A Case Study by Maryann P. DiEdwardo         ​​​​​​​​

Date/Time:  November 13, 2020@ Noon EDT 

Host(s):  Maryann DiEdwardo

Title: Create Active Blended Learning to Enhance Maximum Retention and Learning: Creating Original Videos in Announcements  

                                                                  Objective

Applications of Blended Learning, Active Training, and Metacognition

                                                     Methodology 

Fall Semester, Week 2 of English 102, an online course in Literature and Composition at the University of Maryland Global Campus. I participate seven days during every study week of the eight-week online class. I showed enthusiasm for teaching, since I extended the weekly content by using my own videos based on my own writing to frame a story line that offered planning and outline, writing developmental paragraphs, writing a literary critique, and comparing two short stories. 

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                                Questions for Discussion:

How do we overcome struggles that students may face in finishing weekly discussion and assignments? 

Do original video lectures enhance learning and maximize retention in online classes? 

What are the effects on my teaching and my performance as a Professor when I create models? 

How do video lectures help me to present metacognitive training?

How do videos maximize retention for all the students who participate in the class weekly, who post discussions, and who are writing papers?

​​​​​Introduction

I initiated the case study research process in the fall of 2020 to study my pedagogy for English 102 Literature and Composition, an online course delivered in an asynchronous platform. Students write two papers. create an outline, four drafts and a reflection on the writing processes. At the University of Maryland Global Campus, I teach eight week sessions with weekly activities that are discussion posts. I also assess these each week. Plus, I post the weekly writing assignment in Announcements in the virtual classroom. I decided to include video lectures in announcements as an addition to my audio feedback in discussions to add more pedagogical strategies based on metacognition. During the case study, I created nine videos to extend specific topics and correlated the videos with the weekly objectives to maximize retention and reinforce learning.  Additionally, video recordings are asynchronous tools that provide an overview and explanation. 

                                                               Method 

Methodology of the Case Study begins on Week 2 of English 102, an online course in Literature and Composition at the University of Maryland Global Campus. I suggest that through videos, and the theory of blended classroom and active learning, I may gain more retention from my students of the material that I present due to repetition of the course material in a video setting.  stronger and clearer model when I create and post videos into the Announcements page. I also experienced balanced teaching and sustained my own capacity to reach students by using my own videos based to frame a story line that offered planning and outline, writing developmental paragraphs, writing a literary critique, and comparing two short stories. Closed captioned videos are also used in this study. I mention to students in the video transcript original suggestions for metacognitive planning: “Read the story several times and argue something that means something to you, that you learned or that you felt or that you think the author wants you to gain —something that the author wants teach you or share with you” (DiEdwardo Video transcript). Further, I teach writing in the transcript which I also share in the course announcements: 

                                                          Results

    My teaching strategy of using videos that I create balance and sustain my own capacity to teach the course. I showed enthusiasm for teaching, since I extended the weekly content by using my own videos based on my own writing to frame a story line that offered planning and outline, writing developmental paragraphs, writing a literary critique, and comparing two short stories. Extend classroom material on specific topics with original videos that are posted to Announcements.

                                                          Conclusion

    Literature is a social discourse. Rooted in the principles of the Aristotelian philosophy, I incorporate the theoretical basis of art as imitation. 

                                                     Works Cited

DiEdwardo, M. P. (2020). “Hermeneutics and Metacognition.”Advances in Social Sciences Research Journal, 7(7), 12-16. 

https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/8497                                            

_______________(2020). Hermeneutics, Metacognition, and Writing. Spain: Vernon Press.

 https://vernonpress.com/file/10663/f5f7fd1190b872a0094c5fe64b0cc205/1575540046.pdf ]

______________. (2019). Spatializing Social Justice: Literary Critiques. Maryland: Hamilton Publishing.

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J.H.  Flavell. (1987). “Cognitive monitoring: A new area of cognitive-developmental inquiry”. American Psychologist, 34(10), 906 – 911.

J.H. Flavell. (1987). Speculation about the nature and development of metacognition. Chapter in F.E. Weinert and R.H. Kluwe (Eds.) Metacognition, Motivation, and Understanding. (pp. 21-22.

Silberman, Mel and Carol Auerbach. (2006.) Active Training. A Handbook of Techniques, Designs, Case Examples, and Tips. California: Wiley.