students with integrated web-based learning
opportunities while maintaining academic success. Seaman and Allen (2007) share that some of
the fundamental questions about the nature and extent of web-based education is established by
the validity and examination of the trends in web-based learning and assert that studies show that
many educational institutions and their educational officers agree that web-based education is an
important aspect of learning plans. According to Jaye (2009), the combination of the budget cuts
and increasing web-based course/school availability has provided an opportunity for K-12
institutions to offer their students this option. In addition, according to Jaye (2009), since the
law passed in 2002, the No Child Left Behind (NCLB) act has added more pressure to districts
because schools who do not meet the federal guidelines, face federal funding cuts as well. The
Web-Based Learning Integration in Middle School 5
site for this particular research study is a suburban middle school which is located in a large
suburban district in the southeastern region of the United States. The middle school has a
population of 1600 low-middle class income level, 95% African-American students. According
to the middle school Technology 2013 Audit Report, the middle school has a total of 5 classroom
labs (30 computers in each class) and 5 mobile laptop labs (include 30 laptops) for use in non-
computer lab classrooms. This problem presented to this middle school is not a dilemma that is
isolated primarily due to the fact that increasingly shrinking educational budgets across the
nation are becoming the norm and most districts have access to a variety of web-based course
resource options that can be integrated into traditional learning platforms with access to the
Internet.
Theoretical Framework
According to Batagiannis (2011), elements of active learning, mutual learning,
collaboration, critical inquiry, and reflection are included in action research and constructivism,
which values the student and teacher opinions. Action research is the design chosen for this
research because as Creswell (2012) describes, action research as a combination of both
qualitative and quantitative data emphasizes procedures that address more practical issues in an
educational setting. Based on the collaboration aspect that can be incorporated through the use
of web-based learning activities, Bose (2010) details that social constructivism theory supports
the need learners have for social interaction and collaborations and can be integrated through the
use of cooperative learning with technology. The reality of the situation is that because of many
middle schools are in need of finding ways to develop research based and theory-supported
solutions to the reduction in instructional resources, while increasing student achievement and
engagement.
Web-Based Learning Integration in Middle School 6
Research Questions:
How can web-based learning resources/options be integrated into traditional course middle
school instruction to increase academic success and engagement?
Sub-Questions:
What are current web-based learning resources offered by the district?
What are the current web-based learning resources for middle schools?
How many courses could benefit from web-based learning resources?
How do teachers feel about facilitating in a web-based environment?
Definition of Terms
1) Seamless learning environment: According to Kong and Song (2013), seamless learning
environments allow students to construct knowledge and develop 21st century skills in and out of
the classroom and provide learners with access to communication, information, and collaboration
with peers.
2) Web-based Instruction: According to Chou (2013), web-based instruction consists of students
using Internet resources in order to construct their knowledge and actively explore and think.
Delimitations of the Research Project
This study is mainly limited to middle school teachers at a suburban middle school that
has access to web-based resources. As far as the number of participants in the study, initially an
estimate of how many participants would be done. The number of administrators, teachers, and
students would be calculated, of course assuming less that 100% participation. If poor response
to requests for participation becomes an issue, second requests would be sent out. Challenges
that may limit the research project by incorporating the likely issues that tend to arise would be
handled by developing alternative plans to assist in any issues. For example, planning for delays
Web-Based Learning Integration in Middle School 7
in reports, inaccessibility to reports would be incorporated and alternative individuals or
resources could be contacted or utilized. In addition, research projects would be needed to
explore the integrated web-based learning environments for middle school students. The
additional projects could research success rate for newly integrated web-based learning
environments, participant thoughts and suggestions for increasing effectiveness for web-based
learning. In order to ensure the research is published it would be discussed with other faculty,
submitted to web-based journals, publications, and the district newsletter. According to Creswell
(2012), action research is used when one is presented with a specific educational problem to
solve and it provides educators with the opportunity to review and reflect on pedagogical
practices they confront. As far as weaknesses, a possible issue that can occur with Action
Research is that when presented with specific problems they may have a certain opinion about
how he or she may feel the problem can be resolved and focus their data collection on those
participants who may share their opinion as opposed to researching all potential solutions. For
example, for this study, if one had a negative opinion towards web-based learning, or is not
comfortable with technology the researcher may inadvertently focus their research efforts to
survey and include those who share a similar mindset.
Significance of Study
This is an important topic of study because public K-12 schools need alternative ways to
provide their students with required courses and electives resources and content that increase
their exposure to various subjects. Because of the budget funding issues, simply buying more
books and resources, hiring additional teachers and/or specialists to teach the content is simply
not an option. In addition, building additional schools and classrooms to house the growing the
student population is not fiscally feasible for many states or districts either. Web-based course
Web-Based Learning Integration in Middle School 8
resources can provide states and districts with additional student and instructor resources for
students in k-12 settings. This research study examines the feasibility, accessibility, and
viability of the incorporation of web-based/web-based course resources for middle schools and
provides a model for other middle schools that face similar circumstances.
CHAPTER 2: LITERATURE REVIEW
In reviewing the aspects for this research study, the topics of web-based instruction,
purpose and uses for web-based education, technology advances, and integration have been
reviewed. In addition, current research review consists of studies conducted on specific options
for integration of web-based resources in K-12 educational settings and the potential benefits to
middle school learners. In addition, more technological advances have allowed for web-based
course options and resources to be utilized in traditional educational settings. Ultimately, this
literature review provides a basis from the existing research for how schools can successfully
utilize web-based courses and resources for middle school teachers and learners with efforts to
maximize student learning and engagement and provide a platform to support further research on
effective web-based integration at the middle school level.
Web-learning Options
Allen and Seaman (2007) share that some of the fundamental questions about the nature
and extent of online education is established by the validity of this study and is examines the
trends in online learning and assert that studies show that many educational institutions and their
educational officers agree that online education is an important aspect of learning plans. Hassell
and Terrell (2006) present in their research study an evaluation of whether virtual schools can be
a contributing partnership in meeting the provisions and requirements of the NCLB and other
standardized testing measures and school/student ranking increases. The importance of web-
Web-Based Learning Integration in Middle School 9
based learning to schools and district is explained by Scorr and McGriff (2012), asserting that
while the impact technology cannot always be measured, the larger impact can be expected in the
future integration and implementation and can increase the productivity of learning. The
reduction in traditional resources can be supplemented with web-based resources and options.
Technology Advances
The technological advances that have occurred in the recent decades have provided
unique opportunities for schools to integrate new technologies into traditional educational
settings. Herold (2014) shares that with the rapid availability of free cloud-based based learning
management systems (Google Classroom, Edmodo, Schoology), school districts can find easier
ways to integrate web-based learning activities and resources, allowing for the creation and
submission of various file formats for course content, accessibility to course assignments,
discussions, and communication outside of the classroom, and individual and class progress data
availability. These platforms can allow for the incorporation of web-based learning resources
across all course subject areas with access to computers, tablets, smartphones as long as internet
access is available.
Technology Integration
According to Safar and Alkhezzi (2013), the Internet, computers and smart devices have
drastically changed how we perform in work settings, education, and in our personal lives and as
a result, more and more educational institutions are turning to various types of technology to
enhance instruction. Based on Rithaupt (2012), the benefits to technology integration for
students are numerous because it provides support for communication, creativity, and
collaboration, developing higher order thinking and course engagement. Wetzel and Marshall
(2012) share that when technology is integrated properly and used as an instrument to increase
and enhance content and technology skills, learning and student engagement is maximized. This
Web-Based Learning Integration in Middle School 10
is an important point because in many cases, learners are learning technology skills while
simultaneously learning course content knowledge and the teacher must have sufficient basic and
specific technology knowledge in order to successfully integrate technology in the classroom
setting. Inan and Fowther (2010) state helping students interact with technology is one of the
primary purposes of integrating technology in the traditional classroom. Downes and Bishop
(2012) share that while technology integration is beneficial to student learning and engagement,
it is not without challenges and extensive planning and commitment on the part of the teachers.
Furthermore, Downes and Bishop (2012) assert many learners are frequent digital users but
teachers must invest in learning new web-based learning techniques and strategies in order to
maximize student learning and engagement.
Technology Differentiation
Based on research conducted by Stanford, Crowe, & Flice (2010), teachers can become
increasingly efficient in instructing diverse student groups through the use of technology
integrated differentiation strategies which foster challenge and engagement for learners,
regardless of their learning levels. In addition, Stanford, Crowe, & Flice (2010) share that
differentiated instruction techniques that include technology based elements can provide
opportunities to minimize the learning gaps for diverse learning groups and can be motivational
for learners through academic connections. Furthermore, to address many teacher concerns about
classroom management while using technology, Stanford, Crowe, & Flice (2010) assert that
facilitating an environment that encourages student values, encouraging independent learning
through modeling learning skills, and planning the use of classroom technology can minimize the
ineffective and inefficient usage of web-based technology resources in the classroom.
Web-Based Learning Integration in Middle School 11
CHAPTER THREE: METHODOLOGY
By increasing the number of web-based classes accessible to K-12 students, school
systems can provide the student population with additional course options as well as provide cost
savings for their districts by decreasing the necessity for additional teachers, classrooms,
textbooks, and related resources. The research purpose and methods for this research study will
assist in providing the data and analysis to determine and implement sufficient web-based
learning and technology solutions.
Research Design
According to Creswell (2012), the Action Research design is similar the mixed methods
design because it combines both qualitative and quantitative data. This method emphasizes
procedures that address more practical issues in an educational setting. Because of district-wide
budget cuts, the middle school is in need of finding ways to cut cost and develop a solution to the
problem presented and the Action Research Design provides the means to conduct adequate
research for this study. Action Research incorporates practical and participatory action, focuses
on issues in schools, and addresses and solves practical issues using a systematic approach
(Creswell, 2012). Overall, this design involves the characteristics, steps, and content of the
necessary goals that the middle school will need to resolve the problem of raising student
learning and engagement through the use of integrated technology resources.
Prior to the commencement of the study, proper approval for Local School Research
Projects will be obtained from the local school principal by application, review, and approval
procedures. As far as the collection of data, data would be collected from current literature and
research about web-based learning in middle school settings, from district and school
administration, and from faculty and students at the middle school to advance this research
Web-Based Learning Integration in Middle School 12
project.
Selection of Participants
The participants studied would be the individuals involved with the delivery of
instruction at the middle school and access to the individuals (teachers and students) at the
middle school will be granted only after they have accepted permission to participate in the
study. Permission would need to be retrieved from administration, faculty, and students.
Instrumentation/Procedures
The data that will be collected are mainly from teacher observations, teacher and student
interviews, and teacher and student surveys and these will be conducted after permission has
been granted and individuals are made aware of the purpose and scope of the research study.
Data will be recorded using the standard data recording protocols and observational protocols
described by Creswell (2012). This would consist of the interview protocol, which according to
Creswell (2012), is a form that would be designed and consists of the instructions for the process,
questions, and space for responses and the observational protocol, which is used for taking field
notes during the observations. Administration of the data collection as described by Creswell
(2012) would require resolution of site access (classrooms, etc.), observations of teachers,
document research (report data, student data analysis), journals and the use of audiovisual
materials. These data collection procedures would require time and effort and assist in ensuring
the accuracy and ethical nature of the study.
Protection of Human Subjects
Protection of Human subjects for research purposes is very important to this research
topic involving the successful integration of web-based learning into traditional middle school
settings. As part of the research, students that have taken or who may take web-based classes
would be surveyed after their consent is established and administrators and faculty would be
Web-Based Learning Integration in Middle School 13
surveyed after their consent is agreed upon. The overall grade data would need to be accessed
and analyzed in order to see pass/fail information for students currently enrolled in web-based
classes. It would be necessary to respect the privacy of the students and not display names from
the surveys or divulge the personal grades of individual students. The risks to conducting this
study are minimal, as this is a district initiative and it is necessary for the middle school to
participate and develop the best way to incorporate web-based learning with the current
resources while ensuring student success and faculty preparedness.
Data Analysis and Interpretation
The data collected would be prepared and organized for analysis by separating the
interviews, observations, and documentation. Once the data are transcribed, it will be analyzed
by either computer for easier and more organized analysis using HyperRESEARCH, which,
according to Creswell (2012), is an easy to use qualitative software package that allows the
building theories and conduct analysis. Coding of the data would consist of labeling certain
common terminology associated with the research study (ex. Technology, computers, course
software, internet, etc.) and these would allow for themes of common data. This would allow for
building around the central theme of the study, which is integrated web-based learning. Creswell
(2012) details that report findings would be represented via narrative discussions and
interpretation of the central phenomenon of web-based learning in middle school settings and the
accuracy of the research findings would be done using the appropriate strategies. In addition,
according to Creswell (2012), the methodology that would be used to validate findings in a study
are member checking (accuracy of the account checked by other participants), triangulation
(corroborating evidence from other individuals), and external audit (hired individual reviews
various aspects of the study). The compilation and analysis of the data collected for and from
Web-Based Learning Integration in Middle School 14
this research study will provide a basis for further study and viability of the integration of web-
based content, supplements, and resources at the middle school level.
Web-Based Learning Integration in Middle School 15
References
Allen, I., Seaman, J. (2007). Web-based nation: Five years of growth in web-based learning.
Sloan Consortium. Retrieved from
http://sloanconsortium.org/publications/survey/pdf/web-based_nation.pdf.
Batagiannis, S. C. (2011). Promise and possibility for aspiring principals: An emerging
leadership identity through learning to do action research. Qualitative Report, 16(5),
1304-1329.
Bose, S. (2010). Learning collaboratively with Web 2.0 Technologies: Putting into action social
constructivism. Online Submission.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research (4th ed.) Boston, MA: Pearson.
Downes, J. M., & Bishop, P. (2012). Educators Engage Digital Natives and Learn from Their
Experiences with Technology. Middle School Journal, 43(5), 6-15.
Hassell, B., Terrell, M. (2006). How can web-based schools be a vibrant part of meeting the
choice provisions of the No Child Left Behind Act. Retrieved from
http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/documents/Hassel-
Terrell-Web-basedSchools.pdf
Henderson, K. A. (2011). Post-Positivism and the pragmatics of leisure research. Leisure
Sciences, 33(4), 341-346.
Herold, B. (2014). Identity crisis for the LMS driven by tech advances. Education Week, S2-S5.
Inan, F. A., & Lowther, D. L. (2010a). Factors affecting technology integration in K-12
classrooms: A path model. Educational Technology Research and Development, 58, 137–
154
Web-Based Learning Integration in Middle School 16
Jaye, E. (2009, January 25). The effects of budget cuts. Education. Retrieved from
http://socyberty.com/education/the-effects-of-budget-cuts/2/.
Kirschner, P. E. (2006). Why minimal guidance during instruction does not work: An analysis of
the failure of constructivist, discovery, problem-based, experiential, and inquiry-based
teaching. Educational Psychologist, 41(2), 75-86.
Kong, S. C., & Song, Y. (2013). A principle-based pedagogical design framework for developing
constructivist learning in a seamless learning environment: A teacher development model
for learning and teaching in digital classrooms. British Journal Of Educational
Technology, 44(6), E209-E212. doi:10.1111/bjet.12073
Mei-Ju, C. (2013). The effects web-based instruction on learning effects. Pakistan Journal Of
Statistics, 29(5), 573-582.
Ritzhaupt, A. C. (2012). An investigation of factors influencing student use of technology in K-
12 classrooms using path analysis. Journal Of Educational Computing Research, 46(2),
229-254.
Safar, A. H., & Alkhezzi, F. A. (2013). Beyond computer literacy: Technology integration and
curriculum transformation. College Student Journal, 47(4), 614-626.
Schorr, J., & McGriff, D. (2012). Future schools: Blending face-to-face and online
learning. Education Digest: Essential Readings Condensed For Quick Review, 77(5), 30-
37.
Smith, G. E., & Throne, S. (2009). Differentiating instruction with technology in middle school
classrooms. Eugene, Or. : International Society for Technology in Education.
Stanford, P., Crowe, M. W., & Flice, H. (2010). Differentiating with Technology. TEACHING
Exceptional Children Plus, 6(4).
Web-Based Learning Integration in Middle School 17
Wetzel, K., & Marshall, S. (2012). TPACK Goes to Sixth Grade: Lessons from a middle school
teacher in a high-technology-access classroom. Journal Of Digital Learning In Teacher
Education, 28(2), 73-81.
Web-Based Learning Integration in Middle School 18
APPENDIX ATeacher Technology Survey
Web-Based Learning Integration in Middle School 19
Appendix ASample Teacher Survey
Ritzhaupt, A. C. (2012). An Investigation of Factors Influencing Student Use of Technology in
K-12 Classrooms Using Path Analysis. Journal Of Educational Computing
Research, 46(2), 229-254.
Web-Based Learning Integration in Middle School 20
APPENDIX B
Student Technology Survey
Web-Based Learning Integration in Middle School 21
Appendix BStudent Survey Sample
Ritzhaupt, A. C. (2012). An Investigation of Factors Influencing Student Use of Technology in
K-12 Classrooms Using Path Analysis. Journal Of Educational Computing
Research, 46(2), 229-254.
Web-Based Learning Integration in Middle School 22
APPENDIX C
Classroom Integration Technology Survey
Web-Based Learning Integration in Middle School 23
Appendix CClassroom Technology Integration Survey Sample
Ritzhaupt, A. C. (2012). An Investigation of Factors Influencing Student Use of Technology in
K-12 Classrooms Using Path Analysis. Journal Of Educational Computing
Research, 46(2), 229-254.
Ritzhaupt, A. C. (2012). An Investigation of Factors Influencing Student Use of Technology in
K-12 Classrooms Using Path Analysis. Journal Of Educational Computing
Research, 46(2), 229-254.