An Online Course Design Introduction to Economic Analysis Steven C. Myers [email_address] Department of Economics - The Un...
Today <ul><li>Origin  </li></ul><ul><li>Online Design </li></ul><ul><li>Research – Online vs. Face-to-face </li></ul><ul><...
Origin <ul><li>College of Business, MBA online </li></ul><ul><li>Faculty  </li></ul><ul><li>General Studies Advisory Commi...
Its not the same <ul><li>Face-to-face </li></ul><ul><li>Lecture  </li></ul><ul><li>Ask questions / lead discussion </li></...
Design of the online course <ul><li>Built in modules </li></ul><ul><li>Modules completed in order </li></ul><ul><li>Compet...
Course Design <ul><li>DL requires planning for contingencies </li></ul><ul><li>14 Content Modules </li></ul><ul><li>Active...
Pre-class and Module 1: Preparing Students to Learn <ul><li>Email them </li></ul><ul><li>http://gozips.uakron.edu/~myers/o...
Module 1: Course Introduction
Content Modules 2-15 <ul><li>Module Introduction & Objectives </li></ul><ul><li>Chapter Introductions </li></ul><ul><li>Co...
 
2 Research & Writing Assignments <ul><li>Practice and experience in reflecting on a topic in the current economy.  </li></...
Introductions & Content <ul><li>Mostly Passive </li></ul><ul><li>Learner Centered </li></ul><ul><li>Students progress with...
Graded Assessment <ul><li>Competency based </li></ul><ul><li>Everyone strives to get a perfect 10 (Mastery) </li></ul><ul>...
Role of  Module Evaluation <ul><li>Planned intervention </li></ul><ul><li>Forced contact </li></ul><ul><li>Focus on the le...
Module Evaluation A Classroom Assessment Technique from Angelo and Cross (1993);  tested by Chizmar and Ostrosky (1998) <u...
Student Comments / online <ul><li>“ The fact that  this course was completely internet based, had no bearing on the level ...
Do On-Line Students in a Mastery Based Principles Course Analyze, Synthesize And Evaluate Better Than Face-To-Face Student...
Comparison <ul><li>Face-to-face </li></ul><ul><ul><li>Offered by  Michael Nelson </li></ul></ul><ul><ul><li>Regular class ...
Student Characteristics <ul><li>Online Students </li></ul><ul><ul><li>More likely to be </li></ul></ul><ul><ul><li>To be o...
The online course design has influenced student success <ul><li>‘ Grade’ on pre-test status </li></ul>‘ Grade’ on final ex...
The online course design has influenced student success <ul><li>Grades Distribution </li></ul>MC Learning Assessment Break...
Research design Student’s success =f( student’s  initial endowments ,  awareness of the economy, attitudes about economics...
Research design Student’s success =f( student’s  initial endowments,  awareness of the economy , attitudes about economics...
Research design Student’s success =f( student’s  initial endowments,  awareness of the economy, attitudes about economics ...
Research design Student’s success =f( student’s  initial endowments,  awareness of the economy, attitudes about economics,...
Dependent Variable:  Student Success Outcome Measures <ul><li>examscore  on first 6 chapters </li></ul><ul><ul><ul><ul><li...
Results <ul><li>Students’ Initial Endowments </li></ul><ul><ul><li>Higher pretest and higher GPA are positive on examscore...
Results <ul><li>Economic Awareness & Attitudes </li></ul><ul><ul><li>“ Survey” is weakly positive for examscore and writin...
Results <ul><li>Student characteristics: </li></ul><ul><ul><li>Those with an undeclared or undecided major  do much worse ...
Results <ul><li>Online  Students: </li></ul><ul><li>Do much better on examscore </li></ul><ul><li>Show  no significance di...
Springboard + software <ul><li>Springboard </li></ul><ul><li>Virtual Office Hours </li></ul><ul><ul><li>Elluminate.com </l...
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Poly Sci October14 2008

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Poly Sci October14 2008

  1. 1. An Online Course Design Introduction to Economic Analysis Steven C. Myers [email_address] Department of Economics - The University of Akron Presented to the Department of Political Science October 14, 2008 Online at http://gozips.uakron.edu/~myers/online And http://learnecon.blogspot.com
  2. 2. Today <ul><li>Origin </li></ul><ul><li>Online Design </li></ul><ul><li>Research – Online vs. Face-to-face </li></ul><ul><li>Tour around Springboard </li></ul><ul><li>Other software </li></ul>
  3. 3. Origin <ul><li>College of Business, MBA online </li></ul><ul><li>Faculty </li></ul><ul><li>General Studies Advisory Committee </li></ul><ul><li>E244 – Intorduction to Economic Analysis </li></ul>
  4. 4. Its not the same <ul><li>Face-to-face </li></ul><ul><li>Lecture </li></ul><ul><li>Ask questions / lead discussion </li></ul><ul><li>Draw graphs and equations </li></ul><ul><li>Show slides </li></ul><ul><li>3 big tests </li></ul><ul><li>Internet / online </li></ul><ul><li>Can’t lecture </li></ul><ul><li>Can’t talk to them or discuss </li></ul><ul><li>Can’t draw </li></ul><ul><li>Can show slides if prepared </li></ul><ul><li>3 big tests invites academic dishonesty and a lack of control. </li></ul>
  5. 5. Design of the online course <ul><li>Built in modules </li></ul><ul><li>Modules completed in order </li></ul><ul><li>Competency based testing </li></ul><ul><li>Use student feedback </li></ul><ul><ul><li>For student learning enhancement </li></ul></ul><ul><ul><li>For modifying & improving the course </li></ul></ul>
  6. 6. Course Design <ul><li>DL requires planning for contingencies </li></ul><ul><li>14 Content Modules </li></ul><ul><li>Active Learning vs. Passive Learning </li></ul>
  7. 7. Pre-class and Module 1: Preparing Students to Learn <ul><li>Email them </li></ul><ul><li>http://gozips.uakron.edu/~myers/online/ </li></ul><ul><ul><li>Is Distance Learning for Me? </li></ul></ul><ul><ul><li>VARK – testing learning styles </li></ul></ul><ul><ul><li>Syllabus </li></ul></ul>
  8. 8. Module 1: Course Introduction
  9. 9. Content Modules 2-15 <ul><li>Module Introduction & Objectives </li></ul><ul><li>Chapter Introductions </li></ul><ul><li>Content </li></ul><ul><li>Supportive Materials </li></ul><ul><li>Assessment of Learning - Quizzes on objectives with multiple trials </li></ul><ul><li>Evaluation </li></ul>
  10. 11. 2 Research & Writing Assignments <ul><li>Practice and experience in reflecting on a topic in the current economy. </li></ul><ul><li>Practice in analysis of economic trends. </li></ul><ul><li>Gaining of confidence about talking about the economy. </li></ul><ul><li>Ability to know and use the resources of economic commentary, prior analysis and data. </li></ul>
  11. 12. Introductions & Content <ul><li>Mostly Passive </li></ul><ul><li>Learner Centered </li></ul><ul><li>Students progress without intervention </li></ul><ul><li>Micro – Modules 2-8 </li></ul><ul><li>Macro – Modules 9-15 </li></ul>
  12. 13. Graded Assessment <ul><li>Competency based </li></ul><ul><li>Everyone strives to get a perfect 10 (Mastery) </li></ul><ul><li>Three attempts, 15 min. time limit </li></ul><ul><li>Questions a mix of (1) Recognition, (2) Conceptual, & (3) Analytic ~70% C&A </li></ul><ul><li>Random intervention by Professor </li></ul>
  13. 14. Role of Module Evaluation <ul><li>Planned intervention </li></ul><ul><li>Forced contact </li></ul><ul><li>Focus on the learning </li></ul><ul><li>Professorial encouragement </li></ul><ul><li>Decreases dropout rates </li></ul><ul><li>Process repeats </li></ul>
  14. 15. Module Evaluation A Classroom Assessment Technique from Angelo and Cross (1993); tested by Chizmar and Ostrosky (1998) <ul><li>What comments do you have on this module and your experience in completing it? </li></ul><ul><li>What main point have you learned that you did not fully understand before? </li></ul><ul><li>What questions … Include any points that still remain muddy or unclear. Do consider posing the muddy points to your fellow students in the discussions. </li></ul><ul><li>What recommendations do you have for us as we continue to change and enhance the course? </li></ul>
  15. 16. Student Comments / online <ul><li>“ The fact that this course was completely internet based, had no bearing on the level of knowledge I gained from the course. I think I learned as much, or even more, than I would have in a traditional classroom. I contribute this most to the way the instructor organized the course.” </li></ul>
  16. 17. Do On-Line Students in a Mastery Based Principles Course Analyze, Synthesize And Evaluate Better Than Face-To-Face Students? (Myers and Nelson) <ul><li>(1) Does the mode of delivery (face-to-face or web-based) have an influence on learning outcomes?  </li></ul><ul><li>(2) Are students in an online environment as likely to do as well as in face-to-face classes? Will they be able to equal the complex problem solving of the face-to-face students? </li></ul><ul><li>(3) Will web-based students develop more favorable attitudes towards economics than the attitudes developed by students in the face-to-face class? </li></ul><ul><li>(4) Do student myths about economics affect their learning outcomes and attitudes towards economics? </li></ul><ul><li>http://gozips.uakron.edu/%7Emyers/online/ASSA2004/ASSA_2004_Internet_Paper_myers_nelson.pdf </li></ul>
  17. 18. Comparison <ul><li>Face-to-face </li></ul><ul><ul><li>Offered by Michael Nelson </li></ul></ul><ul><ul><li>Regular class times </li></ul></ul><ul><ul><li>Lecture and active learning collaborative techniques </li></ul></ul><ul><ul><li>Better than the norm of 83% “chalk and talk” (Becker and Watts) </li></ul></ul><ul><ul><li>Some minor web-enhancements such as online gradebook </li></ul></ul><ul><li>Online </li></ul><ul><ul><li>Offered by Myers (F02) / Nelson (S03) </li></ul></ul><ul><ul><li>No face-to-face meetings </li></ul></ul><ul><ul><li>Mastery & competency based learning </li></ul></ul><ul><ul><li>High professor-student interaction </li></ul></ul><ul><ul><li>No student to student interaction </li></ul></ul><ul><ul><li>Full use of the WebCT environment </li></ul></ul>
  18. 19. Student Characteristics <ul><li>Online Students </li></ul><ul><ul><li>More likely to be </li></ul></ul><ul><ul><li>To be older </li></ul></ul><ul><ul><li>To be non-white </li></ul></ul><ul><ul><li>To be female </li></ul></ul><ul><ul><li>To have taken more credits </li></ul></ul><ul><ul><li>To be decided in their major </li></ul></ul><ul><ul><li>More favorably disposed to economics </li></ul></ul><ul><li>Face-to-face Students </li></ul><ul><ul><li>More likely </li></ul></ul><ul><ul><li>To be male </li></ul></ul><ul><ul><li>To be a freshman </li></ul></ul><ul><ul><li>To be undecided in their major </li></ul></ul><ul><ul><li>To spend less time gathering business and economic news. </li></ul></ul>
  19. 20. The online course design has influenced student success <ul><li>‘ Grade’ on pre-test status </li></ul>‘ Grade’ on final examination status Fall 2002 and Spring 2003 WD and Inc ignored 86% 14% 0% 0% Face-to-face Course 83% 17% 0% 0% Online Course F C/D B A 13% 61% 16% 2% Face-to-face Course 18% 36% 40% 5% Online Course F C/D B A
  20. 21. The online course design has influenced student success <ul><li>Grades Distribution </li></ul>MC Learning Assessment Breakdown / Online 2-15 Total 9-15 Macro 2-8 Micro Modules 69% 19% 51% 31% 894 71% 26% 45% 29% 331 68% 15% 54% 32% 563 %C&A Analytical Conceptual Recognition Total 10% 40% 37% 8% Face-to-face Course 10% 0% 39% 33% Online Course F C/D B A
  21. 22. Research design Student’s success =f( student’s initial endowments , awareness of the economy, attitudes about economics, course modality, student characteristics) Pre-test scores total on recall and recognition on simple application problems on complex problems GPA Previous attempt of course
  22. 23. Research design Student’s success =f( student’s initial endowments, awareness of the economy , attitudes about economics, course modality, student characteristics) Survey of economic facts 20 questions…on trends and facts in the economy. 2 questions: How does the student collect business and economic news. How many hours per week does the student spend collecting news
  23. 24. Research design Student’s success =f( student’s initial endowments, awareness of the economy, attitudes about economics , course modality, student characteristics) <ul><li>Three Survey Questions: </li></ul><ul><li>Level of student report of being interested in economics. </li></ul><ul><li>Level of student report of liking this economics course. </li></ul><ul><li>Level of student report about likelihood of taking more economics courses. </li></ul>5=strongly agree 4=agree 3=indifferent/no opinion 2=disagree 1=strongly disagree
  24. 25. Research design Student’s success =f( student’s initial endowments, awareness of the economy, attitudes about economics, course modality, student characteristics ) Online or face-to-face Major Level, e.g., freshman Credits completed Age Gender Ethnicity
  25. 26. Dependent Variable: Student Success Outcome Measures <ul><li>examscore on first 6 chapters </li></ul><ul><ul><ul><ul><li>In class exam for face-to-face class </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Average of first three module quizzes for online class </li></ul></ul></ul></ul><ul><li>Final examination </li></ul><ul><ul><ul><ul><li>( FE, FE_recog, FE_apply, FE_complex ) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>First 3 or 4 levels of Bloom’s Taxonomy </li></ul></ul></ul></ul><ul><li>Writing assignment </li></ul><ul><ul><ul><ul><li>writing2 </li></ul></ul></ul></ul><ul><ul><ul><ul><li>4 th to 6 th level of Bloom </li></ul></ul></ul></ul><ul><li>Regular Grades in class </li></ul>
  26. 27. Results <ul><li>Students’ Initial Endowments </li></ul><ul><ul><li>Higher pretest and higher GPA are positive on examscore, writing2 and less so on FE. </li></ul></ul><ul><ul><li>Higher complex pretest scores and higher GPA are positive for writing2 and FE_Complex </li></ul></ul>
  27. 28. Results <ul><li>Economic Awareness & Attitudes </li></ul><ul><ul><li>“ Survey” is weakly positive for examscore and writing2, but has no effect on FE. </li></ul></ul><ul><ul><li>No combination of “News gathering” is ever significant. </li></ul></ul><ul><ul><li>“ Attitudes” are strongly significant for examscore and writing2, but no effect on FE </li></ul></ul>
  28. 29. Results <ul><li>Student characteristics: </li></ul><ul><ul><li>Those with an undeclared or undecided major do much worse than engineering majors for examscore and FE. </li></ul></ul><ul><ul><li>Older students do worse on examscore, no effect on writing2 and strongly positive on FE </li></ul></ul><ul><ul><li>Females do better in writing2 (strongly significance), but do worse on FE (almost significant) </li></ul></ul>
  29. 30. Results <ul><li>Online Students: </li></ul><ul><li>Do much better on examscore </li></ul><ul><li>Show no significance difference in scoring on analytical and complex reasoning tasks. </li></ul><ul><ul><ul><li>Insignificant coefficients in writing2 </li></ul></ul></ul><ul><ul><ul><li>Insignificant and small coefficients in </li></ul></ul></ul><ul><ul><ul><ul><li>FE </li></ul></ul></ul></ul><ul><ul><ul><ul><li>FE_recog </li></ul></ul></ul></ul><ul><ul><ul><ul><li>FE_Apply </li></ul></ul></ul></ul><ul><ul><ul><ul><li>FE_complex </li></ul></ul></ul></ul><ul><li>There is some evidence of a possible interaction with females </li></ul><ul><ul><ul><li>Weak suggestion in the data that </li></ul></ul></ul><ul><ul><ul><ul><li>Men in online classes do better and </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Women in online classes do worse all things equal </li></ul></ul></ul></ul>
  30. 31. Springboard + software <ul><li>Springboard </li></ul><ul><li>Virtual Office Hours </li></ul><ul><ul><li>Elluminate.com </li></ul></ul><ul><ul><li>Adobe Connect </li></ul></ul><ul><li>Slidecasting (at sldeshare.net) </li></ul><ul><li>RecordPad (www.nch.com.au/recordpad) </li></ul>
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