Work in Progress: Identifying adequate level of instruction without hindering deeper learning in distance learning<br />An...
Outline<br />Purpose and Hypotheses<br />Significance of Study<br />Methods<br />Preliminary Findings<br />Continuation of...
Purpose and Hypotheses<br />To measure and determine the amount of instruction needed in distance learning<br />Null hypot...
Significance of Study<br />Learners are most successful in distance learning when motivated through intrinsic measures<br ...
Qualitative Findings<br />Findings indicate that course navigation is somewhat difficult<br />Learning how to be successfu...
Methods<br />OLS undergraduates in two courses will be part of sample<br />All students given case study response assignme...
Pilot Study<br />Currently, we are in the process of gathering data<br />This semester, 43 undergraduates in Organizationa...
The Rubric<br />
Sec01 – With Detail<br />Sec 02 – Without Detail<br />
Preliminary Results in Pilot<br />Appears that more specifics in an assignment yield better results from students<br />Fur...
Continuation of Research<br />Study will be repeated in future semesters to determine if results are consistent<br />Rubri...
Thank you!<br />Please contact us if you teach safety-related courses and wish to share and assist with assignment and rub...
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Identifying adequate level of instruction without hindering deeper learning in distance learning

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  • Completing assignments and exams, earning an A, applying class concepts = successful; therefore we would like to learn more about what needs to be done to increase student comprehension
  • Both groups will participate in the same course as presented in the BlackBoard Vista course management system; however, on a selected case study response assignment, each group will receive slightly different instructions. The control group will be directed to consult specific areas in their textbook to find information to help them answer the case study, while the experimental group will be provided with a series of resources from which to formulate their analyses. While both groups are required to cite resources and will be graded on the same assignment rubric, it is anticipated that the experimental group will provide responses that demonstrate deeper levels of learning and more critical thought. At the end of the assignment period, the scores on the assignment rubric will be collected and compared. Data will then be analyzed using ANOVA (Analysis of Variance). This allows investigators to determine whether there is a relationship between the two variables. Section 1: Students are to read the “Mil-Tech Ethical Dilemma” found in our textbook within the Ethic Chapter (Ch26). Upon completion, each student is to write a paper based on the following: QUESTION: Based on the three approaches discussed in the chapter, which approach (combination of those three approaches), would you take to solve this issue if you were Garcia? Be sure to cite your reference(s). Submit your response in Microsoft (MS) Word format, to the &quot;Assignment 1&quot; link within Assignments section in the course. Before you submit this assignment, please be sure to read and comprehend what was indicated in the Course Syllabus about what I look for in your assignments. If you have any question, please feel free to contact me. NOTE: Please be sure to understand what I look for in your assignments. (Refer to our Course Syllabus.) I also encourage you to seek out those BONUS POINTS!! (Refer to our Course Syllabus.)Section 2: Students are to read the “Mil-Tech Ethical Dilemma” found in our textbook within the Ethic Chapter (Ch26). Upon completion, each student is to write a paper based on the following: QUESTION: If you were Garcia how would you solve this issue? Be sure to cite your reference(s). Submit your response in Microsoft (MS) Word format, to the &quot;Assignment 1&quot; link within Assignments section in the course. Before you submit this assignment, please be sure to read and comprehend what was indicated in the Course Syllabus about what I look for in your assignments. If you have any question, please feel free to contact me. NOTE: Please be sure to understand what I look for in your assignments. (Refer to our Course Syllabus.) I also encourage you to seek out those BONUS POINTS!! (Refer to our Course Syllabus.)
  • Safety-related: construction, engineering, technology, ethics in industry, Skype
  • Identifying adequate level of instruction without hindering deeper learning in distance learning

    1. 1. Work in Progress: Identifying adequate level of instruction without hindering deeper learning in distance learning<br />Anastasia Trekles<br />Shoji Nakayama<br />Purdue University Calumet<br />Hammond, IN USA<br />http://www.purduecal.edu<br />
    2. 2. Outline<br />Purpose and Hypotheses<br />Significance of Study<br />Methods<br />Preliminary Findings<br />Continuation of Research<br />
    3. 3. Purpose and Hypotheses<br />To measure and determine the amount of instruction needed in distance learning<br />Null hypotheses:<br />There will be no significant relationship between the amount of instruction given to students and their perceived comprehension of course content.<br />There will be no significant relationship between amount of instructional given to a student in the course and the student’s course grade<br />
    4. 4. Significance of Study<br />Learners are most successful in distance learning when motivated through intrinsic measures<br />Learner-centered design is needed – provides guidance, instruction, and feedback<br />Learning deeply involves not just knowing how, but being able to apply knowledge and skills<br />A gap exists between learner-centered design and deep learning <br />This study attempts to minimize that gap and provide best practices<br />
    5. 5. Qualitative Findings<br />Findings indicate that course navigation is somewhat difficult<br />Learning how to be successful in course is slightly difficult<br />Students ask few questions, but spend 4-6 hours per week in course<br />Correlation seems to exist between students’ perceived comprehension and grades<br />
    6. 6. Methods<br />OLS undergraduates in two courses will be part of sample<br />All students given case study response assignment<br />Control group: Receives instructions to consult textbook for analysis<br />Experimental group: Receives a series of resources to formulate their analyses<br />All students scored on the same assignment rubric<br />ANOVA will be used to determine relationship between variables<br />
    7. 7. Pilot Study<br />Currently, we are in the process of gathering data<br />This semester, 43 undergraduates in Organizational Leadership and Supervision (OLS) were surveyed utilizing BlackBoard Vista for course system<br />One assignment – two different questions/presentations for students in either section<br />Both sections graded on one rubric<br />
    8. 8. The Rubric<br />
    9. 9. Sec01 – With Detail<br />Sec 02 – Without Detail<br />
    10. 10. Preliminary Results in Pilot<br />Appears that more specifics in an assignment yield better results from students<br />Further research will be done to confirm these findings using same methods<br />Wish to confirm what needs to be done to establish best practices in distance learning materials and assignment presentation<br />
    11. 11. Continuation of Research<br />Study will be repeated in future semesters to determine if results are consistent<br />Rubric may need to modified and refined<br />Further studies will be discussed to provide best practices in better distance learning environment creation and management<br />Graduate students vs. undergraduates – are there differences?<br />Different disciplines – are there differences?<br />
    12. 12. Thank you!<br />Please contact us if you teach safety-related courses and wish to share and assist with assignment and rubric creation<br />Shoji Nakayama, Asst. Professor, Organizational Leadership and Supervision, nakayama@purduecal.edu<br />Staci Trekles, Clinical Asst. Professor, Instructional technology, trekles@purduecal.edu<br />Slides available: http://www.slideshare.net/andella<br />

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