the impact of delivery on research & technology
DESCRIPTION
Library 2.0TRANSCRIPT
LINDA CIFELLI DAWN M. DOWD DR. ROXIE JAMES
DR. CLAUDIA KNEZEKBRIDGET LEPORE
DR. MELDA YILDIZ
The Impact of Delivery on Research & Technology
Course Outcomes at Kean University
INTRODUCTION
Undergraduate Degree Programs General Education Requirements
GE 1000: Transition to Kean ENG 1030: College Composition COMM 1402: Speech Communication
as Critical Citizenship GE 202X: Research and Technology MATH 1000: College Level Math
COURSE DESCRIPTION
This course will introduce students to research design and methodology, as well as to disciplinary and interdisciplinary perspectives on the research process. Students will learn how to design and implement a research project appropriate for the discipline of education. Students will learn how to use technology for research and for the communication of research results. Students will also learn how to critically evaluate the validity, reliability, and limitations of research results. Emphasis will be placed on adherence of the university’s standards and academic integrity.
Typical Course Research Assignment: Students must choose a research topic, then search for and locate 12-15 articles on the topic from scholarly or professional journals. Ultimately students will write a 15-page research paper with at least 12 primary references cited using the APA format.
BACKGROUND
2007-2012 Strategic Plan Directed Kean to Provide a
Broad and Challenging General Education Component
Collaboration With the Office of Academic Assessment Collaboration with the Library and General Education Administration on Project SAILS (Kent State University)
Expand On-line Learning Opportunities for Research and Technology
Address Challenges of Millennial or Digital Natives
SOLUTION Siemens & Tittenberger (2009)
Augmented (Traditional)
Blended (Hybrid)
Online (Distance Learning)
The use of technology to extend the physical classroom (e.g. incorporating power points, online assessments, and web quests or online discussion forums into the classroom activities)
Technology partly replaces in classroom learning (e.g. initiate a class with lectures and remaining sessions are completed online using synchronous tools such as Blackboard)
Technology replaces face-to-face classroom learning or paper-based distance education (e.g. learning management system for grades, interaction, and content delivery including online tools such as Blackboard, Blogs, Wikis, Skype, and Jing)
METHODOLOGYFranzoni & Assar (2009)
Several hypermedia models were examined but most contained limited dimensions on learning styles
Researchers developed an adaptive taxonomy using Felder & Silverman’s learning styles an adapting them to appropriate electronic media sources
Reliability and Validity of the Learning Styles Instrument had already been documented (2005 & 2007)
Adaptive Teaching Taxonomy was successfully piloted in undergraduate computer courses
LSD
MEDIA
TSAdaptive Teaching Taxonomy
DescriptionAppropriate MethodsMedia Characteristics
Sensitive Intuitive Visual Verbal Active Reflexive Sequential Global0
5
10
15
20
25
30
35
Fall 2010 Research & Tech Learning Styles Pilot Results
OnlineHybridAugmented
Per
cen
tage
Science Majors
TRADITIONAL ADAPTIVE TEACHING STRATEGIES
Teaching Strategies Activities
Games & Simulation Qualitative vs. Quantitative Research Game
Problem Solving Research Proposal ProjectRole Play Research Interviewer Role ActivityPresentations Research Study Defense (peer
review)Discussion Panel Rio Grande vs. North Platte Pollution StudyBrainstorming Grant Proposal Writing AssignmentCase Study Ethics in Research Case StudiesQuestion and Answer Method Expert Interview and Data Collection SurveyProject Design Method Major Discipline Research Study
ELECTRONIC MEEDIA ADAPTIVE TEACHING STRATEGIES
Media Strategies ActivitiesAudio Skype Substitute (24/7 availability)Collaboration Blog (partners, class, instructor)Communication Chat, E-mailsDiagram Graphics, DiagramsReading Digital Journals, On-line Library TextSearch Internet ResearchTutoring Blackboard (class/instructor)Video Skype, Webpage Development, Library
Web Seminar
Results
Standardized Course Content
Identification of Student Learning Styles
Adjusted Course Activities
Augmented, Hybrid & Online Learning
Pilot Results
Compare SIRII Overall Evaluation Means and Class Averages of Pilot Groups
Compare SIRII Overall Evaluation Means for Control and TA Groups
Conduct Comparison of Overall Class Grade Averages for Control and TA Groups
Pilot Results
Categories Augmented Delivery
Hybrid Delivery
On-line Delivery
Course Grade Point Average
2.76 2.86 3.58
Quality of Instruction Overall Score
4.27 4.12 3.86
STUDY RESULTS
Compare SIRII Overall Evaluation Means for Control and TA Groups
Conduct Comparison of Overall Class Grade Averages for Control and TA Groups
Sensitive Intuitive Visual Verbal Active Reflexive Sequential Global0
5
10
15
20
25
30
35
40
45
Comparison Between Adaptive Learning & Control Groups
AdaptiveControl
Per
cen
tage
STUDY RESULTS
Table 5. T-Test: Two-Sample Assuming Unequal Variances
Control AdaptiveMean 3.339869 3.328476821Variance 0.5463610.488183664Observations 153 151Hypothesized Mean Difference 0Df 301t Stat 0.138113P(T<=t) two-tail 0.890243t Critical two-tail 1.967876
NEXT STEP
Next Step: Continue to Conduct Comparison of Overall Class Grade Averages for Control and AL Groups
QUESTIONS?
Dawn Marie DowdManaging Assistant DirectorGeneral Education [email protected]
Dr. Claudia Knezek (Prin. Investigator)Safety Program Director, Gen. [email protected]
Dr. Melda Yildiz (Faculty)Professor, School of Global Education & [email protected]