Pairing Mastery Learning Approaches Along With Digital Badges

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Chapter 3 Methodology Pairing Mastery Learning approaches along with Digital Badges are giving educators a way to transform their current curriculum. This is especially imperative within teacher education programs, where students are taking teaching and learning knowledge into formal education. Educators are looking toward badges to increase engagement (Abramovich et al., 2013; Glover & Latif, 2013), develop mastery with critical concepts (Mehta et al., 2013), and reduce gaps in student knowledge (Bowen & Thomas, 2014; Guskey, 2007). Feedback is emphasized as a critical component (B.S. Bloom, 1968, 1976; Guskey, 2007; Kluger & DeNisi, 1996; Slavin & Karweit, 1984). Research Design The proposed research study will utilize a multiple…show more content…
This qualitative study hopes to add to the topic and further understand student and instructors’ experiences and perspectives (Johnson & Christensen, 2012). Data will be collected from multiple sources, including selected course assignments, electronic instructor feedback, and survey. This qualitative study hopes to add to the topic and further understand the experiences of instructors and students in a Mastery-based Learning Digital Badge system. Context In order to gain an understanding of how feedback is utilized in a Digital Badge system, data will be gathered from an introductory technology course within the College of Education at a large Midwestern public university. In this undergraduate course foundations of educational technology are examined, including the integration of instructional design, multimedia, Web 2.0 tools, and various computing software all within the classroom setting. This course is required by all teacher education students in order to learn the basics of technology integration before entering the formal classroom through student teaching. Courses Structure This large-scale course runs on a traditional semester schedule with sixteen weeks of instruction. The course is comprised of both a one-unit lecture and two-unit lab. The lecture component is taught by a faculty member who is the lecture instructor, course designer, and supervises teaching assistants. This course runs in agreement
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