ARP

I've been assisting my son in a virtual learning environment (Skype, TeamViewer- webcam) with his online schooling offered by Connections Academy. I ended up working with reading/communications and math, but my intentions were to focus on IMPROVING READING COMPREHENSION. We signed him up for part-time enrolled in Connections Academy - 4th grade program. It was difficult to focus exclusively on reading comprehension because the math assignments required a certain degree of reading comprehension. Each math lesson consisted of about 15 slides with 3-5 sentences explaining a particular math concept.
I would log into his computer as he worked through his assignments. I assisted when needed and later followed up with an online tutoring session. Formative assessments helped me determine his level of comprehension regarding a particular subject. I took three months worth of notes on our daily interactions. The notes are general ,scattered descriptions without a particular format. Skype, by default, logged the length of these virtual sessions. Along with the Skype logs, I have about 30 days of tweets describing our daily progress.
I'm interested in incorporating this interaction, along with the importance of the technology tools used to facilitate and document these sessions into my action research project. Also, I often felt it necessary to focus on helping him develop metacognitive skills during these learning sessions. His ability to self manage and assess his learning experience was an important tool, in my opinion, that linked directly to the idea of taking ownership of his learning experience. Taking ownership helped to guide his motivation to learn.

I'm still wrestling with forming an problem statement that would clearly communicate a direction I can take with this research. Suggestions would be appreciated.

Problem Statements
Virtual training is flexible by design and has the potential to address the lack of training that exists in traditional brick and mortar environments regarding the development of metacognitive skills for visual, auditory and tactile learners.


Students are not trained to develop meta-cognitive tools in traditional brick and mortar schools, but virtual learning carries the potential to meet this training need.


Traditional brick and mortar schools do not introduce students to technology based learning tools for developing metacognitive skills.


Learners who require metacognitive skill development are not benefiting from the underdeveloped potential of technology tools in traditional brick and mortar schools.

Traditional brick and mortar schools aren't using technology tools to address the various learning styles that exist among students.

Visual, auditory and Tactile learners aren't developing the necessary metacognitive skills needed to become successful learners in this knowledge society.

Virtual learning platforms aren't being used to address the various learning styles and metacognitive needs of students in traditional brick and mortar learning environments.