icde/cade 2002 calgary, canada developing and evaluating paper-based and onscreen instructional...

ICDE/CADE 2002 Calgary, CanadaICDE/CADE 2002 Calgary, Canada

Developing and Evaluating Paper-based and Developing and Evaluating Paper-based and Onscreen Instructional Material for a Onscreen Instructional Material for a

Distance-based Introductory Financial Distance-based Introductory Financial Accounting CourseAccounting Course

David AnnandDavid Annand

[email protected]@athabascau.ca


Athabasca UniversityAthabasca University

The University focuses on access and flexibilityThe University focuses on access and flexibility

Anytime, anywhereAnytime, anywhereOver 500 university courses Over 500 university courses No need to forego full- or part-time No need to forego full- or part-time employment, relocateemployment, relocateMore than 23,000 studentsMore than 23,000 students


School of BusinessSchool of Business

Over 13,000 annual registrations in Over 13,000 annual registrations in undergraduate business courses during undergraduate business courses during 20022002

10% per year compounded growth over 10% per year compounded growth over last five yearslast five years


Study OptionsStudy Options

Individualized study in a Web-based Individualized study in a Web-based environmentenvironment• 6 months to complete6 months to complete• E-mail and telephone assistanceE-mail and telephone assistance• Combination of electronic study guides and Combination of electronic study guides and

paper-based textbookspaper-based textbooks• Video streaming, simulationsVideo streaming, simulations• Online library servicesOnline library services• Online assignments, examsOnline assignments, exams


Study Options – con’tStudy Options – con’t

eClass eClass ®® study in a Web-based study in a Web-based environment environment 15 week, paced online courses15 week, paced online courses Instructor-guided, mostly online instructional Instructor-guided, mostly online instructional

materialmaterial More interactive components, like group-More interactive components, like group-

based activities and assignments, and based activities and assignments, and discussion groupsdiscussion groups

September and January start datesSeptember and January start dates


Accounting 253Accounting 253Introductory Financial Introductory Financial

AccountingAccounting

Over 1,000 annual registrationsOver 1,000 annual registrations

Paper based textbook, Student Manual, Paper based textbook, Student Manual, Solutions ManualSolutions Manual

Online Study Guide, Assignment ManualOnline Study Guide, Assignment Manual

10 lessons; 4 assignments10 lessons; 4 assignments

2 invigilated exams (60%)2 invigilated exams (60%)


Textbook ConversionTextbook Conversion

Copyright reverted to author (Dauderis)Copyright reverted to author (Dauderis)

Optically scanned, proofreadOptically scanned, proofread

Graphics redoneGraphics redone

Third edition changes madeThird edition changes made

About 4 year processAbout 4 year process

About $80,000 Cdn. to produceAbout $80,000 Cdn. to produce


Economics of ConversionEconomics of Conversion($Cdn)($Cdn)

Cost to purchaseCost to purchase $75$75

Variable production costsVariable production costs (35(35))

Savings per textSavings per text $40$40

Fixed conversion costsFixed conversion costs $80,000$80,000

Breakeven ($80,000/$40)Breakeven ($80,000/$40) 2,000 texts2,000 texts

(2 years)(2 years)


Process of ConversionProcess of Conversion

Electronic reproduction rightsElectronic reproduction rights

Digitized files of high-quality textbookDigitized files of high-quality textbook

Text, study guide, assignment and solution Text, study guide, assignment and solution manuals converted to .pdf using Acrobat manuals converted to .pdf using Acrobat DistillerDistiller

Unused copyrighted material deletedUnused copyrighted material deleted


Process of ConversionProcess of Conversion(cont.)(cont.)

Notes, solutions placed in context Notes, solutions placed in context

Existing computer-based modules Existing computer-based modules integratedintegrated

Web sites, roll-over definition boxes addedWeb sites, roll-over definition boxes added

Course outline, navigation features addedCourse outline, navigation features added

Assignment submission automatedAssignment submission automated


Process of ConversionProcess of Conversion(cont.)(cont.)

Free Acrobat Reader, installer, movie Free Acrobat Reader, installer, movie player software included on CDROMplayer software included on CDROM Search for terms, adjustable print sizeSearch for terms, adjustable print size Cut/paste capabilityCut/paste capability Security features (not used)Security features (not used)

On-demand download when bandwidth On-demand download when bandwidth permits (200 Mb)permits (200 Mb)


Formative EvaluationFormative Evaluation

17 classroom students, September to 17 classroom students, September to December 2000December 2000

Purchase for about $75 or use free CD-Purchase for about $75 or use free CD-ROM ROM 5 used only the paper-based textbook5 used only the paper-based textbook 5 used only the CD-ROM5 used only the CD-ROM 7 switched to paper-based materials7 switched to paper-based materials


ProsPros

Ease of access to solutions, CBI modules Ease of access to solutions, CBI modules

No navigation or installation problems were No navigation or installation problems were reported by any CD-ROM usersreported by any CD-ROM users

Digital material not difficult to decipherDigital material not difficult to decipher


ConsCons

More computer time neededMore computer time needed

Reading from screen tiring Reading from screen tiring

Unable to print out material, make notes Unable to print out material, make notes (enabled in next iteration)(enabled in next iteration)

Correlation between choice of medium and Correlation between choice of medium and student performance could not be student performance could not be established because of small sample sizeestablished because of small sample size


Current ResearchCurrent Research

Media studies often confounded by Media studies often confounded by differences in instructional design, failure differences in instructional design, failure to consider incremental costs (Clark 1983, to consider incremental costs (Clark 1983, 1994)1994) Instructional design virtually identicalInstructional design virtually identical $7,000 in-kind learning/conversion costs$7,000 in-kind learning/conversion costs ($35 + 10) - $12 = $33 per CDROM($35 + 10) - $12 = $33 per CDROM Break-even = 210 CDROM usersBreak-even = 210 CDROM users


Current Research (cont.)Current Research (cont.)

Further study undertaken September, 2000Further study undertaken September, 2000 400 AU student volunteers, randomly 400 AU student volunteers, randomly

assigned to print or CDROM versionsassigned to print or CDROM versions Pre- and post-tests to assess differential Pre- and post-tests to assess differential

student learningstudent learning Post-completion questionnaire to assess Post-completion questionnaire to assess

qualitative factorsqualitative factors


Results to DateResults to Date

10% participation (94 to date)10% participation (94 to date) Historically, 50% non-completers in all modesHistorically, 50% non-completers in all modes On-line group can't keep their paper based On-line group can't keep their paper based

materialsmaterials 20% of CDROM users have withdrawn due to 20% of CDROM users have withdrawn due to

inconvenience of working on-lineinconvenience of working on-line

Learning outcomes inconclusiveLearning outcomes inconclusive

Timeline extendedTimeline extended


ConclusionsConclusions

Quantifying differential learning effects is Quantifying differential learning effects is difficult, but at some point an analysis must difficult, but at some point an analysis must be attempted and the least costly be attempted and the least costly alternative selected (Clark, 1994)alternative selected (Clark, 1994)

Major comparative media concerns Major comparative media concerns addressedaddressed


Future ConsiderationsFuture Considerations

Material to be reduced in both versionsMaterial to be reduced in both versions

Equality of access, quality of overall Equality of access, quality of overall interaction, revision cycles, future interaction, revision cycles, future institutional goals (Bates, 1995)institutional goals (Bates, 1995)


Questions for YouQuestions for You

What if learning outcomes are the same, What if learning outcomes are the same, CDROM affective factors are inferior, but CDROM affective factors are inferior, but costs reduced for institution? costs reduced for institution?

Student numbers may decrease, but what if Student numbers may decrease, but what if savings are passed on to students?savings are passed on to students?


Questions For MeQuestions For Me

[email protected]@athabascau.ca

http://business.athabascau.cahttp://business.athabascau.ca

icde/cade 2002 calgary, canada developing and evaluating paper-based and onscreen instructional...

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