Introduction:
Integrating Technology in the classroom is becoming more common especially with the growing trend of online course in higher education. Embracing technology in the classroom is essential, because today’s youth is growing up in a “high tech” world. In order for students to become productive members in society they must be “technology literate”. A growing concern about the use of technology in the classroom is if it’s being applied effectively. We must not deceive ourselves and believe that the integration of technology in a lesson makes it superior. There are several new programs that promise to enhance a students learning but many have failed.
The purpose of this study is to explore student’s views and preferences on new media in online learning, due to the increase in online courses for higher education. It is important to examine the quality of new media in online courses in order to provide a valuable education. Educational institutions must strive to provide the same level of education to students in online courses as they do to students in the traditional classroom setting. They must take into consideration the learning needs and styles of their virtual students and remember that not all students come from the same “technology background“.
In order to examine the impact of new media in online courses a research study was undertaken by Dr. Newberry and his students at California State University, San Bernardino. Dr. Newberry is a professor in Instructional Technology and the students are taking course ETEC 543 Methods in Technology and Learning Research class. This research intends to answer three questions related to new media: 1) What media types do students prefer to use for different courses activities related to instructor-student interaction, student-student interaction, and student content interaction?, 2) What level of involvement in planning, organizing, grading and making media choices do adult online learners desire?, 2) Is there a relationship between previous non-music portable media (podcast) consumption and receptiveness for portable media use in online learning? An online survey was administered to aid in answering these questions. Each student in the course had to recruit five subjects with a bachelor’s degree or higher to take the survey.
Literature Review:
Integrating technology in secondary learning institutions is becoming more common. There are many universities that offer bachelor’s and master’s degree fully online. By using tools such as blog’s students are encouraged to participate and apply what they have learned. It’s imperative that professors be well informed about the most effective use of new technologies. Technology is not here to replace a professor, but as a powerful aid to deliver information. In this review, literature relating to adult learning and andragogy, new media in online education and social presence and learning with new media are observed.
Adult Learning and Andragogy
Androgogy is the process of educating adults which is different than education children, because adults bring experiences, biases, opinions and their own individual perspectives to the classroom. The instructor needs to consider available resources and the learners ability to use them. An instructor needs to understand all the dimensions of an adult learner and how they will interact with their learning environment (Burge 1988). Different online learning tools and new media can be used in different ways at different stages of the learning process for different type of learners. The R2D2 method introduced by Bonk, “read, reflect, display, and do—is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied internet familiarity” (Bonk & Zhang 2006).
Adults tend to be less familiar with the internet and new technologies’ such as chatting and instant messaging. Instant messaging is often believed to be a “teenagers chatting tool” but it’s used by students in undergraduate and graduate classes. Several students attend class with their laptop and the IM window will appear in their screen. Many times they are chatting with their friends but they are also communicating with classmates instantly (Sparks 2006). No matter what types of new technologies emerge in society, education is an absolute endeavor for every citizen living in this world. New technologies are not only prominent in education but also in business enterprises. Technology has made businesses more productive by facilitating the work of their employees such as online ordering instead of calling in an order. Businesses need to be aware that not all employees are technology literate. Business managers need to pay more attention to older employees and aid them in becoming comfortable in using the new technologies (Zhang 2005). The less anxious people feel the more they will easily pick up on using new technologies.
New Media in Online Education
The thought of presenting “new media” in online education is an exciting idea, but also terrifying because there is a concern regarding its effectiveness as an educational tool. Blogging is a new media in online education that I have had the opportunity to experiment with. Blogging went from “simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Williams & Jacob 2004). It’s a way to be in communication with fellow classmates and instructors that facilitate learning. “Blogs serve as a form of instruction because you see how other students process the information that is presented in class. Instructors and students must “explore the potential of blogs as learning spaces in the higher education sector [and] conclude that blogging has the potential to be a transformational technology for teaching and learning” (Williams & Jacobs 2004).
The most innovative form of new media in online education is the use of a mobile learning. In developed countries people are fortunate to have the devices needed for online learning that allows individuals to communicate through the World Wide Web. In third world countries like India internet access is a luxury. In India not all students own a computer, but 83% of the population owns a mobile phone which allows for the opportunities for open distance learning (ODL). “Low cost mobile technologies can be used to maintain and enhance contact with students and teachers, and, by logic, improve retention in ODL institutions” (Fozdar 2007). Mobile learning is an enticing idea but factors such as the amount of information that can be shared by phones is questionable. Information such as assignment feedback and due dates is feasible, but information such as study guides and large textual materials is unrealistic. Furthermore it has been “reported that mobile technologies do provide strong support to underpin different types of learning” (Fozdar 2007).
Podcasting is probably the form of new media that took me by surprise, because it has the potential for creating inspirational and practical learning. The versatility of podcast to allow “students [to] experience the full power of education through eloquent communication and maximized technological implementation” (Luanne & Martin 2007) is incredible. A student is able to download their podcast to their personal computer or iPod. A text version of the podcast may also be included so a student may follow along and take notes. Unlike podcast video instruction is a unique characteristic that posses the ability to use both audio and visual components. Baggett (1984) stated that, “learners can construct a mental representation of the semantic meaning of a story from either audio or visual information alone, but it appears that when presented together, each source provides additional and complementary information that retains some of the characteristics of the symbol system of origin” (Hee and Johnson 2005). Baggett observed that that information given visually was retained longer than information given by an audio device.
Social Presence and Learning with New Media
Podcast, blogs, instant messaging, and wikis are new tools that are being utilized by professors to encourage student interaction and collaboration in online courses. These tools create a social presence that helps eliminate isolation in distance learning programs and promote a successful learning experience (Dickey 2004). “Although Brookfield and Preskill (1999) have advocated useful iterative techniques that promote more meaningful classroom discussions, successfully promoting discussion in virtual courses can be challenging because virtual students have a tendency to lurk rather than participate” (Glogoff 2005). Blogs serve as online communication to form a community within a course, but when there is no participation the blog fails to influence social presence in the course. “As a valuable e-learning tool, blogging can be used in a number of ways to engage students in discussion, exploration, and discovery” (Glogoff 2005). If students are require to comment on their classmates blogs this initiates a connection between the classmates. Introverted people would be more successful in online courses than extroverted individuals. This would create a problem for professors who are trying to create a social environment in their courses, because introverted students tend to take online courses more often than extraverted students.
These are many educational tools that an educator can choose from but the ability to effectively choose and utilize any of the new technologies is essential in a student’s learning process. It’s true that new technologies such as blogs, podcast, IM, wikis and video conferencing are more common in undergraduate and graduate course work but teachers utilizing these tools in middle and high schools. Whether the educator is teaching children or adults new technologies need to be applied effectively.
Methods:
Online degrees have become vital in the pursuit of higher education for many individuals. The pressures of home, work, and personnel lives limit the possibly for several people to attend classes in the regular classroom environment. Online courses have the flexibility that many individuals need to complete their degrees. The effectiveness of online learning has to be examined and we have developed a research study in this course that explores the many avenues of online learning and their effectiveness. The methods implemented to explore the topic of new media in online learning will be explained in this paper. The recruitment process, instrument development, procedures used for data collection will be explored.
The recruitment process for the participants in this study was anonymous and targeted individuals with higher education. I send out an email explaining that the survey was for one of the courses that I was enrolled in, and included the hyperlink for the survey. I send out the email to two groups. The first group included the teachers on assignment in the technology department that I am employed with. One of teachers has completed the Masters in Instructional Technology and this group would offer the best input. Their role in the department is to train and assist teachers in the district to incorporate new technologies in the classroom. The second group that I emailed the hyperlink included the director, programmers and other employees who are currently in school pursuing a masters or doctorate degree.
The instrument development of the final research questions was an involved process that utilize input from the students in ETEC 543. The students were asked to submit numerous potential research questions on the topic of new media in online learning, and adult learning. Several of the questions were formed by the Dr. Newberry’s own interest and background experiences with new media and education. These questions were collected and categorized and split into two categories of media choice/adoptions/use and andragogy and online learning. The first category had 12 questions and the second five questions.
A survey consisting of 56 questions using a 5 point Likert Scale was administer to answer the 4 research questions posed by the study.
Research Question 1: Is there a relationship between the amount of portable media (podcasts) a student consumes and their desire for portable media use in online learning?
Research Question 2: What level of involvement in planning, organizing, and making media choices do adult online learners desire?
Research Question 3: Is the use of collaboration to comment on other students’ work viewed as beneficial by online students?
Research Question 4: What media types do students express a preference for using for a variety of activities related to instructor-student interaction, student-student interaction, and student-content interaction?
The procedures used for data collection was to revise and reduce the number of questions in the two categories. In the first category nine of the questions were eliminated, and in the second category three of the questions were eliminated and a question was added. From the final six questions two were eliminated leaving only four questions as the final research questions. An online survey was used to gather data. Each student in the course selected individuals to participate in the survey by emailing the link and the results were received by Dr. Newberry. One of the issues encountered with administering this anonymous online survey was that it was impossible to know who had completed the survey. Luckily my participants emailed me after completing the survey. I prefer this method of online survey over a paper survey. I an able to send the survey to large groups at the same time without having two explain to every individual the purpose of the survey. It’s efficient and saves a great deal of time.
Results:
An online instrument was created to gather the necessary data for these three questions. We created an online survey that was provided to the participants. The survey for this research consisted of 70 participants who were recruited by students in ETEC 543 fall 2007. If a subject did not answer all of the questions his survey was eliminated from the results. The data was analyzed using a statistical analysis program called SPSS. It’s important to remember that our sample may not be representative of our desired population because we do not know every individuals educational or technology background.
Research question 1: Is there a relationship between previous non-music portable media (podcast) consumption and receptiveness for portable media use in online learning?
To answer question one the correlation between item 2, 3, 6 and 9 on the survey which directly relate to the use of podcast in courses had to be examined.
Item 2: I frequently listen to podcast on a portable media player.
Item 3: I would prefer to read a transcript of a course pod cast than listen to the audio version.
Item 6: I would prefer to listen to the pod cast using a portable media player.
Item 9: I would prefer to use email to communicate with other students to learn more about them.
Correlations
V2
V3
V6
V9
V2
Pearson Correlation
1
.609(**)
.465(**)
.293(*)
Sig. (2-tailed)
.000
.000
.019
N
64
64
64
64
V3
Pearson Correlation
.609(**)
1
.656(**)
.463(**)
Sig. (2-tailed)
.000
.000
.000
N
64
64
64
64
V6
Pearson Correlation
.465(**)
.656(**)
1
.407(**)
Sig. (2-tailed)
.000
.000
.001
N
64
64
64
64
V9
Pearson Correlation
.293(*)
.463(**)
.407(**)
1
Sig. (2-tailed)
.019
.000
.001
N
64
64
64
64
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
Reporting the correlations:
Correlation coefficients were computed between the items related to respondent prior use of non-music podcasts and use of portable podcasts for course related purposes. All three correlations were significant at the .05 level. The correlations between prior non-music podcast use and instructional use of podcasts were positive meaning that as respondents reported more use of non-music podcasts they also reported higher preference for use of podcasts in classes. The results of the correlations are presented in table 1.
_____________________________________________________________________
Podcast/Tasks Player Enhanced
_____________________________________________________________________
Prior Use .609* .465* .293*
* P<.05
_____________________________________________________________________
Table 1 Correlations between Prior Non-Music Podcast Use and Preference for Portability in Class Podcast Use (N = 64)
This means that previous experience with non-music podcasts and preference for portability in instructional podcast exists. The correlation is high or strong for the first correlation, item 2 correlated to item 3. Item three asked about preference for listening to instructional podcasts while engaged in other activities. So what that tells us is that previous experience with non-music podcasts is highly related with the desire or the preference for listening to an instructional podcasts while engaged in other activities. The other two correlations are also positive and significant. Significant just means that there is less than a 5% probability, which is the .05 level, of finding these results purely by chance.
Research question 2: What media types do students prefer to use for different courses activities related to instructor-student interaction, student-student interaction, and student content interaction?
To answer question 2 we will examine the mean results for items 11 to 52, these items relate to media types that students would prefer for course activities to relate to instructor-student interaction, student-student interaction, and student content interaction. Items 11-17, 25-31, and 32-38 relate to instructor-to student interaction, items 18-24, and 39-45 relate to student-to-student interaction, and item 46-52 relate to student content interaction. The mean results for items 11-52 were examined and the first item for each question group had a higher mean and to examine this result closely is to group the items by techno that is being asked. This resulted in the following group.
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
V11
64
1
5
4.70
.749
V12
64
1
5
2.77
1.244
V13
64
1
5
3.03
1.391
V14
64
1
5
2.48
1.098
V15
64
1
5
2.95
1.290
V16
64
1
5
3.33
1.209
V17
64
1
5
2.75
1.234
V18
64
2
5
4.36
.932
V19
64
1
5
2.91
1.281
V20
64
1
5
3.41
1.269
V21
64
1
5
2.58
1.152
V22
64
1
5
2.80
1.143
V23
64
1
5
3.55
1.272
V24
64
1
5
2.78
1.253
V25
64
3
5
4.72
.519
V26
64
1
5
2.56
1.344
V27
64
1
5
2.73
1.312
V28
64
1
5
2.31
1.220
V29
64
1
5
2.56
1.355
V30
64
1
5
2.70
1.422
V31
64
1
5
2.48
1.272
V32
64
2
5
4.75
.563
V33
64
1
5
2.50
1.380
V34
64
1
5
3.00
1.480
V35
64
1
5
2.13
1.106
V36
64
1
5
2.33
1.261
V37
64
1
5
3.14
1.500
V38
64
1
5
2.14
1.180
V39
64
1
5
4.22
.967
V40
64
1
5
2.67
1.346
V41
64
1
5
3.41
1.477
V42
64
1
5
2.33
1.183
V43
64
1
5
2.58
1.295
V44
64
1
5
3.67
1.381
V45
64
1
5
2.36
1.252
V46
64
1
5
4.11
1.170
V47
64
1
5
3.22
1.453
V48
64
1
5
3.34
1.300
V49
64
1
5
3.17
1.340
V50
64
1
5
3.55
1.356
V51
64
1
5
3.39
1.410
V52
64
1
5
2.66
1.263
Email items
Video Conference items
Blog items
Podcast (audio only) items
Podcast (enhanced) items
Threaded discussion items
Voice over internet items
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
email
64
1.67
5.00
4.4766
.61926
video
64
1.00
5.00
2.7708
1.03489
blog
64
1.00
5.00
3.1536
1.13712
pod_audio
64
1.00
4.83
2.5000
.92820
pod_enhanced
64
1.00
5.00
2.7943
1.04051
threaded
64
1.00
5.00
3.2969
1.09813
voip
64
1.00
5.00
2.5286
1.02118
Valid N (listwise)
64
Reporting these data:
Means were computed for each of the technology items across the various course related communication tasks. Email was rated as most preferred (M=4.45, SD=.62), threaded discussion was next preferred (M= 3.30, SD =1.10) with blogs almost being rated almost as highly (M=3.15, SD=1.13) and near the middle of the scale. Enhanced podcasts (M= 2.79, SD=1.04), video conferencing (M=2.77, SD=1.03), audio only podcasts (M=2.50, SD=.93) and voice over Internet (M=2.52, SD=1.02) were below the middle of the 5 point Likert scale indicating that they were not preferred for course related communication. These means are reported in table 2.
_____________________________________________________
Technology Mean Standard Deviation
_____________________________________________________
Email 4.45 .62
Threaded Discussion 3.30 1.10
Blogs 3.15 1.13
Enhanced Podcasts 2.79 1.04
Video Conferencing 2.77 1.03
Audio Only Podcasts 2.50 .93
Voice Over Internet 2.52 1.02
______________________________________________________
Table 2 Means and Standard Deviations of Technologies Used for
Course Related Communication (N=64)
Research question 3: What level of involvement in planning, organizing, grading and making media choices do adult online learners desire?
To answer question 3 the means for item 53-56 on the survey which directly relate to andragogy will be examined.
Item 53 Having a lot of choice about the assignments that I do for the class.
Item 54 Having a lot of choice about how assignments that I do for the class are graded or evaluated.
Item 55 Having a lot of choice about the due dates for assignments in the class. Item 56 Having a lot of choice about the type of media or communications technologies used in the class.
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
V53
64
1
5
4.28
.983
V54
64
1
5
3.77
1.165
V55
64
1
5
3.80
1.198
V56
64
1
5
4.41
.886
Valid N (listwise)
64
Reporting the data:
Means were computed for items 52-56 on the survey that related to andragogy. Having a lot of choice in technologies used was rated the highest (M=4.41, SD=.886), choice about the assignments done for class was rated the second highest (M=4.28, SD=.983), choice about due date was rated third highest (M=3.80, SD=1.198) and the least preferred was choice regarding on how assignments were graded (M=3.77, SD=1.165). All the items were above the median of the 5 points Likert scale indicating that they were highly preferred when engaging in the education processes. These means are reported in table 3.
_____________________________________________________
Factors Mean Standard Deviation
_____________________________________________________
Types of Media Used 4.41 .886
Assignments for Class 4.28 .983
Due dates for Assignments 3.80 1.198
Grading of Assignments 3.77 1.165
_____________________________________________________
Table 3 Means and Standard Deviations of factors related to andragogy. (N=64)
Discussion:
It is clear that prior experience with non-music podcasts is associated with a preference for portable media in learning. Several students do not wish to mix “business with pleasure”, but many have discovered the added benefits associated with listening to their podcast on their iPods. One of the benefits of listening to a podcast on a portable media player is the accessibility. You can listen to the podcast while driving home, exercising or waiting for your child to finish soccer practice. Instructors of online courses should incorporate podcast in their courses to allow more flexibility in the course. Several professor fear that podcast will decrease class attendance. Studies have shown that students use podcast to refresh their memory and take notes on things they miss in class.
The results from this survey clearly indicate that E-mail is the preferred technology for all interactions in classes. E-mail is the form of communication that is needed for the majority of online communications. An individual needs to have an email account to view certain websites, make a payment or purchase. The ease and understanding with which people use e-mail has made it a preferred method of communication. It’s a fact that people prefer to use media that they are comfortable with, and only a few will venture into exploring new media such as voice over internet, blogs, video conferencing, instant messaging, threaded discussions and podcast.
E-mail is the form of communication that is familiar to all individuals enrolled in online courses. Online courses utilize new media sources such as threaded discussions, blogs, enhanced pod cast, video conferencing, audio only pod cast, and voice over internet. Educators are using new media to enhance social presence in online courses. In this research study it was discovered that students preferred asynchronous communication such as e-mail to interact with the professor and classmates. Synchronous communications similar to voice over internet was voted the least favorite even though it provides the highest form of social presence. With voice over internet programs such as Skype you are able to carry conversations and if you have a webcam you can see your professor or classmates. Blogs were rated the third favorite and they do provide social presence when students comment on the assignments submitted. I believe that many individuals may feel intimidated with new technologies like video conferencing and voice over internet. These technologies are being neglected even thought they provide the maximum form of social presence that is essential in keeping students motivated in a course. Instructors of online courses should attempt to incorporate all these technologies in their courses so they can reach to a varied group of students. Even though e-mail is the preferred method of communication instructors should guide students to other technologies.
It seems clear that adults would prefer to be actively involved in the organization, grading and media choices of the courses they are enrolled in. The results of the research study indicate that students prefer to have a choice in the type of media used in class follow by the course assignments, grades, and due dates. Adult learners bring experiences, biases, opinions and their own individual perspectives to the classroom. The fact that adult’s learners acquired computer skills later in life needs to be taken into consideration when developing the curriculum of online courses. It appears that new technologies are of concerned to adult learners, because they preferred to have a choice regarding the type of media communication utilized in class. Having students choose the type of technologies used in class can be beneficial or detrimental. It could be beneficial because students will know which technologies benefit their online learning and are more effective. It could be detrimental because a student may not want to invest the time to learn new technologies. A professor should take his students opinions in consideration but must have a standard for assignments, grades, and technologies because students need vary. Online courses are a relatively young introduction to higher education and it’s important to develop research studies that examine which technologies aid a student learning.
Appendix:
Thank you for agreeing to participate in this class study about online learning being conducted as part of a class project in ETEC 543 under the direction of Dr. Brian Newberry (newberry@csusb.edu). We are interested to know more about how students view a variety of technologies used for online learning and how online courses may be organized.
The survey you are about to answer will ask about a variety of technologies that may be used in online classes. Please read through the following description of these technologies and their characteristics. In some cases you may not know very much about a particular technology. That is ok. Use your best judgment about the technology and its suitability for the described activities. Some of the technologies that this survey will ask about are:
Email - Text based asynchronous communication.
Video Conference - Video based synchronous conversation.
Blog - Student ‘owned’ web space for posting text, graphics and documents.
Podcast - Audio file that is downloaded and played on a portable media player (iPod) or computer.
Podcast Enhanced with Graphics - Audio and visual file that is downloaded and played on a portable media player (iPod) or computer.
Threaded Discussion or Bulletin Board - Text based asynchronous communication that stores threads or posts for everyone to view and respond to.
Voice Over Internet - Synchronous audio conversation, similar to a phone call but using the Internet and computers instead of phones. For example, Skype.
This survey is voluntary and completely anonymous. No attempt will be made to connect you to your responses and you may choose to withdraw from this study at any time. This survey should take approximately 10-15 minutes to complete.
By continuing on to the survey you are agreeing to participate in this study and you are stipulating that you are over the age of 18. Again, thank you for your participation.
CONTINUE TO SURVEY [button]
Survey Link:
http://briannewberry.com/phpstuff/etec543study/
References:
Glogoff, S. (2005). Instructional blogging: Promoting interactivity, student-centered learning, and peer input. Innovate, 1 (5), 1-6.
Williams, J. B. & Jacobs, J (2004). Exploring the use of blogs as learningspaces in the higher education sector. Australasian Journal ofEducational Technology, 20(2), 232-247
Fozdar, B.I., Kumar, L.S. (2007) Mobile learning and student retention. International Review of Research in Open and Distance Learning 8,
Luanne F., Martin M., (May 2007). Plugging into Students’ Digital DNA: Five Myths Prohibiting Proper Podcasting Pedagogy in the New Classroom Domain. Vol.3, No 3.
Hee Jun, C; Johnson, S. (Dec. 2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, Vol. 19 Issue 4, p215-227.
Sparks, P., Mentz, L. (2006). Electronic note passing: Enriching online learning with new communications tools. Journal of Online Learning and Teaching, 2(4), 1-6. Retrieved October 21, 2007.
Bonk, C & Zhang, K. (2006). Introducing the R2D2 Model:
Online learning for the diverse learners of this world.
Distance Learning, 27 (2), 249-264.
Burge, L. (1988). Beyond andragogy: some explorations for distance learning design. Journal of Distance Education, 3(1), 5-23.
Zhang, Yixin. Age, gender, and Internet attitudes among employees in the business world. Computers in Human Behavior 21(1), 1-10.
Dickey, M. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning, 19 (3), 279-291.
Sunday, November 25, 2007
Sunday, November 18, 2007
Assignment 11 : In progress
Hello
I hope everyone had an opportunity to participate in out online meeting through (Skype). The meeting really help me to understand the results, there more than just numbers now. This is my first time using Skype even though my computer comes with with a built in web cam and mic. I really liked Skype and definitely see myself using it. I already told some of my friends that are not from the desert about it. Wish everyone luck with their paper including myself!
Skype name
carla.felix06
I hope everyone had an opportunity to participate in out online meeting through (Skype). The meeting really help me to understand the results, there more than just numbers now. This is my first time using Skype even though my computer comes with with a built in web cam and mic. I really liked Skype and definitely see myself using it. I already told some of my friends that are not from the desert about it. Wish everyone luck with their paper including myself!
Skype name
carla.felix06
Sunday, November 11, 2007
Assignment 10, Method Section
Online degrees have become vital in the pursuit of higher education for many individuals. The pressures of home, work, and personnel lives limit the possibly for several people to attend classes in the regular classroom environment. Online courses have the flexibility that many individuals need to complete their degrees. The effectiveness of online learning has to be examined and we have develop a research study in this course that explores the many avenues of online learning and their effectiveness. The methods implemented to explore the topic of new media in online learning will be explain in this paper. The recruitment process, instrument development, procedures used for data collection will be explored.
Participation:
The recruitment process for the participants in this study was anonymous and targeted individuals with higher education. I send out an email explaining that the survey was for one of the courses that I was enrolled in, and included the hyperlink for the survey. I send out the email to two groups. The first group included the teachers on assignment in the technology department that I am employed with. One of teachers has completed the Masters in Instructional Technology and this group would offer the best input. Their role in the department is to train an assist teachers in the district to incorporate new technologies in the classroom. The second group that I emailed the hyperlink included the director, programmers and other employees who are currently in school pursuing a masters or doctorate degree.
Appendix:
Participation:
The recruitment process for the participants in this study was anonymous and targeted individuals with higher education. I send out an email explaining that the survey was for one of the courses that I was enrolled in, and included the hyperlink for the survey. I send out the email to two groups. The first group included the teachers on assignment in the technology department that I am employed with. One of teachers has completed the Masters in Instructional Technology and this group would offer the best input. Their role in the department is to train an assist teachers in the district to incorporate new technologies in the classroom. The second group that I emailed the hyperlink included the director, programmers and other employees who are currently in school pursuing a masters or doctorate degree.
Instrument:
A survey consisting of 56 questions using a 5 point Likert Scale was administer to answer the 4 research questions posed by the study.
Research Question 1: Is there a relationship between the amount of portable media (podcasts) a student consumes and their desire for portable media use in online learning?
Research Question 2: What level of involvement in planning, organizing, and making media choices do adult online learners desire?
Research Question 3: Is the use of collaboration to comment on other students’ work viewed as beneficial by online students?
Research Question 4: What media types do students express a preference for using for a variety of activities related to instructor-student interaction, student-student interaction, and student-content interaction?
Data Collection:
Appendix:
Thank you for agreeing to participate in this class study about online learning being conducted as part of a class project in ETEC 543 under the direction of Dr. Brian Newberry (newberry@csusb.edu). We are interested to know more about how students view a variety of technologies used for online learning and how online courses may be organized.
The survey you are about to answer will ask about a variety of technologies that may be used in online classes. Please read through the following description of these technologies and their characteristics. In some cases you may not know very much about a particular technology. That is ok. Use your best judgement about the technology and its suitability for the described activities. Some of the technologies that this survey will ask about are:
- Email - Text based asynchronous communication.
- Video Conference - Video based synchronous conversation.
- Blog - Student ‘owned’ webspace for posting text, graphics and documents.
- Podcast - Audio file that is downloaded and played on a portable media player (iPod) or computer.
- Podcast Enhanced with Graphics - Audio and visual file that is downloaded and played on a portable media player (iPod) or computer.
- Threaded Discussion or Bulletin Board - Text based asynchronous communication that stores threads or posts for everyone to view and respond to.
- Voice Over Internet - Synchronous audio conversation, similar to a phone call but using the Internet and computers instead of phones. For example, Skype.
This survey is voluntary and completely anonymous. No attempt will be made to connect you to your responses and you may choose to withdraw from this study at any time. This survey should take approximately 10-15 minutes to complete.
By continuing on to the survey you are agreeing to participate in this study and you are stipulating that you are over the age of 18. Again, thank you for your participation.
Survey Link:
Sunday, October 28, 2007
Assignment 8, Literature Review
Integrating technology in secondary learning institutions is becoming more common. There are many universities that offer bachelor’s and master’s degree fully online. By using tools such as blog’s students are encouraged to participate and apply what they have learned. It’s imperative that professors be well informed about the most effective use of new technologies. Technology is not here to replace a professor, but as a powerful aid to deliver information. In this review, literature relating to adult learning and andragogy, new media in online education and social presence and learning with new media are observed.
Adult Learning and Andragogy
Androgogy is the process of educating adults which is different than education children, because adults bring experiences, biases, opinions and their own individual perspectives to the classroom. The instructor needs to consider available resources and the learners ability to use them. An instructor needs to understand all the dimensions of an adult learner and how they will interact with their learning environment (Burge 1988). Different online learning tools and new media can be used in different ways at different stages of the learning process for different type of learners. The R2D2 method introduced by Bonk, “read, reflect, display, and do—is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied internet familiarity” (Bonk & Zhang 2006).
Adults tend to be less familiar with the internet and new technologies’ such as chatting and instant messaging. Instant messaging is often believed to be a “teenagers chatting tool” but its used by students in undergraduate and graduate classes. Several students attend class with their laptop and the IM window will appear in their screen. Many times they are chatting with their friends but they are also communicating with classmates instantly (Sparks 2006). No matter what types of new technologies emerge in society, education is an absolute endeavor for every citizen living in this world. New technologies are not only prominent in education but also in business enterprises. Technology has made businesses more productive by facilitating the work of their employees such as online ordering instead of calling in an order. Businesses need to be aware that not all employees are technology literate. Business managers need to pay more attention to older employees and aid them in becoming comfortable in using the new technologies (Zhang 2005). The less anxious people feel the more they will easily pick up on using new technologies.
New Media in Online Education
The thought of presenting “new media” in online education is an exciting idea, but also terrifying because there is a concern regarding its effectiveness as an educational tool. Blogging is a new media in online education that I have had the opportunity to experiment with. Blogging went from “simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Williams & Jacob 2004). It’s a way to be in communication with fellow classmates and instructors that facilitate learning. “Blogs serve as a form of instruction because you see how other students process the information that is presented in class. Instructors and students must “explore the potential of blogs as learning spaces in the higher education sector [and] conclude that blogging has the potential to be a transformational technology for teaching and learning” (Williams & Jacobs 2004).
The most innovative form of new media in online education is the use of a mobile learning. In developed countries people are fortunate to have the devices needed for online learning that allows individuals to communicate through the world wide web. In third world countries like India internet access is a luxury. In India not all students own a computer, but 83% of the population owns a mobile phone which allows for the opportunities for open distance learning (ODL). “Low cost mobile technologies can be used to maintain and enhance contact with students and teachers, and, by logic, improve retention in ODL institutions” (Fozdar 2007). Mobile learning is an enticing idea but factors such as the amount of information that can be shared by phones is questionable. Information such as assignment feedback and due dates is feasible, but information such as study guides and large textual materials is unrealistic. Furthermore it has been “reported that mobile technologies do provide strong support to underpin different types of learning” (Fozdar 2007).
Podcasting is probably the form of new media that took me by surprise, because it has the potential for creating inspirational and practical learning. The versatility of podcast to allow “students [to] experience the full power of education through eloquent communication and maximized technological implementation” (Luanne & Martin 2007) is incredible. A student is able to download their podcast to their personal computer or iPod. A text version of the podcast may also be included so a student may fallow along and take notes. Unlike podcast video instruction is a unique characteristic that posses the ability to use both audio and visual components. Baggett (1984) stated that, “learners can construct a mental representation of the semantic meaning of a story from either audio or visual information alone, but it appears that when presented together, each source provides additional and complementary information that retains some of the characteristics of the symbol system of origin” (Hee and Johnson 2005). Baggett observed that that information given visually was retained longer than information given by an audio device.
Social Presence and Learning with New Media
Podcast, blogs, instant messaging, and wikis are new tools that are being utilized by professors to encourage student interaction and collaboration in online courses. These tools create a social presence that helps eliminate isolation in distance learning programs and promote a successful learning experience (Dickey 2004). “Although Brookfield and Preskill (1999) have advocated useful iterative techniques that promote more meaningful classroom discussions, successfully promoting discussion in virtual courses can be challenging because virtual students have a tendency to lurk rather than participate” (Glogoff 2005). Blogs serve as online communication to form a community within a course, but when there is no participation the blog fails to influence social presence in the course. “As a valuable e-learning tool, blogging can be used in a number of ways to engage students in discussion, exploration, and discovery” (Glogoff 2005). If students are require to comment on their classmates blogs this initiates a connection between the classmates. Introverted people would be more successful in online courses than extroverted individuals. This would create a problem for professors who are trying to create a social environment in their courses, because introverted students tend to take online courses more often than extraverted students.
These are many educational tools that an educator can choose from but the ability to effectively choose and utilize any of the new technologies is essential in a student’s learning process. Its true that new technologies such as blogs, podcast, IM, wikis and video conferencing are more common in undergraduate and graduate course work but teachers utilizing these tools in middle and high schools. Whether the educator is teaching children or adults new technologies need to be applied effectively.
Citations:
Glogoff, S. (2005). Instructional blogging: Promoting interactivity, student-centered learning, and peer input. Innovate, 1 (5), 1-6.
Williams, J. B. & Jacobs, J (2004). Exploring the use of blogs as learningspaces in the higher education sector. Australasian Journal ofEducational Technology, 20(2), 232-247
Fozdar, B.I., Kumar, L.S. (2007) Mobile learning and student retention. International Review of Research in Open and Distance Learning 8,
Luanne F., Martin M., (May 2007). Plugging into Students’ Digital DNA: Five Myths Prohibiting Proper Podcasting Pedagogy in the New Classroom Domain. Vol.3, No 3.
Hee Jun, C; Johnson, S. (Dec. 2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, Vol. 19 Issue 4, p215-227.
Sparks, P., Mentz, L. (2006). Electronic note passing: Enriching online learning with new communications tools. Journal of Online Learning and Teaching, 2(4), 1-6. Retrieved October 21, 2007.
Bonk, C & Zhang, K. (2006). Introducing the R2D2 Model:
Online learning for the diverse learners of this world.
Distance Learning,27 (2), 249-264.
Burge, L. (1988). Beyond andragogy: some explorations for distance learning design. Journal of Distance Education, 3(1), 5-23.
Zhang, Yixin. Age, gender, and Internet attitudes among employees in the business world. Computers in Human Behavior 21(1), 1-10.
Dickey, M. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning, 19 (3), 279-291.
I was not able to get direct quotes from some of the annotations because I could not find the articles and some of the articles did not have the text available. If any one has any suggestions I would appreciate it.
Adult Learning and Andragogy
Androgogy is the process of educating adults which is different than education children, because adults bring experiences, biases, opinions and their own individual perspectives to the classroom. The instructor needs to consider available resources and the learners ability to use them. An instructor needs to understand all the dimensions of an adult learner and how they will interact with their learning environment (Burge 1988). Different online learning tools and new media can be used in different ways at different stages of the learning process for different type of learners. The R2D2 method introduced by Bonk, “read, reflect, display, and do—is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied internet familiarity” (Bonk & Zhang 2006).
Adults tend to be less familiar with the internet and new technologies’ such as chatting and instant messaging. Instant messaging is often believed to be a “teenagers chatting tool” but its used by students in undergraduate and graduate classes. Several students attend class with their laptop and the IM window will appear in their screen. Many times they are chatting with their friends but they are also communicating with classmates instantly (Sparks 2006). No matter what types of new technologies emerge in society, education is an absolute endeavor for every citizen living in this world. New technologies are not only prominent in education but also in business enterprises. Technology has made businesses more productive by facilitating the work of their employees such as online ordering instead of calling in an order. Businesses need to be aware that not all employees are technology literate. Business managers need to pay more attention to older employees and aid them in becoming comfortable in using the new technologies (Zhang 2005). The less anxious people feel the more they will easily pick up on using new technologies.
New Media in Online Education
The thought of presenting “new media” in online education is an exciting idea, but also terrifying because there is a concern regarding its effectiveness as an educational tool. Blogging is a new media in online education that I have had the opportunity to experiment with. Blogging went from “simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Williams & Jacob 2004). It’s a way to be in communication with fellow classmates and instructors that facilitate learning. “Blogs serve as a form of instruction because you see how other students process the information that is presented in class. Instructors and students must “explore the potential of blogs as learning spaces in the higher education sector [and] conclude that blogging has the potential to be a transformational technology for teaching and learning” (Williams & Jacobs 2004).
The most innovative form of new media in online education is the use of a mobile learning. In developed countries people are fortunate to have the devices needed for online learning that allows individuals to communicate through the world wide web. In third world countries like India internet access is a luxury. In India not all students own a computer, but 83% of the population owns a mobile phone which allows for the opportunities for open distance learning (ODL). “Low cost mobile technologies can be used to maintain and enhance contact with students and teachers, and, by logic, improve retention in ODL institutions” (Fozdar 2007). Mobile learning is an enticing idea but factors such as the amount of information that can be shared by phones is questionable. Information such as assignment feedback and due dates is feasible, but information such as study guides and large textual materials is unrealistic. Furthermore it has been “reported that mobile technologies do provide strong support to underpin different types of learning” (Fozdar 2007).
Podcasting is probably the form of new media that took me by surprise, because it has the potential for creating inspirational and practical learning. The versatility of podcast to allow “students [to] experience the full power of education through eloquent communication and maximized technological implementation” (Luanne & Martin 2007) is incredible. A student is able to download their podcast to their personal computer or iPod. A text version of the podcast may also be included so a student may fallow along and take notes. Unlike podcast video instruction is a unique characteristic that posses the ability to use both audio and visual components. Baggett (1984) stated that, “learners can construct a mental representation of the semantic meaning of a story from either audio or visual information alone, but it appears that when presented together, each source provides additional and complementary information that retains some of the characteristics of the symbol system of origin” (Hee and Johnson 2005). Baggett observed that that information given visually was retained longer than information given by an audio device.
Social Presence and Learning with New Media
Podcast, blogs, instant messaging, and wikis are new tools that are being utilized by professors to encourage student interaction and collaboration in online courses. These tools create a social presence that helps eliminate isolation in distance learning programs and promote a successful learning experience (Dickey 2004). “Although Brookfield and Preskill (1999) have advocated useful iterative techniques that promote more meaningful classroom discussions, successfully promoting discussion in virtual courses can be challenging because virtual students have a tendency to lurk rather than participate” (Glogoff 2005). Blogs serve as online communication to form a community within a course, but when there is no participation the blog fails to influence social presence in the course. “As a valuable e-learning tool, blogging can be used in a number of ways to engage students in discussion, exploration, and discovery” (Glogoff 2005). If students are require to comment on their classmates blogs this initiates a connection between the classmates. Introverted people would be more successful in online courses than extroverted individuals. This would create a problem for professors who are trying to create a social environment in their courses, because introverted students tend to take online courses more often than extraverted students.
These are many educational tools that an educator can choose from but the ability to effectively choose and utilize any of the new technologies is essential in a student’s learning process. Its true that new technologies such as blogs, podcast, IM, wikis and video conferencing are more common in undergraduate and graduate course work but teachers utilizing these tools in middle and high schools. Whether the educator is teaching children or adults new technologies need to be applied effectively.
Citations:
Glogoff, S. (2005). Instructional blogging: Promoting interactivity, student-centered learning, and peer input. Innovate, 1 (5), 1-6.
Williams, J. B. & Jacobs, J (2004). Exploring the use of blogs as learningspaces in the higher education sector. Australasian Journal ofEducational Technology, 20(2), 232-247
Fozdar, B.I., Kumar, L.S. (2007) Mobile learning and student retention. International Review of Research in Open and Distance Learning 8,
Luanne F., Martin M., (May 2007). Plugging into Students’ Digital DNA: Five Myths Prohibiting Proper Podcasting Pedagogy in the New Classroom Domain. Vol.3, No 3.
Hee Jun, C; Johnson, S. (Dec. 2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, Vol. 19 Issue 4, p215-227.
Sparks, P., Mentz, L. (2006). Electronic note passing: Enriching online learning with new communications tools. Journal of Online Learning and Teaching, 2(4), 1-6. Retrieved October 21, 2007.
Bonk, C & Zhang, K. (2006). Introducing the R2D2 Model:
Online learning for the diverse learners of this world.
Distance Learning,27 (2), 249-264.
Burge, L. (1988). Beyond andragogy: some explorations for distance learning design. Journal of Distance Education, 3(1), 5-23.
Zhang, Yixin. Age, gender, and Internet attitudes among employees in the business world. Computers in Human Behavior 21(1), 1-10.
Dickey, M. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning, 19 (3), 279-291.
I was not able to get direct quotes from some of the annotations because I could not find the articles and some of the articles did not have the text available. If any one has any suggestions I would appreciate it.
Sunday, October 21, 2007
Assignment 7, "Research Ideas"
My potential research questions:
How does podcasting enhance student’s performance in the classroom?
Research: case study, interview, questionnaire
Would podcasting be an effective instructional method for high school students?
Research: case study, interview, questionnaire
How do students use podcast, as a class supplement or class substitute?
Research: interview, questionnaire, case study
How many professors incorporate podcasting in their curriculum, and how is it being applied?
Research: interview, questionnaire
How does podcasting enhance student’s performance in the classroom?
Research: case study, interview, questionnaire
Would podcasting be an effective instructional method for high school students?
Research: case study, interview, questionnaire
How do students use podcast, as a class supplement or class substitute?
Research: interview, questionnaire, case study
How many professors incorporate podcasting in their curriculum, and how is it being applied?
Research: interview, questionnaire
Assignment 6, Annotation
Luanne F., Martin M., (May 2007). Plugging into Students’ Digital DNA: Five Myths Prohibiting Proper Podcasting Pedagogy in the New Classroom Domain. Vol.3, No 3.
http://jolt.merlot.org/vol3no3/mehl.htm
The intent of this study, Plugging into Students’ Digital DNA: Five Myths Prohibiting Proper podcasting Pedagogy in the New Classroom Domain is to examine how podcasting has the potential for creating inspirational and practical learning. Many instructors do not believe that podcasting is a reliable learning tool in the classroom. They feel that podcasting will discourage students from attending class, because they will have the option of downloading the class material from their home.
The fist myth associated with poscasting is the use of MP3 devices to promote social isolation and educational apathy. From an instructors perspectives in a student does not remove his earplugs when entering a classroom he is being disrespectful to the instructor and students. Some instructors view the device as tool and may search for ways to apply it in the class environment. From a students perspective the instructor that bans the “toy” creates a narrow-minded and isolated learning environment. A professor can implement the proper use of MP3 players in the classroom by incorporating podcasting in the course curriculum. One student expressed that he “enjoyed the second pod cast, ‘Carpe Diem’ the most…It was also a great example of how Martin [the instructor] would like us to speak. The student seems excited about listening to the podcast and has arrived at the conclusion of how his professor would like him to speak. This is a clear indication that podcasting does not promote educational apathy but enhances an instructors credibility to create an inviting classroom environment.
The second myth associated with podcasting is that it will negatively affect classroom attendance. If a professor delivers a quality lecture it is doubtful that he will experience a decrease in class attendance. They need to take charge so that they are not replaced by online blogging technology but seen as the primary source of knowledge. They must acknowledge that students today are technologically savvy therefore they must incorporate technology in their lesson plans. The instructor is in competition between convenience and competence. Podcasting has the ability to increase classroom attendance and enthusiasm of students, because they walk into the classroom with a better understanding of the lecture. The third myth associated with podcasting is that its only a rehash of the course lecture. Podcasting is to supplement a lecture by sharing information that serves students in a more supportive and supplemental role. This will provide students with opportunities for learning at times and places more convenient to them. With podcast students are better able to understand the assignment before coming to class subsequently allowing more time for discussion.
The fourth myth associated with podcast is the belief that it will increase student anxiety and cause information overload. Professor’s who oppose podcasting feel that it will make students feel overwhelmed by the addition of more material. This was not the case, students felt that podcast aided them to better understand the material that they were after a lecture and appreciated the podcast as an additional instructional method. Instead of being anxious students felt a relief, because they could listen to the podcast to refresh their memory after a 2 hour lecture and jot down things they missed during class. The fifth myth associated with podcasting is the believe that it will foster the continental divide of MAC vs. Windows: Each student must own an iPod. A student does not need to own an iPod to listen to their professors podcast. The majority of students do not listen to their podcast in their iPods, they normally download them to their computers. It was found out that the majority of students do not wish to mix “business with pleasure”. The few students that did download the podcast to their iPods considered it “was quite funny” to listen to their professor in their iPod. This comment reveals that students are not opposed to podcast but prefer to listen to them in their computer.
Podcasting was introduced in California Polytech State University, and one test phase was to establish an exposure to the new forum so student could prepare their computers for podcasting. In Cal Poly University students were provided with text tutorials and video instruction through blackboard to aid in properly downloading iTunes. This reduced the amount of staff required to support the pilot. The students were asked to listen and print the syllabus to prove that they were able to use podcast. Professor’s used podcasting as a trigger mechanism to bring out the best in student learning. In this course students provided midterm speeches on instructor-screened topics, and where video taped when giving their presentations. The instructor will convert the presentations into audio only.
Since the primary educational goals concentrated on enhancing student learning each instructor was asked to develop innovative approach to podcasting. Pilot faculty were trained to create podcast with GarageBand 3 for Macintosh, uploading to a Mac OS X server, and posting links in blackboard. They were also provided with digital recording divides in case they wanted to video tape the lecture live. Instructors were greatly encourage to create podcast that would supplement the class learning environment. They chose GarageBand 3 because of its simplicity. Student preferred podcast with auditory effects. One of the limitations that was encountered in this project was the campus firewall, but this issue was easily resolved. Student appreciated the printable scripts provided with the podcast as an extra tool. Podcasting is both an entertainment and academic appliance.
Relevance
This articles consider five myths that are associated with podcasting. Each myth was studied separately and students feedback revoked the negative association to podcasting.
Students need to experience the power of education through technology, but professors need to be the primary source of education. This article is relevant to the course because the professors uses podcast to deliver instructional material. This is the first time that I take a course online and were podcasting is introduced by the professor. I find if very useful to be able to print the text and listen to the professor simultaneously. I am better able to retain the information. I am not sure if students will download podcast to their iPods in the future, but having the option makes podcasting even more desirable. Podcasting, blogs, instant massaging and chat groups are part of the future that will creep into a students curriculum.
This study was performed both by a qualitative and quantitative approach. So far in this course we have studied both types of research methods. I must admit that I had no idea what a podcast was until a couple of weeks ago when the professor introduced it. I was a little unsure about its ability to deliver information competently, but once I realised the text was attached and I could read along I was relived.
Carla Felix
http://jolt.merlot.org/vol3no3/mehl.htm
The intent of this study, Plugging into Students’ Digital DNA: Five Myths Prohibiting Proper podcasting Pedagogy in the New Classroom Domain is to examine how podcasting has the potential for creating inspirational and practical learning. Many instructors do not believe that podcasting is a reliable learning tool in the classroom. They feel that podcasting will discourage students from attending class, because they will have the option of downloading the class material from their home.
The fist myth associated with poscasting is the use of MP3 devices to promote social isolation and educational apathy. From an instructors perspectives in a student does not remove his earplugs when entering a classroom he is being disrespectful to the instructor and students. Some instructors view the device as tool and may search for ways to apply it in the class environment. From a students perspective the instructor that bans the “toy” creates a narrow-minded and isolated learning environment. A professor can implement the proper use of MP3 players in the classroom by incorporating podcasting in the course curriculum. One student expressed that he “enjoyed the second pod cast, ‘Carpe Diem’ the most…It was also a great example of how Martin [the instructor] would like us to speak. The student seems excited about listening to the podcast and has arrived at the conclusion of how his professor would like him to speak. This is a clear indication that podcasting does not promote educational apathy but enhances an instructors credibility to create an inviting classroom environment.
The second myth associated with podcasting is that it will negatively affect classroom attendance. If a professor delivers a quality lecture it is doubtful that he will experience a decrease in class attendance. They need to take charge so that they are not replaced by online blogging technology but seen as the primary source of knowledge. They must acknowledge that students today are technologically savvy therefore they must incorporate technology in their lesson plans. The instructor is in competition between convenience and competence. Podcasting has the ability to increase classroom attendance and enthusiasm of students, because they walk into the classroom with a better understanding of the lecture. The third myth associated with podcasting is that its only a rehash of the course lecture. Podcasting is to supplement a lecture by sharing information that serves students in a more supportive and supplemental role. This will provide students with opportunities for learning at times and places more convenient to them. With podcast students are better able to understand the assignment before coming to class subsequently allowing more time for discussion.
The fourth myth associated with podcast is the belief that it will increase student anxiety and cause information overload. Professor’s who oppose podcasting feel that it will make students feel overwhelmed by the addition of more material. This was not the case, students felt that podcast aided them to better understand the material that they were after a lecture and appreciated the podcast as an additional instructional method. Instead of being anxious students felt a relief, because they could listen to the podcast to refresh their memory after a 2 hour lecture and jot down things they missed during class. The fifth myth associated with podcasting is the believe that it will foster the continental divide of MAC vs. Windows: Each student must own an iPod. A student does not need to own an iPod to listen to their professors podcast. The majority of students do not listen to their podcast in their iPods, they normally download them to their computers. It was found out that the majority of students do not wish to mix “business with pleasure”. The few students that did download the podcast to their iPods considered it “was quite funny” to listen to their professor in their iPod. This comment reveals that students are not opposed to podcast but prefer to listen to them in their computer.
Podcasting was introduced in California Polytech State University, and one test phase was to establish an exposure to the new forum so student could prepare their computers for podcasting. In Cal Poly University students were provided with text tutorials and video instruction through blackboard to aid in properly downloading iTunes. This reduced the amount of staff required to support the pilot. The students were asked to listen and print the syllabus to prove that they were able to use podcast. Professor’s used podcasting as a trigger mechanism to bring out the best in student learning. In this course students provided midterm speeches on instructor-screened topics, and where video taped when giving their presentations. The instructor will convert the presentations into audio only.
Since the primary educational goals concentrated on enhancing student learning each instructor was asked to develop innovative approach to podcasting. Pilot faculty were trained to create podcast with GarageBand 3 for Macintosh, uploading to a Mac OS X server, and posting links in blackboard. They were also provided with digital recording divides in case they wanted to video tape the lecture live. Instructors were greatly encourage to create podcast that would supplement the class learning environment. They chose GarageBand 3 because of its simplicity. Student preferred podcast with auditory effects. One of the limitations that was encountered in this project was the campus firewall, but this issue was easily resolved. Student appreciated the printable scripts provided with the podcast as an extra tool. Podcasting is both an entertainment and academic appliance.
Relevance
This articles consider five myths that are associated with podcasting. Each myth was studied separately and students feedback revoked the negative association to podcasting.
Students need to experience the power of education through technology, but professors need to be the primary source of education. This article is relevant to the course because the professors uses podcast to deliver instructional material. This is the first time that I take a course online and were podcasting is introduced by the professor. I find if very useful to be able to print the text and listen to the professor simultaneously. I am better able to retain the information. I am not sure if students will download podcast to their iPods in the future, but having the option makes podcasting even more desirable. Podcasting, blogs, instant massaging and chat groups are part of the future that will creep into a students curriculum.
This study was performed both by a qualitative and quantitative approach. So far in this course we have studied both types of research methods. I must admit that I had no idea what a podcast was until a couple of weeks ago when the professor introduced it. I was a little unsure about its ability to deliver information competently, but once I realised the text was attached and I could read along I was relived.
Carla Felix
Sunday, October 14, 2007
Assignment 5, 3 Articles
Article 1
July 31, 2006, The eLearning Guild’s, Learning Solutions, column by Chris Goesk on hosting page 15
http://www.elearningguild.com/pdf/2/073106DES.pdf
This article discusses blogging and pod cast as constructivist learning media aids that promote cooperation, collaboration, and interaction.
Article 2
Technology to Support Learning, John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors Committee on Developments in the Science of Learning Commission on Behavioral and Social Sciences and Education National Research Council
http://www.nap.edu/html/howpeople1/ch9.html
This articles discusses how technology can enhance a students learning when used appropriately but can also hinder learning if its not use appropriately.
Article 3
Wesley A. Fryer May 2006, TechEdge, Integrating Technology in the classroom, Interactive Podcasting: Asynchronous Online Audio Discussions
http://www.wtvi.com/TEKS/05_06_articles/interactive-podcasting.html
This articles discusses the advantages that asynchronous discussions have for students taking online classes, and the importance to show students how to appropriately use blogs and pod cast.
July 31, 2006, The eLearning Guild’s, Learning Solutions, column by Chris Goesk on hosting page 15
http://www.elearningguild.com/pdf/2/073106DES.pdf
This article discusses blogging and pod cast as constructivist learning media aids that promote cooperation, collaboration, and interaction.
Article 2
Technology to Support Learning, John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors Committee on Developments in the Science of Learning Commission on Behavioral and Social Sciences and Education National Research Council
http://www.nap.edu/html/howpeople1/ch9.html
This articles discusses how technology can enhance a students learning when used appropriately but can also hinder learning if its not use appropriately.
Article 3
Wesley A. Fryer May 2006, TechEdge, Integrating Technology in the classroom, Interactive Podcasting: Asynchronous Online Audio Discussions
http://www.wtvi.com/TEKS/05_06_articles/interactive-podcasting.html
This articles discusses the advantages that asynchronous discussions have for students taking online classes, and the importance to show students how to appropriately use blogs and pod cast.
Assignment 4, Lauer Chapters 5 & 6
1. Locate a quantitative study. Then provide the following:
a) Correct APA style Bibliographical reference and URL for the study
Marie Therese Rush, (2003). Teaching Development, Invertebrate Zoology Review Modules
http://www.merlot.org/merlot/viewMaterial.htm?id=227661
b) List and Explain the research method
This is an experimental research method. In this study they are trying to prove if a multimedia teaching aid (MTA) developed for Invertebrate Zoology is effective as a teaching aid. The research goal is to investigate the impact of using MTA on students’ performance.
c) Explain the research method, any instruments and how they were developed or chosen. Be sure to indicate the type of instrument (survey, interview, focus group etc.)
Twenty-five students were randomly chosen to participate in this study as a treatment group and twenty-five randomly selected as the control group. The treatment group received the InvertZoo CD who later asked if they could share the CD with their lab partner. The treatment group was granted permission and the lab partners became the sharing group.
d) List the research questions and the answers the study arrived at for those questions.
Are the InvertZoo Modules effective as a teaching aid?
InvertZoo modules proved to be effective as a teaching aid because the students in the treatment group scored higher in their test than the control group. The sharing group also scored higher than the control group but lower than the treatment group.
e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.
Students in the treatment group using the InvertZoo CD had higher test cores that students in the control group which proves that the CD was beneficial to the students. A survey was conducted in which the students felt that the InvertZoo CD was a helpful teaching aide. Having a sharing group was a key element because it reinforced the conclusion that the InvertZoo was a key component in students learning.
2. Locate a qualitative study. Then provide the following:
a) Correct APA style Bibliographical reference and URL for the study
Brad Belbas, Christina Goodland, (2006). Mapping the Terrain for Online Teaching and Learning Practices.
http://www.merlot.org/merlot/viewMaterial.htm?id=263509
b) List and Explain the research method
The research method is implemented through ethnographic interviews with faculty members, key collaborators and students. The course WebVista sites were analyzed because they provided evidence of interactions, and how activities of teaching and learning are carried out. For case studies they are using Activity Oriented Design Method. In AODM the researcher examines the context in which humans and computers interact.
c) Explain the research method and how it was developed or chosen.
This multi-year case study is called Pictures of Practice. Each semester two or three faculty members that have developed online learning environments with WebVista were asked to participate in the study. The study intends to investigate online teaching and learning.
d) List any research questions and the answers the study arrived at for those questions.
How do faculty members design and develop online learning environments?
Faculty members design and develop online learning environment through WebVista.
How do faculty members facilitate teaching and learning in online environments?
They facilitate teaching and learning through online group discussions using WebVista.
How do faculty members assess student learning on online environment?
They assess student learning through Vista assignment tool, students turn in assignments by attaching a document or typing in the text box.
e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.
This study was effective because they were able to receive feedback from professors regarding Vista. One of the TA stated that it was better when students turned in their assignments as attachments, because they contained less grammar errors resulting in better scores for the students. Another complain with Vista was that the Professors and TA’s were not able to view all the students scores in one page that resulted in them having to print the scores individually. Having access to the teachers websites was a key element in the study. The researchers were able to see how each class participated in group discussions and how instructional material was presented.
3. Describe a quantitative approach to answer the question: What is the effect of using only a podcast for content transmission on student learning in graduate classes?
A quantitative approach to the answer the question “what is the effect of using only a pod cast for content transmission on student learning in graduate classes” would be to randomly select a group of students. It would be a good idea if the students were pursuing different graduate degrees so different subject areas would be tested. There would be a control and treatment group, the treatment group would be given pod cast lectures an the control group would sit in a classroom with a professor. Both the control and treatment group would be given the same educational material. Both groups would be given the same exam, and depending on the overall result you would determine whether podcast deliver the same or greater result than sitting in a classroom with a professor.
4. Describe a qualitative approach to answer the question: What are the effects of using podcasts for content transmission on student learning in graduate classes?
A qualitative approach to determine whether using podcast for content transmission would be determined by observations and interviews. You may interview students by asking them how they feel about podcast lectures.
Possible questions:
Does a podcast lecture hold your attention?
Do you prefer a podcast lecture to a visual lecture?
Do you feel like you have an understanding of the material after the you listen to the pod cast.
What grades do you receive in courses were podcast are utilized compare to courses were pod cast are not utilized.
Once you have interview at least 100 students you may look at your responses to determine if the majority of the students are receiving better grades on the classes were pod cast are the norm compared to courses that do not employ podcast.
a) Correct APA style Bibliographical reference and URL for the study
Marie Therese Rush, (2003). Teaching Development, Invertebrate Zoology Review Modules
http://www.merlot.org/merlot/viewMaterial.htm?id=227661
b) List and Explain the research method
This is an experimental research method. In this study they are trying to prove if a multimedia teaching aid (MTA) developed for Invertebrate Zoology is effective as a teaching aid. The research goal is to investigate the impact of using MTA on students’ performance.
c) Explain the research method, any instruments and how they were developed or chosen. Be sure to indicate the type of instrument (survey, interview, focus group etc.)
Twenty-five students were randomly chosen to participate in this study as a treatment group and twenty-five randomly selected as the control group. The treatment group received the InvertZoo CD who later asked if they could share the CD with their lab partner. The treatment group was granted permission and the lab partners became the sharing group.
d) List the research questions and the answers the study arrived at for those questions.
Are the InvertZoo Modules effective as a teaching aid?
InvertZoo modules proved to be effective as a teaching aid because the students in the treatment group scored higher in their test than the control group. The sharing group also scored higher than the control group but lower than the treatment group.
e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.
Students in the treatment group using the InvertZoo CD had higher test cores that students in the control group which proves that the CD was beneficial to the students. A survey was conducted in which the students felt that the InvertZoo CD was a helpful teaching aide. Having a sharing group was a key element because it reinforced the conclusion that the InvertZoo was a key component in students learning.
2. Locate a qualitative study. Then provide the following:
a) Correct APA style Bibliographical reference and URL for the study
Brad Belbas, Christina Goodland, (2006). Mapping the Terrain for Online Teaching and Learning Practices.
http://www.merlot.org/merlot/viewMaterial.htm?id=263509
b) List and Explain the research method
The research method is implemented through ethnographic interviews with faculty members, key collaborators and students. The course WebVista sites were analyzed because they provided evidence of interactions, and how activities of teaching and learning are carried out. For case studies they are using Activity Oriented Design Method. In AODM the researcher examines the context in which humans and computers interact.
c) Explain the research method and how it was developed or chosen.
This multi-year case study is called Pictures of Practice. Each semester two or three faculty members that have developed online learning environments with WebVista were asked to participate in the study. The study intends to investigate online teaching and learning.
d) List any research questions and the answers the study arrived at for those questions.
How do faculty members design and develop online learning environments?
Faculty members design and develop online learning environment through WebVista.
How do faculty members facilitate teaching and learning in online environments?
They facilitate teaching and learning through online group discussions using WebVista.
How do faculty members assess student learning on online environment?
They assess student learning through Vista assignment tool, students turn in assignments by attaching a document or typing in the text box.
e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.
This study was effective because they were able to receive feedback from professors regarding Vista. One of the TA stated that it was better when students turned in their assignments as attachments, because they contained less grammar errors resulting in better scores for the students. Another complain with Vista was that the Professors and TA’s were not able to view all the students scores in one page that resulted in them having to print the scores individually. Having access to the teachers websites was a key element in the study. The researchers were able to see how each class participated in group discussions and how instructional material was presented.
3. Describe a quantitative approach to answer the question: What is the effect of using only a podcast for content transmission on student learning in graduate classes?
A quantitative approach to the answer the question “what is the effect of using only a pod cast for content transmission on student learning in graduate classes” would be to randomly select a group of students. It would be a good idea if the students were pursuing different graduate degrees so different subject areas would be tested. There would be a control and treatment group, the treatment group would be given pod cast lectures an the control group would sit in a classroom with a professor. Both the control and treatment group would be given the same educational material. Both groups would be given the same exam, and depending on the overall result you would determine whether podcast deliver the same or greater result than sitting in a classroom with a professor.
4. Describe a qualitative approach to answer the question: What are the effects of using podcasts for content transmission on student learning in graduate classes?
A qualitative approach to determine whether using podcast for content transmission would be determined by observations and interviews. You may interview students by asking them how they feel about podcast lectures.
Possible questions:
Does a podcast lecture hold your attention?
Do you prefer a podcast lecture to a visual lecture?
Do you feel like you have an understanding of the material after the you listen to the pod cast.
What grades do you receive in courses were podcast are utilized compare to courses were pod cast are not utilized.
Once you have interview at least 100 students you may look at your responses to determine if the majority of the students are receiving better grades on the classes were pod cast are the norm compared to courses that do not employ podcast.
Saturday, October 6, 2007
Assingment 3, Lauer Chapters 3 and 4
1. Explain the key differences between descriptive and experimental research.
Descriptive and experimental research are basic types of educational research, but they each use different research designs to collect data. Descriptive research is used to describe an occurrence and is most useful when working on a new topic when there is not enough knowledge to begin testing theories. On the other hand, experimental research is designed to answer casual questions and is the most rigorous, because it involves assigning subjects to treatment and control groups. This is the only type of research that can show true cause and effect.
Descriptive research design:
Simple descriptive- use to collect data that describe persons, organizations and settings
Comparative descriptive- describes or compares groups of people
Correlational- describes statistic association between two or more variables
Questions asked:
What is happening?
How is something happing?
Experimental research design:
True experimental- randomly assigns participant to treatment or control groups. The treatment group receives some type of treatment and the control group does not receive a treatment. Am example of a true experimental research would be the Tuskegee syphilis study in which the treatment group was receiving the medication and the control group was lead to believe that they were also receiving the medication. In experimental research the subjects are not told whether they are in the treatment or control group doing so may sabotage the results.
Quasi-experimental- participants are not randomly assigned, they are used as the comparison or control group.
Questions asked:
Does something cause an effect?
Is this program effective?
2. Explain correlational research.
Correlational research is used when a researcher is attempting to discover a relationship between variables. Bivariate correlation is the simples form of correlational research. In a bivariate study a researcher would try to find the correlation between the hours a teacher spends in professional development and the overall success of her pupils. He would compare the hours the teacher spend on professional development to the overall test scores of her students to determine whether or not there is a relationship.
3. Explain the key differences between quantitative and qualitative research.
One of the differences between quantitative and qualitative research in the manner in which the data is collected. Quantitative research uses numbers and measurement while qualitative research uses narrative descriptions and observations. Qualitative research is important for developing and understanding complex situations and different point of views. The data is collected by interviews, focus groups, document analysis and observations. Quantitative research is important to test theory or compare one approach against another. Data is collected by surveys, counts or descriptions of frequencies and other forms that result in numeric data.
4. What is action research.
Action research uses reflection, problem solving and participatory methods to investigate, test or improve a particular method or approach to a given situation. This type of research can be conducted by an individual or a group and is used in the educational community to help improve instructional practice. Action research can be performed by a school teacher seeking to find out whether group activities improve the overall performance of her students mathematics scores. The teacher might give instructions in large groups for several weeks and test the students, and proceed to give instruction in small groups and also test the students. She may then compare the results of the test score and determine which method maximizes the students learning.
Descriptive and experimental research are basic types of educational research, but they each use different research designs to collect data. Descriptive research is used to describe an occurrence and is most useful when working on a new topic when there is not enough knowledge to begin testing theories. On the other hand, experimental research is designed to answer casual questions and is the most rigorous, because it involves assigning subjects to treatment and control groups. This is the only type of research that can show true cause and effect.
Descriptive research design:
Simple descriptive- use to collect data that describe persons, organizations and settings
Comparative descriptive- describes or compares groups of people
Correlational- describes statistic association between two or more variables
Questions asked:
What is happening?
How is something happing?
Experimental research design:
True experimental- randomly assigns participant to treatment or control groups. The treatment group receives some type of treatment and the control group does not receive a treatment. Am example of a true experimental research would be the Tuskegee syphilis study in which the treatment group was receiving the medication and the control group was lead to believe that they were also receiving the medication. In experimental research the subjects are not told whether they are in the treatment or control group doing so may sabotage the results.
Quasi-experimental- participants are not randomly assigned, they are used as the comparison or control group.
Questions asked:
Does something cause an effect?
Is this program effective?
2. Explain correlational research.
Correlational research is used when a researcher is attempting to discover a relationship between variables. Bivariate correlation is the simples form of correlational research. In a bivariate study a researcher would try to find the correlation between the hours a teacher spends in professional development and the overall success of her pupils. He would compare the hours the teacher spend on professional development to the overall test scores of her students to determine whether or not there is a relationship.
3. Explain the key differences between quantitative and qualitative research.
One of the differences between quantitative and qualitative research in the manner in which the data is collected. Quantitative research uses numbers and measurement while qualitative research uses narrative descriptions and observations. Qualitative research is important for developing and understanding complex situations and different point of views. The data is collected by interviews, focus groups, document analysis and observations. Quantitative research is important to test theory or compare one approach against another. Data is collected by surveys, counts or descriptions of frequencies and other forms that result in numeric data.
4. What is action research.
Action research uses reflection, problem solving and participatory methods to investigate, test or improve a particular method or approach to a given situation. This type of research can be conducted by an individual or a group and is used in the educational community to help improve instructional practice. Action research can be performed by a school teacher seeking to find out whether group activities improve the overall performance of her students mathematics scores. The teacher might give instructions in large groups for several weeks and test the students, and proceed to give instruction in small groups and also test the students. She may then compare the results of the test score and determine which method maximizes the students learning.
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