A Hybrid-Online Course in Introductory Physics
|
|
- Rafe Boone
- 8 years ago
- Views:
Transcription
1 A Hybrid-Online Course in Introductory Physics Homeyra R. Sadaghiani California State Polytechnic University, Pomona, USA INTRODUCTION The recent demand and interest in developing online and hybrid courses in both public and private institutions of higher education has intensified in recent years [1]. For the university, the benefits of online and hybrid courses include reduced costs and increased ease of disseminating courses. For students, these types of courses mean more distance learning opportunities, convenience, and flexibilities. As an educator and researcher, my goal is to improve student learning by continuously refining both the content and associated pedagogy of the physics courses. To this end, my objective in this project is to collect and analyze data in order to compare the learning, attitudes, and experiences of students in a hybrid physics course with the traditional face-to-face format. It is increasingly difficult for traditional teaching techniques to capture and maintain student interest because new generations have grown up in such a digitally advanced era. Many educators consider multimedia technology as a useful teaching tool that can attain the attention of today s students. Multimedia combines voice, animations, and words to create a more dynamic representation of course material. In the past decade, the field of multimedia learning has emerged as a coherent discipline with a great deal of research at its base. Research shows that students can benefit from technology-enhanced learning supplements that unify concepts and are delivered on-demand over the Internet [2], [3]. We have implemented multimedia rich online course material, developed by University of Illinois at Urbana Champaign (UIUC) Physics Education Research (PER) group, in teaching introductory calculus-based electricity and magnetism at California State Polytechnic University in Pomona (CPP). In this paper, we will discuss details of a control study that was designed to investigate the effectiveness of the material on student learning and achievement in context of a hybrid-online course. MULTIMEDIA LEARNING MODULES (MLM) Multimedia Learning Modules (MLM) are combinations of various media within a single computer program streamed online. These minutes modules are research-based presentations and learning activities designed to introduce the key course concepts through flash animations with synchronous narration. Figure 1 demonstrates a screenshot
2 of the Ampere's Law MLM [4]. Each module has two or three questions that are embedded into the content itself. Students must answer the questions correctly in order to proceed. Automatic feedback and related prompts guide students in determining the correct answers to these questions. Students view the material as prelectures before attending each class meeting. In designing Multimedia Learning Modules, the content is guided by findings of physics education research, and presentations of the content are based on principles of multimedia learning. Research suggests that the use of dual learning channels (audio and visual) improves student learning [5]. Thus, by utilizing both auditory and visual channels to assimilate information, multimedia maximizes students short-term memory. By focusing on the principles of multimedia [6] and how people learn from words and pictures in computerbased environments, the MLM coordinates the animations with narration to enhance learning outcomes. METHODOLOGY Figure 1- Screenshot of the online multimedia prelecture on Ampere s Law in electromagnetism. We started piloting the online MLM prelectures in Fall 2008 by implementing three modules into a third quarter of introductory calculus-based electricity and magnetism course (PHY 133) for engineering and physics majors at CPP. Later, in Spring 2009 we designed a control study to investigate the effectiveness of the online prelectures in student learning, achievement, and preparation for class discussions. Students in one section of PHY 133 served as the Control group (face to face or a traditional format) while a second section was offered via a hybrid format using MLM as prelectures. Both classes met twice a week. The traditional class met 75 minutes each period while the hybrid class met for 50 minutes and the remaining 25 minutes (one-third of the class time) was offered to students in an online format through the use of Multimedia Learning Modules. Students were required to view the MLM before each face-to-face class meeting. Figure 2 illustrates the schematic layout of the research study. Here we will discuss the impact the multimedia prelectures had on student performance before class, in the classroom, and on nationally known conceptual tests. Thirty-four students were enrolled in the Hybrid course and forty-eight in the Control group. The two classes were very similar in their background as measured by the survey. For example, the average GPA for the Hybrid class was 3.0 compared to 2.9 for the
3 Control group, and the percentage of students receiving grades A, B, and C in their previous physics course (PHY 131, Mechanics) was also comparable. Figure 1. A schematic representation of the control study design. DATA COLLECTION We have collected a variety of data across both sections to compare student performance in the two courses. For example, we used a nationally known electricity and magnetism conceptual survey. We then collected data on student responses to identical clicker questions during the lecture, and collected survey data on usefulness of different course component from both groups. Below, we will discuss each data set and in more detail. I. Conceptual Survey: Using the Concept Survey of Electricity and Magnetism (CSEM) [7], we measured student conceptual understanding of the topics presented in this course. The CSEM is a 32-item, multiple-choice instrument of understanding of subjects covered in a typical introductory electricity and magnetism course. CSEM was used as both a pretest (first week of the quarter) and as a post-test (last week of the quarter). In order to compare the results across both sections, we calculated the normalized gain < g > for the students in the two classes where <g> is the ratio of the actual to the maximum possible: < g >= ( posttest! pretest)% (100! pretest)% ( 1) No incentives were offered to students for taking the survey and we noted that students responses on the survey would not affect their course grade in any way. We only included the data for students who completed both pre and post-test surveys. We gave students in both groups only thirty minutes to complete the pre and post-tests. However, thirty minutes was not sufficient; therefore, we only included the questions that majority of the students had completed which was up to question number 25. Most of these
4 Courses Pretest Post-test <g> Hybrid (N=29) 24% + 4% 58% + 4% 45%+ 4% Control (N=40) 27%+ 3% 54%+ 3% 37%+ 3% Table 1. The pre/post and normalized gain on CSEM. questions focus on electricity and not all the questions regarding magnetism were included in the analysis of the scores. The results of the student performance in CSEM are summarized in Table 1. The pretest data was slightly lower for the Hybrid group compared to the Control (24% vs. 27%). However, the Hybrid group outperformed the Control group in the post-test resulting in 8% higher normalized gain (45% vs. 37%). As for comparing the data to published data, [see ref 7] typical pretest scores are 31% (calculus-based) and 25% (algebra-based); post-test data only rise to 47% and 44% respectively. Data was collected for over 5000 students at 30 different schools. However, since our results do not include the entire 32 items on CSEM, there is no good means for comparison. II. Clickers questions and class discussion Clickers are hand-held devices similar to the remote controls which can send a specific electronic signal (e.g., radio frequency) to a central receiving station connected to a computer equipped with software that tabulates the responses and displays the distribution of answers on a bar graph on the screen. Often the instructor poses a multiple choice or true/false question. These questions can be content questions asking for recall of information, conceptual questions seeking evidence of understanding, application questions, critical thinking questions, synthesize questions, or problem solving questions. Students respond by pushing buttons for answers (a), (b), (c), and so on. Then, the instructor displays the bar graph of student responses which in turn provides an immediate feedback to students on where they stand in terms of how well they understand the material, and where they stand in relation to their peers. Along with clickers, we also used the think-pair-share from the Peer Instruction [8] method and asked students to talk to their neighbors in class before voting. We compared student correct responses to thirty-six identical clicker questions on relevant topics of lecture and textbook reading. The average percentage of the correct answers in the Hybrid class was ( )% while this number for the Control group was ( )%. The graphical representation of the data is shown in Figure 3. This difference in means leads to a small Effect Size (ES) of 0.27; where ES is a statistical concept that measures the strength of the relationship between the two variables. The ES can be calculated by dividing the two population mean differences µ 1 and µ 2 by their standard deviation! : ES = µ 1! µ 2 "
5 The small value of the ES (0.2) corresponds to a small effect, 0.5 is considered a medium effect, and 0.8 and greater reflect a large effect size. Figure 3. Student responses to identical clicker questions in Control and Hybrid classes III. Student feedback: In addition to collecting class discussion data via clickers and the CSEM concept test, at the end of the quarter we administered a survey designed to elicit specific feedback on student attitude and experience with the MLM and with the hybrid-online course delivery format. This survey comprised of multiple-choice, ranking scales, and open-ended questions. Among other questions, we asked students in both classes to rank the usefulness of different course components in their learning in the scale 1 to 5 (1 = not useful at all, 5 = very useful). The result of student responses to this question is represented in a bar graph in Figure 4. The textbook was ranked the lowest in both classes; many students stated that they do not find the textbook useful in their learning. Student average ranking of the prelectures was much higher than the textbook. The average ranking of the lecture and clicker usefulness by students in the Hybrid class was slightly higher than the Control group, indicating that the view of MLM did not diminished their interest in class discussion and interaction. In fact, students in the Hybrid class seem to be more engaged with the questions and discussions than the Control group; perhaps due to some prior preparation via MLMs.
6 Figure 4. Student ranking of different course component in 5-scale survey DISCUSSION We have conducted an experiment to evaluate the effectiveness of using MLM prelectures in teaching Electricity and Magnetism course at CPP. Our data indicated that overall introduction of MLM prelectures as an online component of the hybrid course had positive impact on the course. First, students showed a larger conceptual gain, measured by SCEM, in the class where MLM were utilized. Secondly, students who viewed MLM outperformed the Control group in class discussion and clicker questions. Finally, students believed that MLM helped them learn better and was ranked more useful than the course textbook. It is important to note that this study does not promote online courses, rather demands higher quality, better learning outcomes, and increased student engagement for online course material. One can argue that traditional, face-to-face teaching is always better. However, the development of technology and amplified use of computers will bring more and more online courses upon us. Online enrollments have grown much faster than overall higher-education enrollments over the past few years. During the period , enrollment in online courses grew 19.7%, compared with 1.5% growth in the overall college-student population. [see ref 1] These numbers suggest tremendous interest in online teaching and learning and the possible increase on the number of online courses that will be offered in near future. The Internet provides a platform for learning about and interacting with the world which higher education could employ as an educational tool. It is economical, flexible, convenient, and more importantly it is an integral part of our students lives. Thus, as educators and researchers we should be concerned and involved with the quality and delivery of the online course material and use the results of research to demand higher quality and excellence.
7 REFERENCES [1] "Staying the Course: Online Education in the United States," published by the Sloan- C, 2008 report. [2] e-learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Ruth Colvin Clark & Richard E. Mayer, Wiley, [3] Richard E. Mayer, Multimedia learning: Are we asking the right questions? Educational Psychologist, Vol. 32, The Cambridge handbook of multimedia Learning, Edited by Richard E. Mayer, Cambridge University Press, [4] Full MLM modules can be viewed at: [5] A. Baddeley et al. Dementia and Working Memory, The Quarterly Journal of Experimental Psychology, V. 38, Issue 4, Pages , John Sweller, Cognitive load theory, learning difficulty, and instructional design, Learning and Instruction, Vol.4, [6] R. Moreno et al. Cognitive principles of multimedia learning: The role of modality and contiguity, Journal of educational, Vol 91, Multimedia learning, By Richard E. Mayer, Cambridge University Press, [7] D. Maloney, T. O Kuma, C. Hieggelke, and A. Van Heuvelen, Surveying students conceptual knowledge of electricity and magnetism, American Journal of Physics, Vol. 69, [8] Eric Mazure et al., Peer Instruction, American Journal of Physics, Vol. 67, CH Crouch, E Mazur Peer instruction: Ten years of experience and results, American Journal of Physics, Vol. 69, 2001
The Ideal Learning Management System for Multimedia Learning
The Ideal Learning Management System for Multimedia Learning By Gary Woodill, Ed.d., Senior Analyst Introduction Learning occurs in many different ways. We learn from listening to words, and to ambient
More informationthe cross-cutting edge
the cross-cutting edge Applying the science of learning to medical education Richard E Mayer OBJECTIVE The goal of this paper is to examine how to apply the science of learning to medical education. SCIENCE
More informationMultimedia Learning Theories and Online Instruction
Multimedia Learning Theories and Online Instruction Nadaleen Tempelman-Kluit Online library instruction has not traditionally been designed based on educational learning theories. Rather, much of it has
More informationExamining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting
The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual
More informationAids to computer-based multimedia learning
Learning and Instruction 12 (2002) 107 119 www.elsevier.com/locate/learninstruc Aids to computer-based multimedia learning Richard E. Mayer *, Roxana Moreno Department of Psychology, University of California,
More informationOverview of Multimedia Instruction
Research- Based Principles for Designing Multimedia Instruction Richard E. Mayer University of California, Santa Barbara Overview of Multimedia Instruction People learn more deeply from words and graphics
More informationTHE BACKWARDS CLASSROOM: USING PEER INSTRUCTION TO FLIP THE CLASSROOM
The lecture is a process whereby the lecture notes of the instructor get transferred to the notebooks of the students without passing through the brains of either. -Eric Mazur THE BACKWARDS CLASSROOM:
More informationAn Online Resource for the Design of Instructional Videos and Animations
Appendix 6 Hatsidimitris, G. & Allen, B. (2010). In Proceedings of World Conference on E Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 1024 1028). Chesapeake, VA: AACE.
More informationRunning Head: COMPARISON OF ONLINE STUDENTS TO TRADITIONAL 1. The Comparison of Online Students Education to the
Running Head: COMPARISON OF ONLINE STUDENTS TO TRADITIONAL 1 The Comparison of Online Students Education to the Traditional Students of Classroom Education Brent Alan Neumeier The University of Arkansas
More informationJean Chen, Assistant Director, Office of Institutional Research University of North Dakota, Grand Forks, ND 58202-7106
Educational Technology in Introductory College Physics Teaching and Learning: The Importance of Students Perception and Performance Jean Chen, Assistant Director, Office of Institutional Research University
More informationTHE DESIGN AND DEVELOPMENT OF A MULTIMEDIA- ASSISTED MASTERY LEARNING COURSEWARE IN LEARNING OF CELLULAR RESPIRATION
THE DESIGN AND DEVELOPMENT OF A MULTIMEDIA- ASSISTED MASTERY LEARNING COURSEWARE IN LEARNING OF CELLULAR RESPIRATION Fazzlijan Mohamed Adnan Khan 1 and Mona Masood 2 1 Universiti Sains Malaysia,, f_ijnkhan@yahoo.com
More informationBlended Course Evaluation Standards
Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.
More informationImpact of Video Tutorials in an Online Educational Statistics Course
Impact of Video Tutorials in an Online Educational Statistics Course Thomas A. DeVaney Southeastern Louisiana University Hammond, LA 70402 USA tdevaney@selu.edu Abstract This research describes the evaluation
More informationTHE EFFECT OF WEB-BASED HOMEWORK ON UNIVERSITY STUDENTS PHYSICS ACHIEVEMENTS
THE EFFECT OF WEB-BASED HOMEWORK ON UNIVERSITY STUDENTS PHYSICS ACHIEVEMENTS Neset DEMIRCI Balıkesir University, Necatibey Faculty of Education, 10100 Balıkesir/TURKEY demirci@balikesir.edu.tr ABSTRACT
More informationResearch Proposal: Evaluating the Effectiveness of Online Learning as. Opposed to Traditional Classroom Delivered Instruction. Mark R.
1 Running head: Effectiveness of Online Learning Research Proposal: Evaluating the Effectiveness of Online Learning as Opposed to Traditional Classroom Delivered Instruction Mark R. Domenic University
More informationThe Impact of Applied Cognitive Learning Theory on Engagement with elearning Courseware
The Impact of Applied Cognitive Learning Theory on Engagement with elearning Courseware William MindLeaders, Inc. wswanniii@gmail.com Abstract Since the emergence of elearning in the 1990s, the craft of
More informationThe Effect of Student-directed Versus Traditional Teacher-centered Presentations of Content on Student Learning in a High School Statistics Class
The Effect of Student-directed Versus Traditional Teacher-centered Presentations of Content on Student Learning in a High School Statistics Class Haddon Heights Junior/Senior High School Haddon Heights,
More informationMultimedia Competencies for Instructional Technologist
Multimedia Competencies for Instructional Technologist Florence Martin, Bethanne Winzler, Ian Jones Matthew Gaysford, Jessica Shartle, Whitney McSwain and Kara Lee University of North Carolina Wilmington
More informationTeaching Phonetics with Online Resources
Teaching Phonetics with Online Resources Tien-Hsin Hsing National Pingtung University of Science of Technology, Taiwan thhsin@mail.npust.eud.tw Received October 2014; Revised December 2014 ABSTRACT. This
More informationelearning Instructional Design Guidelines Ministry of Labour
elearning Instructional Design Guidelines Ministry of Labour Queen s Printer for Ontario ISBN 978-1-4606-4885-8 (PDF) ISBN 978-1-4606-4884-1 (HTML) December 2014 1 Disclaimer This elearning Instructional
More informationProspectus for the Essential Physics package.
Prospectus for the Essential Physics package. Essential Physics is a new textbook and learning package aimed at the College Physics audience, covering the standard introductory physics topics without using
More informationEffect of Visualizations and Active Learning on Students Understanding of Electromagnetism Concepts
Effect of Visualizations and Active Learning on Students Understanding of Electromagnetism Concepts Yehudit Judy Dori Department of Education in Technology and Science Technion, Israel Institute of Technology,
More informationComparing the Effectiveness of a Supplemental Online Tutorial to Traditional Instruction with Nutritional Science Students
www.ncolr.org/jiol Volume 5, Number 1, Spring 2006 ISSN: 1541-4914 Comparing the Effectiveness of a Supplemental Online Tutorial to Traditional Instruction with Nutritional Science Students Patrice Zubas,
More informationCommunication Program Assessment Report
Communication Program Assessment Report Narrative: The communication faculty at Georgia Perimeter College (GPC) is committed to the mission of the college which includes strengthening student success,
More informationBy Purnima Valiathan Head Instructional Design Team and Puja Anand CEO (Learning Solutions)
AUDIO NARRATION: A FRAMEWORK By Purnima Valiathan Head Instructional Design Team and Puja Anand CEO (Learning Solutions) Knowledge Platform White Paper August 2008 Knowledge Platform 72a Tras Street Singapore
More informationA Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses
A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses Eddie J. Ary Associate Professor Frank D. Hickingbotham School of Business Ouachita Baptist University Arkadelphia,
More informationVirtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam?
Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam? Jerald G. Schutte California State University, Northridge email - jschutte@csun.edu Abstract An experimental
More informationTRANSITIONAL DISTANCE THEORY AND COMMUNIMCATION IN ONLINE COURSES A CASE STUDY
TRANSITIONAL DISTANCE THEORY AND COMMUNIMCATION IN ONLINE COURSES A CASE STUDY Scott Mensch, Indiana University of Pennsylvania SMensch@IUP.edu Azad Ali, Indiana University of Pennsylvania Azad.Ali@IUP.edu
More informationQatari K-12 Education - Problem Solving Climate Crisis
SESRI Policy & Program Evaluation Workshop Doha, Qatar January 19-22, 2015 Outline: Session 5 Measurement: Benchmarking in Evaluation Design Quasi-experimental research designs: Combining evaluation with
More informationVirtual Labs in the Online Biology Course
Virtual Labs in the Online Biology Course: Student Perceptions and Implications for Policy and Practice Tracey A. Stuckey-Mickell Northern Illinois University pa0tas1@wpo.cso.niu.edu Bridget D. Stuckey-Danner
More informationA Blended On-line Engineering Technology Course Using Web Conferencing Technology
Session No. 2550 A Blended On-line Engineering Technology Course Using Web Conferencing Technology Charlie P. Edmonson, Scott Segalewitz University of Dayton Abstract Today, universities must compete for
More informationThe International College Teaching Methods & Styles Journal Volume 1, Number 3. Abstract
Comparing Student Performance, Attitudes and Preferences in an Introduction to Business Course: Online, Hybrid and Traditional Delivery Methods Who Makes the A Grade? Daniel Gutierrez, (E-mail: dgutierrez@valenciacc.edu)
More informationAppendix D: Summary of studies on online lab courses
1 Appendix D: Summary of studies on online lab courses 1) Sloan Consortium Class Differences: Online Education in the United States (2011) Searched for lab, laboratory, science found no significant hits
More informationCategories and Subject Descriptors K.3.2 [Computer and Information Science Education]: Computer Science Education, Curricula.
Overcoming Misconceptions About Computer Science With Multimedia Glenn D. Blank, Sally Hiestand and Fang Wei Lehigh University Computer Science and Engineering Department, 19 Packard Lab Bethlehem, PA
More informationHigher Education E-Learning Courseware: Pedagogical-Based Design and Development
Higher Education E-Learning Courseware: Pedagogical-Based Design and Development Jintavee Monsakul, Ed.D. Department of Curriculum, Instruction, and Educational Technology, Chulalongkorn University, Thailand
More informationGENERAL PSYCHOLOGY Summer 2015 DE ANZA COLLEGE. Instruction sheet from Cengage is printed below.
GENERAL PSYCHOLOGY Summer 2015 DE ANZA COLLEGE PSYC-001.-61Z - Charles Ramskov Ph.D. General Psychology Call Number: Term: Summer 2015 4 units De Anza College Distance Learning Center MLC 250 Phone: 408-864-8969
More informationAssessing Blackboard: Improving Online Instructional Delivery
Assessing Blackboard: Improving Online Instructional Delivery Adnan A. Chawdhry chawdhry_a@cup.edu California University of PA Karen Paullet kp1803@online.apus.edu American Public University System Daniel
More informationTeaching a Blended Supply Chain Management Course to Marketing Majors
Atlantic Marketing Journal Volume 3 Issue 2 Innovations in Teaching Article 6 2014 Teaching a Blended Supply Chain Management Course to Marketing Majors Ahren Johnston Missouri State University, ahrenjohnston@missouristate.edu
More informationIMPACT OF INFORMATION LITERACY AND LEARNER CHARACTERISTICS ON LEARNING BEHAVIOR OF JAPANESE STUDENTS IN ONLINE COURSES
International Journal of Case Method Research & Application (2008) XX, 4 2008 WACRA. All rights reserved ISSN 1554-7752 IMPACT OF INFORMATION LITERACY AND LEARNER CHARACTERISTICS ON LEARNING BEHAVIOR OF
More informationA Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class
A Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class Sue B. Schou Idaho State University ABSTRACT Due to economic constraints, more and more distance education
More informationBest Practices in Online Course Design
Best Practices in Online Course Design For the Instructor Mark Timbrook Minot State University, Office of Instructional Technology 4/24/2014 Best Practices in Online Course Design Best Practices in Online
More informationWorkflow for developing online content for hybrid classes
Paper ID #10583 Workflow for developing online content for hybrid classes Mr. John Mallen, Iowa State University Dr. Charles T. Jahren P.E., Iowa State University Charles T. Jahren is the W. A. Klinger
More informationOnline Course Rubrics, Appendix A in DE Handbook
Online Course Rubrics, Appendix A in DE Hbook Distance Education Course sites must meet Effective Level scores to meet Distance Education Criteria. Distance Education Course Sites will be reviewed a semester
More informationOvercoming Doubts About Online Learning
Educational Technology Cooperative Overcoming Doubts About Online Learning November 2009 Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org This publication
More informationE-learning for Graphical System Design Courses: A Case Study
E-learning for Graphical System Design Courses: A Case Study Yucel Ugurlu Education & Research Programs National Instruments Japan Corporation Tokyo, Japan e-mail: yucel.ugurlu@ni.com Hiroshi Sakuta Department
More informationPrevalence of Fully Online Courses in Dietetics Education Programs
Prevalence of Fully Online Courses in Dietetics Education Programs Denise M. Brown, PhD, RD, LD Associate Professor Department of Nutrition and Food Systems The University of Southern Mississippi Susan
More informationUsing Interactive Demonstrations at Slovak Secondary Schools
Using Interactive Demonstrations at Slovak Secondary Schools Zuzana Mackovjaková 1 ; Zuzana Ješková 2 1 GymnáziumJ.A. Raymana, Mudroňova 20, 080 01 Prešov, Slovakia, 2 Faculty of Science, University of
More informationAccess Patterns and Learning Outcomes associated with Online Videos in a Flipped Classroom
Access Patterns and Learning Outcomes associated with Online Videos in a Flipped Classroom in a minority-serving post-baccalaureate program. Anneke M. Metz, Ph.D. MEDPREP, Southern Illinois University
More informationUniversity Students' Perceptions of Web-based vs. Paper-based Homework in a General Physics Course
Eurasia Journal of Mathematics, Science & Technology Education, 2007, 3(1), 29-34 University Students' Perceptions of Web-based vs. Paper-based Homework in a General Physics Course Neşet Demirci Balıkesir
More informationEvaluation Form for Online Information Technology Training deliverered through Course and Learning Management Systems
Evaluation Form for Online Information Technology Training deliverered through Course and Learning Management Systems Designed for: Target users of the training: Type of Goal: Context: Rating scale Instructional
More informationRequired for Review: Ask and answer an assessment-focused question
1. Quality of program outcomes What direct measures of student learning/achievement does the program use: CLA, program assessment (portfolio, common final/question set, licensure exams, exit exam, etc.)
More informationUsing Inventor Analysis and Simulation to Enhance Students Comprehension of Stress Analysis Theories in a Design of Machine Elements Course.
Using Inventor Analysis and Simulation to Enhance Students Comprehension of Stress Analysis Theories in a Design of Machine Elements Course. Julie Moustafa, Center for Learning Technologies Moustafa R.
More informationCan Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm*
Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm* The proliferation of economics courses offered partly or completely on-line (Katz and Becker,
More informationPSYCHOLOGY 1115 - Section M01 Mixed Mode Spring Semester 201110. Fundamentals of Psychology I MW 11:30 - A130. Course Description
PSYCHOLOGY 1115 - Section M01 Mixed Mode Spring Semester 201110 Fundamentals of Psychology I MW 11:30 - A130 ***You are responsible for all information in this syllabus!*** Instructor: Dr. Jennifer Poole,
More informationEDT 503: Instructional Media Design
EDT 503: Instructional Media Design Instructor: Dr. Robert Atkinson Email: robert.atkinson@asu.edu Office: 125 Payne Education Hall Office Phone: (480) 965-1832 Office Hours: W 10:00 am - 12:00 pm or by
More informationEffects of Concreteness and Contiguity on Learning from Computer-based Reference Maps
www.ncolr.org/jiol Volume 5, Number 3, Winter 2006 ISSN: 1541-4914 Effects of Concreteness and Contiguity on Learning from Computer-based Reference Maps Sribhagyam Srinivasan, Daphne D. Lewis, Steven M.
More informationMASTER COURSE SYLLABUS-PROTOTYPE PSYCHOLOGY 2317 STATISTICAL METHODS FOR THE BEHAVIORAL SCIENCES
MASTER COURSE SYLLABUS-PROTOTYPE THE PSYCHOLOGY DEPARTMENT VALUES ACADEMIC FREEDOM AND THUS OFFERS THIS MASTER SYLLABUS-PROTOTYPE ONLY AS A GUIDE. THE INSTRUCTORS ARE FREE TO ADAPT THEIR COURSE SYLLABI
More informationCREATING ON-LINE MATERIALS FOR COMPUTER ENGINEERING COURSES
1 CREATING ON-LINE MATERIALS FOR COMPUTER ENGINEERING COURSES Abstract Suxia Cui 1, and Yonghui Wang 2 1 Electrical and Computer Engineering Department 2 Engieering Technology Department Prairie View A&M
More informationFlipping the Classroom
Flipping the Classroom By Cynthia J. Brame, CFT Assistant Director Flipping the classroom has become something of a buzzword in the last several years, driven in part by high profile publications in The
More informationUnique contributions of eye-tracking research to the study of learning with graphics
Learning and Instruction 20 () 167e171 Commentary Unique contributions of eye-tracking research to the study of learning with graphics Richard E. Mayer* Department of Psychology, University of California,
More informationStandards for Online Professional Development
Standards for Online Guidelines for Planning and Evaluating Online Courses and Programs Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org For more information,
More informationREDESIGNING STUDENT LEARNING ENVIRONMENTS
REDESIGNING STUDENT LEARNING ENVIRONMENTS TODAY S DISCUSSION Overview of the Methodology and Findings of the Successful Redesign Projects Proven Models for Successful Redesign Established in 1999 as a
More informationInstructional Strategies: What Do Online Students Prefer?
Instructional Strategies: What Do Online Students Prefer? Kristen Cuthrell Assistant Professor East Carolina University College of Education Curriculum and Instruction Greenville, NC USA cuthrellma@ecu.edu
More informationWhat is Multimedia? Derived from the word Multi and Media
What is Multimedia? Derived from the word Multi and Media Multi Many, Multiple, Media Tools that is used to represent or do a certain things, delivery medium, a form of mass communication newspaper, magazine
More informationBrazosport College Syllabus for PSYC 2301 General Psychology
Brazosport College Syllabus for PSYC 2301 General Psychology Instructor: Cassandra D. Gonzalez Office Hours: Monday-Thursday 1:00-2:00 pm Office Phone: 979.230.3667 Other times by appointment Office Location:
More informationGOGAS Cashier Self-Instructional Training Module. Summative Evaluation Plan. Melissa L. Ennis MIT 530
GOGAS Cashier Self-Instructional Training Module Summative Evaluation Plan Melissa L. Ennis MIT 530 Submitted: May 3, 2007 Table of Contents Abstract 3 Introduction Instructional Package 4 Learners.4 Instructional
More informationE-Learning and Credit Recovery: Strategies for Success
E-Learning and Credit Recovery: Strategies for Success Brenda Humphrey Valdosta State University GA, United States brhumphrey@valdosta.edu Abstract: The purpose of this study was to describe the effects
More informationTeaching Media Design in an Online Setting: A Needs Assessment
Teaching Media Design in an Online Setting: A Needs Assessment Florence Martin Florence.Martin@asu.edu James Klein James.Klein@asu.edu Ann Igoe Ann.Igoe@asu.edu Educational Technology Arizona State University
More informationEARLY WARNING Impact of Participating in Early Warning on Course Performance Fall 2011
EARLY WARNING Impact of Participating in Early Warning on Course Performance Fall 2011 July 2012 Undergraduate Education Institutional Research Report Allison M. Cantwell Director of Evaluation, Assessment,
More informationBlended course redesign for large enrollment classes. Alan Aycock, Ph.D. Learning Technology Center University of Wisconsin Milwaukee June 2009
Blended course redesign for large enrollment classes Alan Aycock, Ph.D. Learning Technology Center University of Wisconsin Milwaukee June 2009 Challenges to blended course redesign in large enrollment
More informationCOMPARISON OF INTERNET AND TRADITIONAL CLASSROOM INSTRUCTION IN A CONSUMER ECONOMICS COURSE
Journal of Family and Consumer Sciences Education, Vol. 20, No. 2, Fall/Winter 2002 COMPARISON OF INTERNET AND TRADITIONAL CLASSROOM INSTRUCTION IN A CONSUMER ECONOMICS COURSE Debbie Johnson Southeastern
More informationCourse Descriptions for MS degree in Instructional Design and Technology:
TM Instructional Design & Technology 1200 Commercial St. Emporia, KS 66801-5087 620.341.5829 idt@emporia.edu Fax 620.341.5785 Course Descriptions for MS degree in Instructional Design and Technology: Instructional
More informationAn Interactive Animated Flash Module to Teach Animation Principles to Community College Digital Media Students
Interactive Animated Flash Module 1 An Interactive Animated Flash Module to Teach Animation Principles to Community College Digital Media Students Daniel N. Boulos University of Hawaii, Manoa boulos@hawaii.edu
More informationConditions of Learning (R. Gagne)
Conditions of Learning (R. Gagne) http://tip.psychology.org/gagne.html Overview: This theory stipulates that there are several different types or levels of learning. The significance of these classifications
More informationAssessing Online Learning and Effective Teaching Practices
1 21st Annual Conference on Distance Teaching and Learning 08.05 Assessing Online Learning and Effective Teaching Practices Cynthia Whitesel Adjunct Instructor Visiting Lecturer Lincoln University of the
More informationDevelopment of an instructional design checklist for e-learning contents: A Japanese challenge in IT skill training
Development of an instructional design checklist for e-learning contents: A Japanese challenge in IT skill training Junko Nemoto Graduate School of Social and Cultural Sciences Kumamoto University Japan
More informationWWC Single Study Review A review of the design and summary of findings for an individual study
What Works Clearinghouse WWC Single Study Review A review of the design and summary of findings for an individual study U.S. DEPARTMENT OF EDUCATION July 2015 WWC Review of the Report Interactive Online
More informationFinal Exam Performance. 50 OLI Accel Trad Control Trad All. Figure 1. Final exam performance of accelerated OLI-Statistics compared to traditional
IN SEARCH OF THE PERFECT BLEND BETWEEN AN INSTRUCTOR AND AN ONLINE COURSE FOR TEACHING INTRODUCTORY STATISTICS Marsha Lovett, Oded Meyer and Candace Thille Carnegie Mellon University, United States of
More informationCollege/School/Major Division Assessment Results for 2012-2013
College/School/Major Division Assessment Results for 2012-2013 1) College/School: School of Agriculture: Animal Science Unit 2) Review your student learning outcomes (SLOs). Please update as needed. The
More informationMain Author: Contributing Authors:
Main Author: Amy Roche, Instructional Designer Contributing Authors: Tricia Clark, Instructional Technologist Mary Ann Mengel, Multimedia Specialist John Shank, Director for the Center for Learning & Teaching
More informationInstructional Design For elearning Courseware: The It-Plus System
Instructional Design For elearning Courseware:The It-Plus System Instructional Design For elearning Courseware: The It-Plus System Nuttaphong Kanchanachaya and Dr. Taminee Shinasharkey College of Internet
More informationUW-La Crosse Online Course Evaluation Guidelines
The UW-L Online Course Evaluation Guidelines are intended to help instructors create and teach well-designed online courses. The Guidelines outline specific features of online courses and recommend ways
More informationQuality Guidelines for Online Courses
Quality Guidelines for Online Courses The quality of an online course is determined by several factors, some of which can only be assessed while the course is in progress. These Quality Guidelines are
More informationProcrastination in Online Courses: Performance and Attitudinal Differences
Procrastination in Online Courses: Performance and Attitudinal Differences Greg C Elvers Donald J. Polzella Ken Graetz University of Dayton This study investigated the relation between dilatory behaviors
More informationStudent Preferences for Live, Recorded, and Text-Based Lectures in a Stress Management Course. Kristine Fish, PhD. Associate Professor
Student Preferences for Live, Recorded, and Text-Based Lectures in a Stress Management Course Kristine Fish, PhD Associate Professor California State Polytechnic University, Pomona 3801 West Temple Ave
More informationCreating Online Faculty Training Modules to Support Continuous Quality Improvement
Creating Online Faculty Training Modules to Support Continuous Quality Improvement Dr. Anthony Trippe, RIT faculty a_trippe@cast-fc.rit.edu Karen Vignare, Sr. Research Analyst kvignare@firstclass.rit.edu
More informationRelative Effectiveness of Computer-based and Human Feedback for Enhancing Student Learning
Relative Effectiveness of -based Feedback for Enhancing Student Learning B. Jean Mernach, Park University Abstract In an online learning environment, students are forced to rely on feedback to gauge the
More informationIdenifying the Challenges in Teaching Computer Science Topics Online
Edith Cowan University Research Online ECU Publications Pre. 2011 2006 Idenifying the Challenges in Teaching Computer Science Topics Online Yuwanuch Gulatee Edith Cowan University Barbara Combes Edith
More informationBlended Learning: What Does This Trend in Higher Education Mean to WPI?
Blended Learning: What Does This Trend in Higher Education Mean to WPI? Stephen Flavin Amy Ricci February 13, 2007 What is Blended Learning? Some face-to-face learning is replaced by online learning, making
More informationAll instructional materials are online; there are no videos or workbooks to purchase.
What is U.S.A. Learns? U.S.A. Learns is a free Web site funded by the U.S. Department of Education to support immigrants who want to learn or improve their English skills as they become part of American
More informationThe promise of multimedia learning: using the same instructional design methods across different media
Learning and Instruction 13 (2003) 125 139 www.elsevier.com/locate/learninstruc The promise of multimedia learning: using the same instructional design methods across different media Richard E. Mayer Department
More informationThe promise of multimedia learning: using the same instructional design methods across different media
Learning and Instruction 13 (2003) 125 139 www.elsevier.com/locate/learninstruc The promise of multimedia learning: using the same instructional design methods across different media Richard E. Mayer Department
More informationOutcome: Compare and contrast different research methods used by psychologists including their respective advantages and disadvantages.
BS Psychology FY14 Closing the Loop: Previous FY Assessment Summary Annual Assessment Summary Ongoing Providing Department: BS Psychology Responsible Roles: In the text box below, please complete your
More informationInnovative Educational Practice: Using Virtual Labs in the Secondary Classroom
Innovative Educational Practice: Using Virtual Labs in the Secondary Classroom Marcel Satsky Kerr, Texas Wesleyan University. Kimberly Rynearson, Tarleton State University. Marcus C. Kerr, Texas Wesleyan
More informationSTUDENTS PERCEPTIONS OF ONLINE LEARNING AND INSTRUCTIONAL TOOLS: A QUALITATIVE STUDY OF UNDERGRADUATE STUDENTS USE OF ONLINE TOOLS
STUDENTS PERCEPTIONS OF ONLINE LEARNING AND INSTRUCTIONAL TOOLS: A QUALITATIVE STUDY OF UNDERGRADUATE STUDENTS USE OF ONLINE TOOLS Dr. David A. Armstrong Ed. D. D Armstrong@scu.edu ABSTRACT The purpose
More informationCPSrf Student User Manual
Classroom Response System Pilot Project TUFTS COMPUTING & COMMUNICATIONS SERVICES TRAINING & DOCUMENTATION DEPARTMENT CPSrf Student User Manual Tufts Computing & Communications Services Training & Documentation
More informationWhat Works Clearinghouse
U.S. DEPARTMENT OF EDUCATION What Works Clearinghouse June 2014 WWC Review of the Report Interactive Learning Online at Public Universities: Evidence from a Six-Campus Randomized Trial 1 The findings from
More informationNortheastern State University Online Educator Certificate
Northeastern State University Online Educator Certificate Purpose Beginning in October 1999, the Northeastern State University Distance Learning Advisory Committee (now the Center for Teaching and Learning
More informationA Comparative Study of the Effectiveness of an Online and Face-to-Face Technology Applications Course in Teacher Education
Kuo, J., Song, H., Smith, R., & Franklin, T. (2007). A comparative study of the effectiveness of an online and face-to-face technology applications course in teacher education. International Journal of
More informationImproving Distance Education Through Student Online Orientation Classes
Abstract Improving Distance Education Through Student Online Orientation Classes Scott Mensch Indiana University of Pennsylvania When offering an online class the academic institution s major concern should
More information