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.
Sunday, October 28, 2007
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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