From: Subject: =?iso-2022-jp?B?SW52ZXN0aWdhdGluZyB0aGUgSW1wYWN0IG9mIFdlZWtseSBXZWJsb2cgQXNzaWdubWVudHMgb24gdGhlIExlYXJuaW5nIEVudmlyb25tZW50IG9mIGEgU2Vjb25kYXJ5IEJpb2xvZ3kgQ291cnNl?= Date: Thu, Jun 10 2010 10:46:54 GMT-0600 MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_000_0000_88D06270.2042DD38"; type="text/html" ------=_NextPart_000_0000_88D06270.2042DD38 Content-Type: text/html; charset="UTF-8" Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/print/46 =EF=BB=BF =20 Investigating the Impact of Weekly Weblog Assignments on the Lea= rning Environment of a Secondary Biology Course
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Home > Investi= gating the Impact of Weekly Weblog Assignments on the Learning Environment= of a Secondary Biology Course

Investigating the Impact of Weekly Weblog Ass= ignments on the Learning Environment of a Secondary Biology Course

Abstract: 

A weblog, or blog, presents an intriguing way to cre= ate a collaborative space within a traditional classroom structure. Well-co= nstructed blog assignments may provide a safe environment and encourage a= collaborative learning culture. This study explores the use of blog-based= assignments on student participation in a high school biology course. Data= collected from field notes, surveys, student interviews, and quiz scores= provided evidence that the blog assignments had a positive impact on in-cl= ass participation rate, self-directed research, achievement, and classroom= environment.

Author Name(s): 
Eric Brunsell [1]=
Christopher Cimino = [2]

Acknowledgment

Chris Cimino was a graduate student in the MSSE program at Montana State= University during the completion of this study.  Eric Brunsell was hi= s adviser.

Introduction

Donovan and Bransford (2005) identified four interconnected lenses - lea= rner-centered, knowledge-centered, assessment-centered, and community-cente= red =E2=80=93 through which we can examine effective teaching. The communit= y-centered lens focuses on building inter-personal relationships in the cla= ssroom that encourage the sharing of ideas, questioning, risk-taking, and= respect.  One primary way of building this type of classroom culture= is through fostering dialogue.   Unfortunately, much of the dial= ogue that takes place in the science classroom may not be productive in sup= porting the social construction of knowledge (Newton, Driver & Osborne,= 1999).

The purpose of this study was to explore the impact of a classroom weblo= g (blog) on the learning environment of a secondary biology course. The stu= dy was conducted in a large school district in California. The population= of the school is approximately 1200 students, many of which come from sing= le parent or non-traditional families.  Most of the students are from= lower-middle class or low-income families.  Approximately one third= of the students are in poverty as measured by participation in free and re= duced lunch programs.  The school is ethnically diverse with high perc= entages of Hispanic, African-American, Asian, Russian and Ukrainian student= s.

A Review of Relevant Literature

Social constructivist theories view knowledge construction as a result= of individuals interacting in social environments to create shared knowled= ge that is appropriated by the individual.  The context within which= learning occurs involves a fabric of shared meanings and understanding tha= t develops when groups of people come together and engage in joint activity= over a period of time (Cole, 1996). The participants are molded by and con= tribute to this context. Since an individual can participate in many cultur= es as they associate in different groups (e.g. school, home, geographical,= racial, etc.),  the interactions between cultures provide a lens that= mediates what and how an individual learns.

In a social constructivist approach, students should be provided with op= portunities for reflective interaction between students to support the co-c= onstruction of knowledge. However, prolonged discussions rarely occur in se= condary science classrooms. The dominant form of interaction in the classro= om is teacher talk. When opportunities are provided for student talk, throu= gh teacher questioning, they invariably lead to students =E2=80=9Cguessing= what is in the teacher=E2=80=99s mind,=E2=80=9D instead of assisting the= development of understanding through student contribution of emerging unde= rstandings (Newton et al., 1999).

Newton et al. (1999) explain that the type of discourse usually seen in= science classrooms gives the false impression of science as an =E2=80=9Cun= problematic collection of facts about the world.=E2=80=9D It fails to empow= er students with the ability to critically examine scientific claims and kn= owledge. Students should be engaged in instructional conversations that pro= vide extended dialogue around concepts. Instructional conversations allow= students to identify, compare, and refine different lines of thought, are= student-directed and give students a greater voice. During instructional= conversations, students converge on themes and build consensus on explanat= ions for phenomena. The change in the way students think happens as others= =E2=80=99 perspectives restructure, alter, or fine-tune a student=E2=80=99s= personal knowledge (Mason & Santi, 1998; Hatano & Inagaki, 2003;= Eryilmaz, 2002; Vosniadou, Ioannides, Dimitrakopoulou, & Papademetriou= , 2001). Instructional conversations also foster an environment that promot= es learning for understanding over learning for obtaining a good grade (Pin= trich & Sinatra, 2003).

Blogs provide both teachers and learners with the ability to extend disc= ussions beyond the traditional face-to-face classroom. Blogs are an ideal= forum for the social construction of knowledge because they can provide op= portunities to share ideas and experiences and negotiate understandings wit= h others (Ferdig & Trammell, 2004; Ahern et al., 2006).  Members= of a classroom blog tend to get more involved then they do in other enviro= nments (Efimova & Fiedler, 2003; Godwin-Jones, 2008). Blogs foster a fe= eling of community among participating students as they co-create knowledge= through posts and comments. Students using a classroom blog often feel a= responsibility to contribute in order to help the entire class succeed. Th= is feeling of responsibility is a result of shared ownership and encourages= pro-social behaviors (Calvert, 1999; Dickey, 2004; Liaw, Chen & Huang,= 2008).

A well-constructed classroom blog creates a learner-centered environment= that allows students to take a more active role in their learning. = Students can publish their own writing, whether it=E2=80=99s a journal, a= story, or comments on class readings (Kennedy, 2003).  Students can= archive and analyze writings, and conduct peer critiques (Mortenson &= Walker, 2002; MacBride & Leuhmann, 2008). Teachers can also use a blog= to build a rich learning resource by linking to online testing sites to pr= ovide opportunities to practice and monitor learning, exposing students to= concepts using multiple media formats, and by providing hyperlinks to addi= tional resources that allow for student self-directed exploration within th= e topic (Efimova & Fiedler, 2003).   All of these activities= can lead to robust interaction between students.

The Biology Blog

This study was conducted in one =E2=80=9Caverage performing=E2=80=9D 10t= h grade Biology class consisting of 36 students.  The demographics of= the class were representative of the school, including ten Hispanic studen= ts, two African-American students, three Asian students and two Ukranian st= udents. Biology courses met every day for eight weeks in a 90-minute block= schedule.

Blog assignments were posted every Friday and were due the following Thu= rsday for the duration of the course. These assignments provided opportunit= ies for discussion, online activities and concept review.  The discuss= ions were generally tied to an online activity related to the concepts bein= g covered that week. Each student was required to post at least once to the= initial discussion topic and two additional comments on their classmates= =E2=80=99 posts. The instructor served as a moderator providing guidance an= d focus only when needed.  The vast majority of discussion was between= students. Figure 1 shows an example of a weekly blog assignment that inclu= des online readings.  Figure 2 provides an example of a weekly Bio= logy Blog assignment that requires the completion of an online lab com= ponent.

Electronic Assignment

Read the online article Genetic Engineering =E2=80=93= Fast Forwarding to Future Foods by the Food and Drug Administration [3] and the Cloning Fact Sheet= from the Human Genome Project [4].

Write a short summary for each in Word format. Follow the forma= t for article summaries listed in your class syllabus. Email your completed= summaries as an attachment to Mr. C by 10:00 PM Thursday.

Discussion Component

Science has made great strides in the area of genetic technology however= ; genetic engineering tends to be one of the most hotly debated subjects am= ong scientists and nonscientists alike. Post your thoughts regarding geneti= cally altered foods and cloning of animals. Consider any possible benefit= or risk that may be involved.  It is strongly advised that you read= the articles listed in the Electronic Assignment prior to posting.

Here are some questions you may want to consider=E2=80=A6
What if the world=E2=80=99s hunger problem could be solved? Is= it worth the risk in your opinion?
Should cloning of mammals be allowed?
What about humans? Are there benefits to cloning humans?

Remember to post well thought out, intelligent responses and= use appropriate scientific terminology when possible. You must make an ini= tial post and respond to at least one classmate=E2=80=99s initial post for= credit. It=E2=80=99s fine to disagree but do so in a courteous, respectful= manner. Remember to always play nice. Initial posts must be made by 9:00= PM Tuesday for credit. All posts must be made by 10:00 PM Thursday.

Online Quiz

Complete this week=E2=80=99s online quiz (Review) by 10:00 PM= Thursday. Scores will be automatically forwarded to Mr. C. Don=E2=80=99t= forget to study for Friday=E2=80=99s written quiz.

Figure 1. An example Biology Blog Assignment for Gene= tic Technology that uses out-of-class readings

 

Electronic Assignment

Complete the online mitosis lab assignment entitled Onion Root Tips [5].

Read the instructions and prelab information. Complete the assi= gnment and turn in your completed data table to Mr. Cimino by the beginning= of the period on Thursday.

We will be performing an in class lab using root tip slides on= Thursday, as well.

Discussion Component

Discuss a creative and helpful method for remembering the phase= s of mitosis. You may come up with one of your own or research the internet= for a method YOU WILL USE to help you learn to identify the phase and acti= vities of mitosis.  You may not simply state that you will memorize th= e info in the book or that I=E2=80=99m such a great teacher that you don=E2= =80=99t need anything to help you remember. You must discuss a technique fo= r learning. It can be serious, crazy, funny, etc. as long as it helps you= remember the phases. Here are some hints to get you started=E2=80=A6

Ever use a mnemonic?

YouTube has more than just skateboard videos.

How about a catchy jingle?

Post your method and comment on another student=E2=80=99s initial post= for credit.
Online Quiz
Complete this week=E2=80=99s online quiz by 10:00 PM Thursday.= Scores will be automatically forwarded to Mr. Cimino. Don=E2=80=99t forget= to study for Friday=E2=80=99s written quiz.

Figure 2. Biology Blog assignments for mitosis and ce= ll division

 

Evaluating the Biology Blog Experience

The purpose of this study was to explore the impact of using weekly blog= assignments on the learning environment in a secondary biology course.&nbs= p; We used a pragmatic, utilization-focused evaluation framework (Patton,= 1997).  The goal of this framework is to generate practical and usefu= l knowledge for action.  The results of our study can potentially add= to the knowledge base of how to use blogs to develop a sense of a communit= y of practice within a classroom.  We expect that professional develop= ment facilitators and classroom teachers may find the results useful as pro= mpts for pedagogical discussions and as a model for action.  In a util= ization-focused evaluation framework, it is important to identify explicit= outcomes that are useful to the intended audience.  Therefore, we sel= ected four practical focus questions.

To enhance the credibility of evaluative research, evidence from two or= more sources should be used to converge or triangulate on the same set of= findings. Evidence can be collected from different individuals, types of= data, or mixed methods of data collection (Creswell, 2005).  Table 1= summarizes the data collection methods used in this study.

Data was collected by monitoring completion of blog assignments, student= surveys and interviews, weekly quiz scores, and field notes.  One =E2= =80=9Cperceptions=E2=80=9D survey was given at the beginning of the study= and during the fifth week.  A second survey was given at the end of= the study to determine students=E2=80=99 reactions to different aspects of= the Biology Blog assignments. Five males and five females were al= so selected randomly for the post-study interviews. With one exception, dat= a was only collected from the class of students participating in the blog= assignments.  Class participation data was also collected through the= use of a teacher journal in two similar biology classes that were not usin= g the blog assignments.

Data was analyzed on a question by question basis.  The analysis pr= ocess began by reviewing interview data. Transcripts were organized into se= gments based on the focus questions.  Each segment was read multiple= times to generate categories and to identify patterns.  After this pr= ocess was completed, we compared the interview trends to data collected thr= ough surveys, classroom tasks (blog completion rates, online and in-class= quizzes), surveys and the teacher journal.  A series of claims, for= each focus question emerged from the data and was supported by multiple so= urces of evidence.

Table 1

A summary of data collection methods

Research Questions Data Source #1 Data Source #2 Data Source #3
Will the use of a weekly Biology Blog increase student partici= pation? Completion of blog discussion, electronic assignment, and online quiz.<= /td> Student surveys and teacher journal. Student interviews.
Will the use of a weekly Biology Blog result in self-directed= research? Completion of blog discussion and electronic assignment. Student surveys. Student interviews.
Will the use of a Biology Blog increase student quiz scores? Individual scores and class average on assigned quizzes. Student surveys. Student interviews.
Will the use of a Biology Blog create a comfortable learning= environment for students? Student surveys. Student interviews.  

Baseline Survey

We surveyed the students prior to beginning the weekly blog assignments= to determine their initial perceptions of using a class blog. Surprisingly= , most students (44%) had a negative perception of the upcoming blog. = One-third of the students had a positive perception and the remaining stud= ents were either indifferent or unsure. Many of the negative responses can= be attributed to students=E2=80=99 belief that the blog would add to their= workload as expressed by this typical response,  =E2=80=9CI don=E2=80= =99t think the computer blog assignment is necessary because we already hav= e enough work to do in this class.=E2=80=9D Another student replied =E2=80= =9CDoing my work on a computer isn=E2=80=99t going to make it any better,= it=E2=80=99s just going to be more work.=E2=80=9D Approximately 30% of the= negative and indifferent comments discussed the lack of access to technolo= gy in the home. One student replied, =E2=80=9CI don=E2=80=99t have a comput= er at home. How am I going to do the assignment if I can=E2=80=99t get it= done in class?=E2=80=9D Another replied, =E2=80=9CWe don=E2=80=99t have th= e Internet at home. It=E2=80=99s not fair to make us do an assignment that= uses the Internet.=E2=80=9D Some of the positive replies included, =E2=80= =9CUsing the computer for a lab or quiz will be kind of cool. I like the id= ea of doing labs and quizzes at home.=E2=80=9D Another student replied, =E2= =80=9CParticipating in an online discussion will put less pressure on me if= I can do it over the Internet. I like the idea of being able to think abou= t what I want to say before I answer.=E2=80=9D

After reviewing this initial survey, we reassured students of the proces= s. The blog assignment would not considerably affect the workload in class= and students would have access to the blog assignment via seven lab statio= n computers located in the classroom. Students would be allowed to log in= before school, after school, and when they have free time during the schoo= l day.

Will using a Biology Blog increase student participation?

Data sources for this focus question include completion records for blog as= signments, student surveys and student interviews.   Students mai= ntained a high level of participation in the Biology Blog discussi= ons throughout the duration of the study. On average, 93.4% of students com= pleted the discussions each week. This average is even higher if you discou= nt the lower participation during week four, which may have been caused by= a higher level of absences. Figure 3 shows weekly completion rates. This= high level of completion shows that access to computers and the Internet= was not an issue.

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Figure 3: Online student participation (N=3D36)

Feelings towards the online component of the Biology Blog were ove= rwhelmingly positive. Student attitudes revealed in a post-intervention stu= dent survey revealed that most students felt comfortable participating in= the online blog assignments. In fact, over 94% of the students expressed= that they felt a higher comfort level participating in the online discussi= on and assignments when compared to the in-class discussions.  Table= 2 summarizes the responses for this portion of the post-intervention surve= y.

Table 2

Student survey regarding online participation in= the Biology Blog (N=3D36)

Survey Question Agree Neutral Disagree
I felt comfortable completing the online assignments. 34 0 2
I felt more comfortable participating in online discussions than in-cla= ss discussions. 34 1 1
The online assignments and discussion helped me perform better on writt= en assignments. 30 4 2
I hope to have a similar blog available in other courses. 32 2 2

Student comments during the post-intervention interview supported the surve= y findings of an overall positive reaction towards the Biology Blog. When asked how they felt about the online discussions and assignments as= opposed to in-class discussion one student commented, =E2=80=9CI didn=E2= =80=99t feel pressured when participating in the online blog discussion. I= was able to think about my answers and look them up before posting. You ca= n=E2=80=99t really do that in class.=E2=80=9D Another student went on to me= ntion, =E2=80=9CI didn=E2=80=99t have to worry too much about being wrong= before saying something.=E2=80=9D Another student replied, =E2=80=9CI like= d being able to type rather than talk. It was a little like texting which= is what I do a lot.=E2=80=9D One student who was interviewed liked the blo= g assignments but didn=E2=80=99t feel they had contributed to his success.= =E2=80=9CI would have done just as well without the blog. It didn=E2=80=99= t really help me become a better student.=E2=80=9D We followed up by asking= him if he felt it could have made a fellow classmate a better student. He= replied, =E2=80=9CI never really thought of that. Yes, I guess I could hav= e unknowingly helped others in the class by posting my answers and offering= suggestions.=E2=80=9D The student went on to say, =E2=80=9CIt was probably= really helpful to them=E2=80=A6 kind of like online tutoring in a way. Can= I get extra credit for that?=E2=80=9D

Field observations were used to measure student partic= ipation during in-class (face-to-face) discussions. Student participation= increased from just fewer than 17% in week one to just over 72% in week ei= ght.  Participation during week 4 was negatively impacted by a higher= than normal rate of absences. The voluntary participation rates for each= week are displayed in Figure 4.  The participation for the class usin= g the Biology Blog was much higher than the 15-25% participation= found in the instructor=E2=80=99s other Biology classes.

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Figure 4. In Class Student Participation (N=3D36)

Considering that the rate of in class participation in= creased steadily throughout the study it can be surmised that the use of th= e Biology Blog gave students a greater feeling of comfort when it= came to participating within the classroom. This was especially evident fr= om the fact that in-class participation increased throughout the course of= the study. Student surveys and interviews revealed that several students= felt an increase in confidence towards the subject matter and were less he= sitant when it came to offering an answer or explanation during class. = ; One student who began to participate in class during week 5 of the study= responded, =E2=80=9CIn the beginning of the class I was afraid to raise my= hand and look stupid. The blog assignments made me feel more confident eac= h week so I was no longer afraid to look stupid.=E2=80=9D Another student= replied, =E2=80=9CAfter getting used to talking to everyone on the blog it= didn=E2=80=99t seem like such a big deal to give an answer in class.=E2=80= =9D   The comment also suggests that the students were becoming= a community of learners rather than 36 individuals.

There were approximately 10 students that did not volu= ntarily participate in the classroom discussions or question/answer segment= s; however 8 of these students would willfully participate if called upon= by the instructor. There were 2 students in particular that would not read= ily participate in class on a regular basis.

The post-intervention survey also included questions= to determine students=E2=80=99 perceptions of the impact of the Biolog= y Blog on class participation. According to the survey, 41.7% of the= students felt that they were uncomfortable in regards to class participati= on prior to use of the Biology Blog. Use of the blog was cited by= 72.2% of the students as having helped give a feeling of confidence toward= s class participation. More than 80% felt that the blog helped them become= better prepared to participate and were glad that the Biology Blog assignments were used during the semester. Prior to implementing the blog= nearly 80% of students felt a lack of confidence when volunteering answers= or opinions in class. This decreased to just 11% by the end of the study.= Results from this portion of the survey are summarized in Table 3.Table 3<= /p>

Student Survey Regarding in-Class Participation as= it relates to the Biology Blog (N=3D36)

Survey Question Agree Neutral Disagree
Before the blog, I felt comfortable raising my hand to participate in= class. 8 5 23
The blog helped me feel confident when giving an answer or comment in= class. 26 2 8
The blog helped me be better prepared for the material presented in cla= ss. 30 1 5
I am glad we use a Biology Blog this semester. 30 2 4

Will the use of a weekly Biology Blog result in an increase in= self-directed research?

As with the online and in-class participation componen= ts the class had a very high percentage of students that performed self-dir= ected research in response to the Biology Blog assignments. Self-d= irected research was defined as seeking out information in text or video fo= rms from a source other than the class textbook.   Acceptable for= ms of research included the Internet, encyclopedia, journal articles, and= educational videos. At the end of each week, all participating students we= re given a questionnaire asking if they performed self-directed research in= relation to the online Biology Blog requirements.  During th= e first three weeks of the study few students completed self-directed resea= rch. However, by week four each participating student began performing self= -directed research in order to complete or enhance performance.  Stude= nts continued to perform self-directed research for the remaining weeks.

A student survey taken at the end of the study gave ov= erwhelming evidence that nearly all participating students felt it was nece= ssary to perform research in order to complete the task. Many indicated tha= t they most likely would not have performed any self-directed research had= it not been for the blog assignment. Almost all (94%) of the students stat= ed that the self-directed research helped them learn the subject matter and= 86% of the students indicated that they would continue this practice in fu= ture courses. Student interviews were very positive.  The following st= udent response was typical of the group interviewed, =E2=80=9CI probably wo= uld have never thought to look up information on the computer just to compl= ete an assignment or get in a discussion had it not been for the blog.=E2= =80=9D This answer is surprising considering the availability of Internet= access. When asked why this was the preferred method of research one stude= nt replied, =E2=80=9CIt=E2=80=99s easy to just Google the information while= on the computer and there is a ton of information out there. It=E2=80=99s= a lot easier than getting out the encyclopedia.=E2=80=9D Another student= commented, =E2=80=9CYou had us do the assignment on the computer so it see= med normal to look up the answers on the computer.=E2=80=9D Nearly all the= participating students used the Internet as their preferred method of rese= arch.

Will the use of a Biology Blog increase student quiz scores?

Students participating in the study were required to= complete an online review quiz and a written quiz each week. The online qu= iz was to be completed by 10:00 PM on Thursday and the written quiz was adm= inistered each Friday in class. Quiz scores from both written and online so= urces were counted towards the student=E2=80=99s overall class grade. In-cl= ass quizzes were closed book/closed notes, multiple-choice style quizzes.= Each written quiz consisted of 20 questions. The online quizzes consisted= of 15 questions with each question containing a =E2=80=9CHint=E2=80=9D lin= k in case a student needed assistance. It was never stated in class whether= or not the online quiz was open or closed book/notes due to the impossibil= ity of enforcement of a closed book quiz. The purpose of the online quiz wa= s to help students monitor their learning, not to give them answers to the= in-class quiz. Therefore, the in-class and online quizzes covered similar= concepts, but used different questions.

Individual scores were collected as data for this port= ion of the study.  Scores earned on the online quizzes remained above= average throughout the study without much fluctuation. Written quiz scores= increased throughout the research period. The online quiz scores were appr= oximately 10% greater than the traditional scores throughout the study. Thi= s was to be expected considering that the online quizzes had a link to spec= ial hints and was essentially an open book/note style quiz with no time lim= it other than the due date. What is important to note is that both sets of= scores increased over the period of the study. The initial mean score perc= entage for the online quizzes was 88.7% and increased to 98.0% by week 7,= dropping very slightly in week 8 to 97.3%.  The traditional quiz scor= es increased each week, ranging from 80.4% in week 1 to 87.4% in week 8. Ta= ble 4 summarizes weekly online and written quiz scores.  In order to= determine if the increase in quiz scores was significantly, we compared sc= ores for weeks 1 and 5 and weeks 5 and 8.  Weeks 1 and 5 were signific= antly different, t(70) =3D 6.96, p<0.0001. Weeks 5 and 8 were significan= tly different, t(70)=3D5.08, p < 0.0001, with week 8 being the higher sc= ore.

Table 4

Weekly Written Scores During the Biology Blog= Intervention

Week Online Standard Deviation Written Standard Deviation
1 88.7% 1.54 80.4% 2.39
2 90.0% 2.03 81.0% 2.9
3 92.7% 1.83 82.8% 2.52
4 92.0% 1.67 83.3% 2.1
5 95.3% 1.05 84.2% 2.24
6 94.7% 1.48 85.4% 2.29
7 98.0% 0.91 86.1% 2.06
8 97.0% 0.8 87.4% 3.04

The student survey given at the end of the study revealed that most student= s felt that the online review quiz helped increase success and preparedness= for the written quiz.  The positive responses on the student survey= indicated all students were comfortable with the online quiz and nearly al= l students felt they benefited by taking the online quiz. The student surve= y is listed in Table 5.

Table 5

Student Survey Regarding Online Quiz Component

Survey Question Agree Neutral Disagree
I felt comfortable taking the online quiz. 35 0 1
The online quiz made me better prepared to take the written quiz. 32 2 2
I believe the online quiz helped increase my written scores. 33 3 2
I believe that the online quiz made me a better student. 32 2 2

The student interviews supported data from the quiz scores and student= survey. When asked how the online quiz may have helped with the written qu= iz a student replied, =E2=80=9CAll the material from the online quiz showed= up on the written quiz in some form or another. It was as if I was getting= the answers in advance=E2=80=A6 sort of=E2=80=9D Another replied, =E2=80= =9CI used the online quiz as a study guide for the real (written) quiz. I= took the quiz early, looked up the answers, and then studied them for the= Friday quiz.=E2=80=9D When asked about how the quiz may have helped with= their comfort level a student responded, =E2=80=9CI didn=E2=80=99t feel pr= essure taking the online quiz because I always knew I could look at the hin= t. After a while, I looked at every hint because the hints were helping me= with the regular quiz, too.=E2=80=9D  Not every student agreed that= the quiz made him or her a better student. One of the highest performing= students in the class was asked if the quiz made them a better student. Sh= e replied, =E2=80=9CNo, I=E2=80=99m a pretty good student and I didn=E2=80= =99t really need the online quiz but it did make it easier to study.=E2=80= =9D A student that has an excellent work ethic but earns no more than a B= grade on most assignments stated, =E2=80=9CYes, I=E2=80=99m not a very goo= d test taker but quiz on the computer helped me get 3 A=E2=80=99s on quizze= s during this semester.=E2=80=9D

Will the use of a Biology Blog create a comfortable learning= environment for students?

Supporting data for this question were restricted to= student surveys and student interviews given at the end of the study perio= d. As much of the data listed in previous sections indicate, the class comf= ort level increased as the study progressed. The data shows that the majori= ty of students considered the Biology Blog to be a positive experi= ence. According to the survey 83% of the students felt that the requirement= s of the Biology Blog were reasonable and worthwhile, 94% felt tha= t they were supported by their peers through the blog, 97% believed that th= eir views and opinions were valued within the class, and over 80% of the st= udents felt that the blog increased their overall comfort level within the= class. It is worthwhile to note that less than 10% of the student populati= on felt that the blog did not increase their comfort level with the class.&= nbsp; The results of the survey questions are listed in Table 6.

Table 6

Student Survey Regarding Comfort Level and Value (N=3D= 36)

Survey Question Agree Neutral Disagree
The Biology Blog assignments were reasonable and worthwhile. 30 4 2
My fellow classmates supported my online questions. 34 1 1
My fellow classmates valued my opinions and contributions to the discus= sions. 35 1 0
The Biology Blog helped me become more comfortable with this= class as time went on. 29 5 2

Student interviews regarding the comfort level and val= ue of the blog were largely positive and reflective of the student survey= data.  One student replied, =E2=80=9CI always knew I could post a que= stion and someone would answer it.=E2=80=9D Another replied, =E2=80=9CIt wa= s kind of like an online study group because there was someone to answer yo= ur questions if you got stuck. =E2=80=9C Another replied, =E2=80=9CI knew= Mr. C would answer me if no one else would.=E2=80=9D Students were also as= ked what they liked about the Biology Blog. We were surprised to= hear that several of the students liked the fact that the instructor was= monitoring the discussion on a daily basis. One particular student comment= ed, =E2=80=9CI knew you were always on the blog discussion because you have= no life!=E2=80=9D the student said in jest. =E2=80=9CSeriously, I liked kn= owing Mr. C would log in every night in case I had a question or something.= =E2=80=9D A student expanded further by stating, =E2=80=9CYeah, once I forg= ot to make my 2nd post and Mr. C sent me an email to remind me.=E2=80=9D&nb= sp; Another interviewee stated, =E2=80=9CI liked the way we had about a wee= k to finish the work and I could do it when I had time.=E2=80=9D Finally,= students were asked if they felt that the class had become a community of= learners due to the Biology Blog. Most students agreed that they= had. When asked, a student replied, =E2=80=9CIf you meant that we helped= each other with the class then yes.=E2=80=9D Another explained, =E2=80=9CY= es, I think we worked like a team to get through the class. Science can be= hard but we all pulled together to get through it.=E2=80=9D A slightly les= s dramatic response was, =E2=80=9CEveryone was willing to help each other= when needed, even <student name>. I liked that about this class.=E2= =80=9D  No negative responses were recorded in the student interviews= but there were a few indifferent responses. One response was indicative of= the indifferent students, =E2=80=9CNo, I don=E2=80=99t think we really tri= ed to work as a team but the blog forced us to discuss and answer each othe= r=E2=80=99s questions for credit.=E2=80=9D  However, this student did= grow more comfortable with the blog, =E2=80=9CYes, I felt better about it= as time went on. At first, I didn=E2=80=99t like the blog or the class but= as soon as I got the hang of it I felt better about the class.=E2=80=9D

Conclusion

At the beginning of this project, we were surprised to= find out that the students were apprehensive about having a classroom blog= , with many of the students worried that it would increase their workload.&= nbsp; Perhaps we naively assumed that the simple introduction of technology= would be a motivator by itself.  In hindsight, it should be no surpri= se that using the Internet is not necessarily the =E2=80=9Cshiny object=E2= =80=9D that it was a decade ago.  However, this study shows that effec= tive use of technology, specifically in ways that allow students to collabo= rate, can be engaging, motivating and fruitful.  In fact, we gave the= same =E2=80=9Cbaseline=E2=80=9D survey at the midpoint of the project and= had very different results.  In the initial survey, only 33% of stude= nts had a positive outlook on classroom blogging.  By the fifth week= of completing blog assignments, all but one student (97%) had positive per= ceptions of the project and one was indifferent.  Student comments on= this survey showed that they were engaged. One particular student commente= d, =E2=80=9CI've done my best to do the blog every week and when I do,= I realize that I can understand the material much better.=E2=80=9D Another= stated, =E2=80=9CDuring class when Mr. C is talking about the subject of= the blog, I can get into the discussion because I know what we are talking= about. Another student replied, =E2=80=9CWeekly blog assignments prepare= me for the questions in the quiz but mainly it gives me information. I wou= ld never research on something about science unless it's for the blog.= So when I research I have fun because while I'm answering the blog an= d I also learn new things.=E2=80=9D The sole indifferent response gave a mi= xed message, =E2=80=9CThe weekly blog hasn't really helped me as much= but overall it has given me a good insight on the test.=E2=80=9D

The use of the Biology Blog was an extremely= successful and worthwhile endeavor for this class. Initially, most student= s did not welcome the implementation of the blog requirement perceiving it= as just an additional load to bear in an already challenging course. As st= udents became more accustomed to the use of the Biology Blog they= gained a sense of confidence through added support from peers and the inst= ructor.  They came to appreciate the extra help from less threatening= sources, such as their classmates while knowing that the instructor was co= nstantly monitoring to keep the group on course.  This increased comfo= rt level spilled over into the classroom resulting in increased classroom= participation. Student surveys and student interviews provided evidence th= at the students felt appreciated and supported both inside the classroom an= d in the online class community.

This increased comfort and confidence level among stud= ents translated into higher quiz scores and increased grades. The Biolo= gy Blog stimulated self-directed research among the students. A majori= ty of students claimed that they were compelled to conduct simple online re= search in order to familiarize themselves in the subject matter prior to,= and during the online discussions. This self-directed research helped incr= ease participation, as well as success on scored assignments.

Through the blog discussion, quiz, and assignment requ= irements students became more knowledgeable and confident in their studies.= This confidence resulted in a cycle of learning success. Increased confide= nce gained through the blog assignments promoted self-guided research, whic= h in turn resulted in increased participation within a community of learner= s and increased learning success among the students.

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Source URL: http://ineducation.ca/art= icle/investigating-impact-weekly-weblog-assignments-learning-environment-se= condary-biology-course

Links:
[1] http://ine= ducation.ca/users/ericbrunsell
[2] http://ineducation.ca/users/christophercimino
[3] http://www.questia.com/googleScholar.qst;jsessionid=3DLvnMyw0Gvkh2pFGBG= CYWnCPrx4smcFtC2vwyRS6YpVtgKhB1Lgpl!155297779!-137130899?docId=3D5002224018=
[4] http://www.ornl.gov/sci/techresources/Human_Genome/elsi/cloning.shtml [5] http://www.biology.arizona.edu/Cell_BIO/activities/cell_cycle/cell_cycl= e.html
[6] http://www.thejournal.com/articles/16626
[7] http://www.techlearning.com/db_area/archives/TL/2003/02/blogs.html

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Content-Location: http://ineducation.ca/misc/drupal.js?5 // $Id: drupal.js,v 1.41.2.3 2008/06/25 09:06:57 goba Exp $ var Drupal =3D Drupal || { 'settings': {}, 'behaviors': {}, 'themes': {},= 'locale': {} }; /** * Set the variable that indicates if JavaScript behaviors should be applied */ Drupal.jsEnabled =3D document.getElementsByTagName && document.createElemen= t && document.createTextNode && document.documentElement && document.getEle= mentById; /** * Attach all registered behaviors to a page element. * * Behaviors are event-triggered actions that attach to page elements, enha= ncing * default non-Javascript UIs. Behaviors are registered in the Drupal.behav= iors * object as follows: * @code * Drupal.behaviors.behaviorName =3D function () { * ... * }; * @endcode * * Drupal.attachBehaviors is added below to the jQuery ready event and so * runs on initial page load. Developers implementing AHAH/AJAX in their * solutions should also call this function after new page content has been * loaded, feeding in an element to be processed, in order to attach all * behaviors to the new content. * * Behaviors should use a class in the form behaviorName-processed to ensure * the behavior is attached only once to a given element. (Doing so enables * the reprocessing of given elements, which may be needed on occasion desp= ite * the ability to limit behavior attachment to a particular element.) * * @param context * An element to attach behaviors to. If none is given, the document elem= ent * is used. */ Drupal.attachBehaviors =3D function(context) { context =3D context || document; if (Drupal.jsEnabled) { // Execute all of them. jQuery.each(Drupal.behaviors, function() { this(context); }); } }; /** * Encode special characters in a plain-text string for display as HTML. */ Drupal.checkPlain =3D function(str) { str =3D String(str); var replace =3D { '&': '&', '"': '"', '<': '<', '>': '>' }; for (var character in replace) { var regex =3D new RegExp(character, 'g'); str =3D str.replace(regex, replace[character]); } return str; }; /** * Translate strings to the page language or a given language. * * See the documentation of the server-side t() function for further detail= s. * * @param str * A string containing the English string to translate. * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * @return * The translated string. */ Drupal.t =3D function(str, args) { // Fetch the localized version of the string. if (Drupal.locale.strings && Drupal.locale.strings[str]) { str =3D Drupal.locale.strings[str]; } if (args) { // Transform arguments before inserting them for (var key in args) { switch (key.charAt(0)) { // Escaped only case '@': args[key] =3D Drupal.checkPlain(args[key]); break; // Pass-through case '!': break; // Escaped and placeholder case '%': default: args[key] =3D Drupal.theme('placeholder', args[key]); break; } str =3D str.replace(key, args[key]); } } return str; }; /** * Format a string containing a count of items. * * This function ensures that the string is pluralized correctly. Since Dru= pal.t() is * called by this function, make sure not to pass already-localized strings= to it. * * See the documentation of the server-side format_plural() function for fu= rther details. * * @param count * The item count to display. * @param singular * The string for the singular case. Please make sure it is clear this is * singular, to ease translation (e.g. use "1 new comment" instead of "1= new"). * Do not use @count in the singular string. * @param plural * The string for the plural case. Please make sure it is clear this is= plural, * to ease translation. Use @count in place of the item count, as in "@co= unt * new comments". * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * Note that you do not need to include @count in this array. * This replacement is done automatically for the plural case. * @return * A translated string. */ Drupal.formatPlural =3D function(count, singular, plural, args) { var args =3D args || {}; args['@count'] =3D count; // Determine the index of the plural form. var index =3D Drupal.locale.pluralFormula ? Drupal.locale.pluralFormula(a= rgs['@count']) : ((args['@count'] =3D=3D 1) ? 0 : 1); if (index =3D=3D 0) { return Drupal.t(singular, args); } else if (index =3D=3D 1) { return Drupal.t(plural, args); } else { args['@count['+ index +']'] =3D args['@count']; delete args['@count']; return Drupal.t(plural.replace('@count', '@count['+ index +']')); } }; /** * Generate the themed representation of a Drupal object. * * All requests for themed output must go through this function. It examines * the request and routes it to the appropriate theme function. If the curr= ent * theme does not provide an override function, the generic theme function= is * called. * * For example, to retrieve the HTML that is output by theme_placeholder(te= xt), * call Drupal.theme('placeholder', text). * * @param func * The name of the theme function to call. * @param ... * Additional arguments to pass along to the theme function. * @return * Any data the theme function returns. This could be a plain HTML string, * but also a complex object. */ Drupal.theme =3D function(func) { for (var i =3D 1, args =3D []; i < arguments.length; i++) { args.push(arguments[i]); } return (Drupal.theme[func] || Drupal.theme.prototype[func]).apply(this,= args); }; /** * Parse a JSON response. * * The result is either the JSON object, or an object with 'status' 0 and= 'data' an error message. */ Drupal.parseJson =3D function (data) { if ((data.substring(0, 1) !=3D '{') && (data.substring(0, 1) !=3D '['))= { return { status: 0, data: data.length ? data : Drupal.t('Unspecified er= ror') }; } return eval('(' + data + ');'); }; /** * Freeze the current body height (as minimum height). Used to prevent * unnecessary upwards scrolling when doing DOM manipulations. */ Drupal.freezeHeight =3D function () { Drupal.unfreezeHeight(); var div =3D document.createElement('div'); $(div).css({ position: 'absolute', top: '0px', left: '0px', width: '1px', height: $('body').css('height') }).attr('id', 'freeze-height'); $('body').append(div); }; /** * Unfreeze the body height */ Drupal.unfreezeHeight =3D function () { $('#freeze-height').remove(); }; /** * Wrapper to address the mod_rewrite url encoding bug * (equivalent of drupal_urlencode() in PHP). */ Drupal.encodeURIComponent =3D function (item, uri) { uri =3D uri || location.href; item =3D encodeURIComponent(item).replace(/%2F/g, '/'); return (uri.indexOf('?q=3D') !=3D -1) ? item : item.replace(/%26/g, '%252= 6').replace(/%23/g, '%2523').replace(/\/\//g, '/%252F'); }; /** * Get the text selection in a textarea. */ Drupal.getSelection =3D function (element) { if (typeof(element.selectionStart) !=3D 'number' && document.selection)= { // The current selection var range1 =3D document.selection.createRange(); var range2 =3D range1.duplicate(); // Select all text. range2.moveToElementText(element); // Now move 'dummy' end point to end point of original range. range2.setEndPoint('EndToEnd', range1); // Now we can calculate start and end points. var start =3D range2.text.length - range1.text.length; var end =3D start + range1.text.length; return { 'start': start, 'end': end }; } return { 'start': element.selectionStart, 'end': element.selectionEnd }; }; /** * Build an error message from ahah response. */ Drupal.ahahError =3D function(xmlhttp, uri) { if (xmlhttp.status =3D=3D 200) { if (jQuery.trim($(xmlhttp.responseText).text())) { var message =3D Drupal.t("An error occurred. \n@uri\n@text", {'@uri':= uri, '@text': xmlhttp.responseText }); } else { var message =3D Drupal.t("An error occurred. \n@uri\n(no information= available).", {'@uri': uri, '@text': xmlhttp.responseText }); } } else { var message =3D Drupal.t("An HTTP error @status occurred. \n@uri", {'@u= ri': uri, '@status': xmlhttp.status }); } return message; } // Global Killswitch on the element if (Drupal.jsEnabled) { // Global Killswitch on the element $(document.documentElement).addClass('js'); // 'js enabled' cookie document.cookie =3D 'has_js=3D1; path=3D/'; // Attach all behaviors. $(document).ready(function() { Drupal.attachBehaviors(this); }); } /** * The default themes. */ Drupal.theme.prototype =3D { /** * Formats text for emphasized display in a placeholder inside a sentence. * * @param str * The text to format (plain-text). * @return * The formatted text (html). */ placeholder: function(str) { return '' + Drupal.checkPlain(str) + ''; } }; ------=_NextPart_000_0000_88D06270.2042DD38 Content-Type: image/x-icon Content-Transfer-Encoding: base64 Content-Location: http://ineducation.ca/sites/all/themes/zeropoint/favicon.ico AAABAAEAEBAAAAAAAABoBQAAFgAAACgAAAAQAAAAIAAAAAEACAAAAAAAAAEAAAAAAAAAAAAAAAEA AAAAAAAAAAAAJ4vpALBfFwAljOwAuGUdAK9gGAAli+gAsGAYALFfFgAli+kAuGUeACaL6QAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAQHCAAAAAAAAAAAAAAAAAcHBwcHAAAAAAAAAAAAAAgHBwcHBQAAAAAAAAAAAAAHBwcH BwcLCwAAAAAAAAAAAAcHBwcHCwsLAAAAAAAAAAAHBwcHBwsLCwAAAAAAAAAAAAcHBwcLCwAAAAAA AAAAAAACBwcHCwsJAAAAAAAAAAAAAAcHBwsLCwsAAAAAAAAAAAAAAAcLCwsLCwAAAAAAAAAAAAAA CwsLCwsGAAAAAAAAAAAAAAsLCwsLAwAAAAAAAAAAAAAAAQsLCwAAAAAAAAAAAAAACgAAAAAAAAAA AAAAAAAAAAcAAAAAAAAAAAAAAAAAAAAHAAAAAAAAAPH/AADg/wAAwP8AAMA/AADgHwAA4B8AAPA/ AADwHwAA+A8AAP4HAAD/AwAA/wMAAP+HAAD/fwAA/38AAP9/AAA= ------=_NextPart_000_0000_88D06270.2042DD38 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/node/node.css?5 /* $Id: node.css,v 1.5 2008/01/25 21:21:44 goba Exp $ */ .node-unpublished { background-color: #fff4f4; } .preview .node { background-color: #ffffea; } #node-admin-filter ul { list-style-type: none; padding: 0; margin: 0; width: 100%; } #node-admin-buttons { float: left; /* LTR */ margin-left: 0.5em; /* LTR */ clear: right; /* LTR */ } td.revision-current { background: #ffc; } .node-form .form-text { display: block; width: 95%; } .node-form .container-inline .form-text { display: inline; width: auto; } .node-form .standard { clear: both; } .node-form textarea { display: block; width: 95%; } .node-form .attachments fieldset { float: none; display: block; } .terms-inline { display: inline; } ------=_NextPart_000_0000_88D06270.2042DD38 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/defaults.css?5 /* $Id: defaults.css,v 1.5 2007/10/02 12:10:40 dries Exp $ */ /* ** HTML elements */ fieldset { margin-bottom: 1em; padding: .5em; } form { margin: 0; padding: 0; } hr { height: 1px; border: 1px solid gray; } img { border: 0; } table { border-collapse: collapse; } th { text-align: left; /* LTR */ padding-right: 1em; /* LTR */ border-bottom: 3px solid #ccc; } /* ** Markup free clearing ** Details: http://www.positioniseverything.net/easyclearing.html */ .clear-block:after { content: "."; display: block; height: 0; clear: both; visibility: hidden; } .clear-block { display: inline-block; } /* Hides from IE-mac \*/ * html .clear-block { height: 1%; } .clear-block { display: block; } /* End hide from IE-mac */ ------=_NextPart_000_0000_88D06270.2042DD38 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/system.css?5 /* $Id: system.css,v 1.48 2008/01/09 09:56:39 goba Exp $ */ /* ** HTML elements */ body.drag { cursor: move; } th.active img { display: inline; } tr.even, tr.odd { background-color: #eee; border-bottom: 1px solid #ccc; padding: 0.1em 0.6em; } tr.drag { background-color: #fffff0; } tr.drag-previous { background-color: #ffd; } td.active { background-color: #ddd; } td.checkbox, th.checkbox { text-align: center; } tbody { border-top: 1px solid #ccc; } tbody th { border-bottom: 1px solid #ccc; } thead th { text-align: left; /* LTR */ padding-right: 1em; /* LTR */ border-bottom: 3px solid #ccc; } /* ** Other common styles */ .breadcrumb { padding-bottom: .5em } div.indentation { width: 20px; height: 1.7em; margin: -0.4em 0.2em -0.4em -0.4em; /* LTR */ padding: 0.42em 0 0.42em 0.6em; /* LTR */ float: left; /* LTR */ } div.tree-child { background: url(../../misc/tree.png) no-repeat 11px center; /* LTR */ } div.tree-child-last { background: url(../../misc/tree-bottom.png) no-repeat 11px center; /* LTR= */ } div.tree-child-horizontal { background: url(../../misc/tree.png) no-repeat -11px center; } .error { color: #e55; } div.error { border: 1px solid #d77; } div.error, tr.error { background: #fcc; color: #200; padding: 2px; } .warning { color: #e09010; } div.warning { border: 1px solid #f0c020; } div.warning, tr.warning { background: #ffd; color: #220; padding: 2px; } .ok { color: #008000; } div.ok { border: 1px solid #00aa00; } div.ok, tr.ok { background: #dfd; color: #020; padding: 2px; } .item-list .icon { color: #555; float: right; /* LTR */ padding-left: 0.25em; /* LTR */ clear: right; /* LTR */ } .item-list .title { font-weight: bold; } .item-list ul { margin: 0 0 0.75em 0; padding: 0; } .item-list ul li { margin: 0 0 0.25em 1.5em; /* LTR */ padding: 0; list-style: disc; } ol.task-list li.active { font-weight: bold; } .form-item { margin-top: 1em; margin-bottom: 1em; } tr.odd .form-item, tr.even .form-item { margin-top: 0; margin-bottom: 0; white-space: nowrap; } tr.merge-down, tr.merge-down td, tr.merge-down th { border-bottom-width: 0 !important; } tr.merge-up, tr.merge-up td, tr.merge-up th { border-top-width: 0 !important; } .form-item input.error, .form-item textarea.error, .form-item select.error { border: 2px solid red; } .form-item .description { font-size: 0.85em; } .form-item label { display: block; font-weight: bold; } .form-item label.option { display: inline; font-weight: normal; } .form-checkboxes, .form-radios { margin: 1em 0; } .form-checkboxes .form-item, .form-radios .form-item { margin-top: 0.4em; margin-bottom: 0.4em; } .marker, .form-required { color: #f00; } .more-link { text-align: right; /* LTR */ } .more-help-link { font-size: 0.85em; text-align: right; /* LTR */ } .nowrap { white-space: nowrap; } .item-list .pager { clear: both; text-align: center; } .item-list .pager li { background-image:none; display:inline; list-style-type:none; padding: 0.5em; } .pager-current { font-weight:bold; } .tips { margin-top: 0; margin-bottom: 0; padding-top: 0; padding-bottom: 0; font-size: 0.9em; } dl.multiselect dd.b, dl.multiselect dd.b .form-item, dl.multiselect dd.b se= lect { font-family: inherit; font-size: inherit; width: 14em; } dl.multiselect dd.a, dl.multiselect dd.a .form-item { width: 8em; } dl.multiselect dt, dl.multiselect dd { float: left; /* LTR */ line-height: 1.75em; padding: 0; margin: 0 1em 0 0; /* LTR */ } dl.multiselect .form-item { height: 1.75em; margin: 0; } /* ** Inline items (need to override above) */ .container-inline div, .container-inline label { display: inline; } /* ** Tab navigation */ ul.primary { border-collapse: collapse; padding: 0 0 0 1em; /* LTR */ white-space: nowrap; list-style: none; margin: 5px; height: auto; line-height: normal; border-bottom: 1px solid #bbb; } ul.primary li { display: inline; } ul.primary li a { background-color: #ddd; border-color: #bbb; border-width: 1px; border-style: solid solid none solid; height: auto; margin-right: 0.5em; /* LTR */ padding: 0 1em; text-decoration: none; } ul.primary li.active a { background-color: #fff; border: 1px solid #bbb; border-bottom: #fff 1px solid; } ul.primary li a:hover { background-color: #eee; border-color: #ccc; border-bottom-color: #eee; } ul.secondary { border-bottom: 1px solid #bbb; padding: 0.5em 1em; margin: 5px; } ul.secondary li { display: inline; padding: 0 1em; border-right: 1px solid #ccc; /* LTR */ } ul.secondary a { padding: 0; text-decoration: none; } ul.secondary a.active { border-bottom: 4px solid #999; } /* ** Autocomplete styles */ /* Suggestion list */ #autocomplete { position: absolute; border: 1px solid; overflow: hidden; z-index: 100; } #autocomplete ul { margin: 0; padding: 0; list-style: none; } #autocomplete li { background: #fff; color: #000; white-space: pre; cursor: default; } #autocomplete li.selected { background: #0072b9; color: #fff; } /* Animated throbber */ html.js input.form-autocomplete { background-image: url(../../misc/throbber.gif); background-repeat: no-repeat; background-position: 100% 2px; /* LTR */ } html.js input.throbbing { background-position: 100% -18px; /* LTR */ } /* ** Collapsing fieldsets */ html.js fieldset.collapsed { border-bottom-width: 0; border-left-width: 0; border-right-width: 0; margin-bottom: 0; height: 1em; } html.js fieldset.collapsed * { display: none; } html.js fieldset.collapsed legend { display: block; } html.js fieldset.collapsible legend a { padding-left: 15px; /* LTR */ background: url(../../misc/menu-expanded.png) 5px 75% no-repeat; /* LTR */ } html.js fieldset.collapsed legend a { background-image: url(../../misc/menu-collapsed.png); /* LTR */ background-position: 5px 50%; /* LTR */ } /* Note: IE-only fix due to '* html' (breaks Konqueror otherwise). */ * html.js fieldset.collapsed legend, * html.js fieldset.collapsed legend *, * html.js fieldset.collapsed table * { display: inline; } /* For Safari 2 to prevent collapsible fieldsets containing tables from dis= sapearing due to tableheader.js. */ html.js fieldset.collapsible { position: relative; } html.js fieldset.collapsible legend a { display: block; } /* Avoid jumping around due to margins collapsing into collapsible fieldset= border */ html.js fieldset.collapsible .fieldset-wrapper { overflow: auto; } /* ** Resizable text areas */ .resizable-textarea { width: 95%; } .resizable-textarea .grippie { height: 9px; overflow: hidden; background: #eee url(../../misc/grippie.png) no-repeat center 2px; border: 1px solid #ddd; border-top-width: 0; cursor: s-resize; } html.js .resizable-textarea textarea { margin-bottom: 0; width: 100%; display: block; } /* ** Table drag and drop. */ .draggable a.tabledrag-handle { cursor: move; float: left; /* LTR */ height: 1.7em; margin: -0.4em 0 -0.4em -0.5em; /* LTR */ padding: 0.42em 1.5em 0.42em 0.5em; /* LTR */ text-decoration: none; } a.tabledrag-handle:hover { text-decoration: none; } a.tabledrag-handle .handle { margin-top: 4px; height: 13px; width: 13px; background: url(../../misc/draggable.png) no-repeat 0 0; } a.tabledrag-handle-hover .handle { background-position: 0 -20px; } /* ** Teaser splitter */ .joined + .grippie { height: 5px; background-position: center 1px; margin-bottom: -2px; } /* Keeps inner content contained in Opera 9. */ .teaser-checkbox { padding-top: 1px; } div.teaser-button-wrapper { float: right; /* LTR */ padding-right: 5%; /* LTR */ margin: 0; } .teaser-checkbox div.form-item { float: right; /* LTR */ margin: 0 5% 0 0; /* LTR */ padding: 0; } textarea.teaser { display: none; } html.js .no-js { display: none; } /* ** Progressbar styles */ .progress { font-weight: bold; } .progress .bar { background: #fff url(../../misc/progress.gif); border: 1px solid #00375a; height: 1.5em; margin: 0 0.2em; } .progress .filled { background: #0072b9; height: 1em; border-bottom: 0.5em solid #004a73; width: 0%; } .progress .percentage { float: right; /* LTR */ } .progress-disabled { float: left; /* LTR */ } .ahah-progress { float: left; /* LTR */ } .ahah-progress .throbber { width: 15px; height: 15px; margin: 2px; background: transparent url(../../misc/throbber.gif) no-repeat 0px -18px; float: left; /* LTR */ } tr .ahah-progress .throbber { margin: 0 2px; } .ahah-progress-bar { width: 16em; } /* ** Formatting for welcome page */ #first-time strong { display: block; padding: 1.5em 0 .5em; } /* ** To be used with tableselect.js */ tr.selected td { background: #ffc; } /* ** Floating header for tableheader.js */ table.sticky-header { margin-top: 0; background: #fff; } /* ** Installation clean URLs */ #clean-url.install { display: none; } /* ** For anything you want to hide on page load when JS is enabled, so ** that you can use the JS to control visibility and avoid flicker. */ html.js .js-hide { display: none; } /* ** Styles for the system modules page (admin/build/modules) */ #system-modules div.incompatible { font-weight: bold; } /* ** Styles for the system themes page (admin/build/themes) */ #system-themes-form div.incompatible { font-weight: bold; } /* ** Password strength indicator */ span.password-strength { visibility: hidden; } input.password-field { margin-right: 10px; /* LTR */ } div.password-description { padding: 0 2px; margin: 4px 0 0 0; font-size: 0.85em; max-width: 500px; } div.password-description ul { margin-bottom: 0; } .password-parent { margin: 0 0 0 0; } /* ** Password confirmation checker */ input.password-confirm { margin-right: 10px; /* LTR */ } .confirm-parent { margin: 5px 0 0 0; } span.password-confirm { visibility: hidden; } span.password-confirm span { font-weight: normal; } ------=_NextPart_000_0000_88D06270.2042DD38 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/system-menus.css?5 /* $Id: system-menus.css,v 1.1 2007/10/05 14:50:25 goba Exp $ */ ul.menu { list-style: none; border: none; text-align:left; /* LTR */ } ul.menu li { margin: 0 0 0 0.5em; /* LTR */ } li.expanded { list-style-type: circle; list-style-image: url(../../misc/menu-expanded.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.collapsed { list-style-type: disc; list-style-image: url(../../misc/menu-collapsed.png); /* LTR */ padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.leaf { list-style-type: square; list-style-image: url(../../misc/menu-leaf.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li a.active { color: #000; } td.menu-disabled { background: #ccc; } ul.links { margin: 0; padding: 0; } ul.links.inline { display: inline; } ul.links li { display: inline; list-style-type: none; padding: 0 0.5em; } .block ul { margin: 0; padding: 0 0 0.25em 1em; /* LTR */ } ------=_NextPart_000_0000_88D06270.2042DD38 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/user/user.css?5 /* $Id: user.css,v 1.7 2007/06/21 04:38:41 unconed Exp $ */ #permissions td.module { font-weight: bold; } #permissions td.permission { padding-left: 1.5em; /* LTR */ } #access-rules .access-type, #access-rules .rule-type { margin-right: 1em; /* LTR */ float: left; /* LTR */ } #access-rules .access-type .form-item, #access-rules .rule-type .form-item { margin-top: 0; } #access-rules .mask { clear: both; } #user-login-form { text-align: center; } #user-admin-filter ul { list-style-type: none; padding: 0; margin: 0; width: 100%; } #user-admin-buttons { float: left; /* LTR */ margin-left: 0.5em; /* LTR */ clear: right; /* LTR */ } #user-admin-settings fieldset .description { font-size: 0.85em; padding-bottom: .5em; } /* Generated by user.module but used by profile.module: */ .profile { clear: both; margin: 1em 0; } .profile .picture { float: right; /* LTR */ margin: 0 1em 1em 0; /* LTR */ } .profile h3 { border-bottom: 1px solid #ccc; } .profile dl { margin: 0 0 1.5em 0; } .profile dt { margin: 0 0 0.2em 0; font-weight: bold; } .profile dd { margin: 0 0 1em 0; } ------=_NextPart_000_0000_88D06270.2042DD38 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/modules/cck/theme/content-module.css?5 /* $Id: content-module.css,v 1.1.2.6 2009/03/14 18:45:38 yched Exp $ */ /* Node display */ .field .field-label, .field .field-label-inline, .field .field-label-inline-first { font-weight:bold; } .field .field-label-inline, .field .field-label-inline-first { display:inline; } .field .field-label-inline { visibility:hidden; } /* Node form display */ .node-form .content-multiple-table td.content-multiple-drag { width:30px; padding-right:0;/*LTR*/ } .node-form .content-multiple-table td.content-multiple-drag a.tabledrag-han= dle{ padding-right:.5em;/*LTR*/ } .node-form .content-add-more .form-submit{ margin:0; } .node-form .number { display:inline; width:auto; } .node-form .text { width:auto; } /* CSS overrides for Views-based autocomplete results. - #autocomplete uses "white-space:pre", which is no good with Views' template-based rendering - Field titles are rendered with