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

Today Origin Online Design Research – Online vs. Face-to-face Tour around Springboard Other software

Origin

Online Design

Research – Online vs. Face-to-face

Tour around Springboard

Other software

Origin College of Business, MBA online Faculty General Studies Advisory Committee E244 – Intorduction to Economic Analysis

College of Business, MBA online

Faculty

General Studies Advisory Committee

E244 – Intorduction to Economic Analysis

Its not the same Face-to-face Lecture Ask questions / lead discussion Draw graphs and equations Show slides 3 big tests Internet / online Can’t lecture Can’t talk to them or discuss Can’t draw Can show slides if prepared 3 big tests invites academic dishonesty and a lack of control.

Face-to-face

Lecture

Ask questions / lead discussion

Draw graphs and equations

Show slides

3 big tests

Internet / online

Can’t lecture

Can’t talk to them or discuss

Can’t draw

Can show slides if prepared

3 big tests invites academic dishonesty and a lack of control.

Design of the online course Built in modules Modules completed in order Competency based testing Use student feedback For student learning enhancement For modifying & improving the course

Built in modules

Modules completed in order

Competency based testing

Use student feedback

For student learning enhancement

For modifying & improving the course

Course Design DL requires planning for contingencies 14 Content Modules Active Learning vs. Passive Learning

DL requires planning for contingencies

14 Content Modules

Active Learning vs. Passive Learning

Pre-class and Module 1: Preparing Students to Learn Email them http://gozips.uakron.edu/~myers/online/ Is Distance Learning for Me? VARK – testing learning styles Syllabus

Email them

http://gozips.uakron.edu/~myers/online/

Is Distance Learning for Me?

VARK – testing learning styles

Syllabus

Module 1: Course Introduction

Content Modules 2-15 Module Introduction & Objectives Chapter Introductions Content Supportive Materials Assessment of Learning - Quizzes on objectives with multiple trials Evaluation

Module Introduction & Objectives

Chapter Introductions

Content

Supportive Materials

Assessment of Learning - Quizzes on objectives with multiple trials

Evaluation

2 Research & Writing Assignments Practice and experience in reflecting on a topic in the current economy. Practice in analysis of economic trends. Gaining of confidence about talking about the economy. Ability to know and use the resources of economic commentary, prior analysis and data.

Practice and experience in reflecting on a topic in the current economy.

Practice in analysis of economic trends.

Gaining of confidence about talking about the economy.

Ability to know and use the resources of economic commentary, prior analysis and data.

Introductions & Content Mostly Passive Learner Centered Students progress without intervention Micro – Modules 2-8 Macro – Modules 9-15

Mostly Passive

Learner Centered

Students progress without intervention

Micro – Modules 2-8

Macro – Modules 9-15

Graded Assessment Competency based Everyone strives to get a perfect 10 (Mastery) Three attempts, 15 min. time limit Questions a mix of (1) Recognition, (2) Conceptual, & (3) Analytic ~70% C&A Random intervention by Professor

Competency based

Everyone strives to get a perfect 10 (Mastery)

Three attempts, 15 min. time limit

Questions a mix of (1) Recognition, (2) Conceptual, & (3) Analytic ~70% C&A

Random intervention by Professor

Role of Module Evaluation Planned intervention Forced contact Focus on the learning Professorial encouragement Decreases dropout rates Process repeats

Planned intervention

Forced contact

Focus on the learning

Professorial encouragement

Decreases dropout rates

Process repeats

Module Evaluation A Classroom Assessment Technique from Angelo and Cross (1993); tested by Chizmar and Ostrosky (1998) What comments do you have on this module and your experience in completing it? What main point have you learned that you did not fully understand before? What questions … Include any points that still remain muddy or unclear. Do consider posing the muddy points to your fellow students in the discussions. What recommendations do you have for us as we continue to change and enhance the course?

What comments do you have on this module and your experience in completing it?

What main point have you learned that you did not fully understand before?

What questions … Include any points that still remain muddy or unclear. Do consider posing the muddy points to your fellow students in the discussions.

What recommendations do you have for us as we continue to change and enhance the course?

Student Comments / online “ 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.”

“ 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.”

Do On-Line Students in a Mastery Based Principles Course Analyze, Synthesize And Evaluate Better Than Face-To-Face Students? (Myers and Nelson) (1) Does the mode of delivery (face-to-face or web-based) have an influence on learning outcomes? (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? (3) Will web-based students develop more favorable attitudes towards economics than the attitudes developed by students in the face-to-face class? (4) Do student myths about economics affect their learning outcomes and attitudes towards economics? http://gozips.uakron.edu/%7Emyers/online/ASSA2004/ASSA_2004_Internet_Paper_myers_nelson.pdf

(1) Does the mode of delivery (face-to-face or web-based) have an influence on learning outcomes?

(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?

(3) Will web-based students develop more favorable attitudes towards economics than the attitudes developed by students in the face-to-face class?

(4) Do student myths about economics affect their learning outcomes and attitudes towards economics?

http://gozips.uakron.edu/%7Emyers/online/ASSA2004/ASSA_2004_Internet_Paper_myers_nelson.pdf

Comparison Face-to-face Offered by Michael Nelson Regular class times Lecture and active learning collaborative techniques Better than the norm of 83% “chalk and talk” (Becker and Watts) Some minor web-enhancements such as online gradebook Online Offered by Myers (F02) / Nelson (S03) No face-to-face meetings Mastery & competency based learning High professor-student interaction No student to student interaction Full use of the WebCT environment

Face-to-face

Offered by Michael Nelson

Regular class times

Lecture and active learning collaborative techniques

Better than the norm of 83% “chalk and talk” (Becker and Watts)

Some minor web-enhancements such as online gradebook

Online

Offered by Myers (F02) / Nelson (S03)

No face-to-face meetings

Mastery & competency based learning

High professor-student interaction

No student to student interaction

Full use of the WebCT environment

Student Characteristics Online Students More likely to be To be older To be non-white To be female To have taken more credits To be decided in their major More favorably disposed to economics Face-to-face Students More likely To be male To be a freshman To be undecided in their major To spend less time gathering business and economic news.

Online Students

More likely to be

To be older

To be non-white

To be female

To have taken more credits

To be decided in their major

More favorably disposed to economics

Face-to-face Students

More likely

To be male

To be a freshman

To be undecided in their major

To spend less time gathering business and economic news.

The online course design has influenced student success ‘ Grade’ on pre-test status ‘ 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

‘ Grade’ on pre-test status

The online course design has influenced student success Grades Distribution 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

Grades Distribution

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

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

Research design Student’s success =f( student’s initial endowments, awareness of the economy, attitudes about economics , course modality, student characteristics) Three Survey Questions: Level of student report of being interested in economics. Level of student report of liking this economics course. Level of student report about likelihood of taking more economics courses. 5=strongly agree 4=agree 3=indifferent/no opinion 2=disagree 1=strongly disagree

Three Survey Questions:

Level of student report of being interested in economics.

Level of student report of liking this economics course.

Level of student report about likelihood of taking more economics courses.

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

Dependent Variable: Student Success Outcome Measures examscore on first 6 chapters In class exam for face-to-face class Average of first three module quizzes for online class Final examination ( FE, FE_recog, FE_apply, FE_complex ) First 3 or 4 levels of Bloom’s Taxonomy Writing assignment writing2 4 th to 6 th level of Bloom Regular Grades in class

examscore on first 6 chapters

In class exam for face-to-face class

Average of first three module quizzes for online class

Final examination

( FE, FE_recog, FE_apply, FE_complex )

First 3 or 4 levels of Bloom’s Taxonomy

Writing assignment

writing2

4 th to 6 th level of Bloom

Regular Grades in class

Results Students’ Initial Endowments Higher pretest and higher GPA are positive on examscore, writing2 and less so on FE. Higher complex pretest scores and higher GPA are positive for writing2 and FE_Complex

Students’ Initial Endowments

Higher pretest and higher GPA are positive on examscore, writing2 and less so on FE.

Higher complex pretest scores and higher GPA are positive for writing2 and FE_Complex

Results Economic Awareness & Attitudes “ Survey” is weakly positive for examscore and writing2, but has no effect on FE. No combination of “News gathering” is ever significant. “ Attitudes” are strongly significant for examscore and writing2, but no effect on FE

Economic Awareness & Attitudes

“ Survey” is weakly positive for examscore and writing2, but has no effect on FE.

No combination of “News gathering” is ever significant.

“ Attitudes” are strongly significant for examscore and writing2, but no effect on FE

Results Student characteristics: Those with an undeclared or undecided major do much worse than engineering majors for examscore and FE. Older students do worse on examscore, no effect on writing2 and strongly positive on FE Females do better in writing2 (strongly significance), but do worse on FE (almost significant)

Student characteristics:

Those with an undeclared or undecided major do much worse than engineering majors for examscore and FE.

Older students do worse on examscore, no effect on writing2 and strongly positive on FE

Females do better in writing2 (strongly significance), but do worse on FE (almost significant)

Results Online Students: Do much better on examscore Show no significance difference in scoring on analytical and complex reasoning tasks. Insignificant coefficients in writing2 Insignificant and small coefficients in FE FE_recog FE_Apply FE_complex There is some evidence of a possible interaction with females Weak suggestion in the data that Men in online classes do better and Women in online classes do worse all things equal

Online Students:

Do much better on examscore

Show no significance difference in scoring on analytical and complex reasoning tasks.

Insignificant coefficients in writing2

Insignificant and small coefficients in

FE

FE_recog

FE_Apply

FE_complex

There is some evidence of a possible interaction with females

Weak suggestion in the data that

Men in online classes do better and

Women in online classes do worse all things equal

Springboard + software Springboard Virtual Office Hours Elluminate.com Adobe Connect Slidecasting (at sldeshare.net) RecordPad (www.nch.com.au/recordpad)

Springboard

Virtual Office Hours

Elluminate.com

Adobe Connect

Slidecasting (at sldeshare.net)

RecordPad (www.nch.com.au/recordpad)