+ effectiveness of segmentation in online learning modules: are 10-minute modules the best solution?...
TRANSCRIPT
+Effectiveness of segmentation in online learning modules:
Are 10-minute modules the best solution?
Medbiquitous 2015 So-Young Oh
+Special thanks to
Alex Savenkov
Colleen Gillespie
Sam Suvan
Sandy Yingling
Sabrina Lee
Martin Pusic
Marc Triola
Ellie Carmody
Greta Elysee
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+Why did we start this research?
+Context
Data-driven, evidence-based instructional design
Khan Academy, MOOCS
A New approach: segmented mini modules
+Segmentation design
+Context: Why 10 minutes?
http://www.risdall.com/wp-content/uploads/2013/05/audience-attention-graph.gif
+Context: Pilot project
Students said,
“I didn't really find the individual step by step breakdown all that interesting because I seemed to have lost focus of what was going on in the overall picture.”
““it was broken into segments so it was easier to concentrate”.”
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+
We wanted to know
+Research question
Would the segmentation design:
1. facilitate learning?
2. change the acceptability of the web-based learning modules?
3. change learning behavior e.g., time-on-task?
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+We designed our intervention
+3 Treatments: 3 modules with same content
1 Non-segmented (NS)
2 Segmented as mini modules with reflective pauses (SwP)
3 Segmented as mini modules without pauses (S)
Pre-test
Post-
test
Survey
Pre-test
Post-test
Survey
Pre-test
Post-test
Survey
+Methods
Participants: 1st-year medical students
Required curriculum in Core Foundations for Med
Topic: TB and Inflammation
Subjects were randomized to three groups of modules
Identical content (text, learner-controlled “video player”, next buttons)
Completed outside of classroom
+1. Non-segmented (NS)
TB & InflammationPre-
test
Post-
test
Survey
+1. Non-segmented (NS)
+2. Segmented w/ Pauses (SwP)
pauses
Pre-test
Post-testSurvey
+2. Segmented w/ Pauses (SwP)
+3. Segmented w/o Pauses (S)
Pre-test
Post-testSurvey
+3. Segmented w/o Pauses (S)
+ Outcome Measures
Pre-test
Post-test
Survey
Pre-test
Post-test
Survey
Pre-test
Post-test
Survey
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+
Then we found
+Results
n=165
(completed modules including pre- & post-tests)
+Similar Knowledge Gain
Group 2 (1.04)
Group 1 (0.98)
Group 3 (0.47)
Similar knowledge gain:
no significant difference between
group (p=.43)
Test
sco
re
Pre-test score Post-test score
+Similar Module Acceptability
5.36 5.485.36
Non-Segmented Segmented w/ P Segmented w/ P
+Significantly Different Time-on-task (p=.004)
54.8253.277.39
416
250
333
166
83
Min
utes
Non-Segmented Segmented w/ P Segmented w/ P
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+
In summary, we learned
+We learned:
A series of mini modules might be as effective as longer modules with “next” buttons
A series of mini modules could be as acceptable as longer modules.
A series of mini modules can be more efficient than one longer module.
+Limitation & Next step: we need to develop
Learning outcomes: different questions?
Particularity of learners
Workflow to integrate the dada analysis into design
More empirical research to support data mining and learning analytics (e.g., longitudinal analysis)
+Significance
Time-on-task is sometimes approached in terms of motivation or engagement: e.g., if students spend more time, this means they are more engaged.
But it is not easy to measure the “engaged” time-on-task. In addition, there are additional factors we should consider: students’ level, difficulty of subject.
Our study shows that time-on-task could be understood in terms of efficiency of learning: if an instructional design allows students to spend less time to learn the same thing (e.g., increase learning efficiency), that design may be a better design
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Thank you, Marty!