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The impact of delivery on  research & technology
 

The impact of delivery on research & technology

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The impact of delivery on  research & technology The impact of delivery on research & technology Presentation Transcript

  • The Impact of Delivery on Research & Technology Course Outcomes at Kean UniversityLINDA CIFELLIDAWN M. DOWDDR. ROXIE JAMESDR. CLAUDIA KNEZEKBRIDGET LEPOREDR. MELDA YILDIZ
  • INTRODUCTIONUndergraduate 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 DESCRIPTIONThis course will introduce students to research design andmethodology, as well as to disciplinary and interdisciplinaryperspectives on the research process. Students will learn howto design and implement a research project appropriate forthe discipline of education. Students will learn how to usetechnology for research and for the communication ofresearch results. Students will also learn how to criticallyevaluate the validity, reliability, and limitations of researchresults. Emphasis will be placed on adherence of theuniversity’s standards and academic integrity.Typical Course Research Assignment: Students must choose aresearch topic, then search for and locate 12-15articles on the topic from scholarly or professional journals. Ultimatelystudents will write a 15-page research paper with at least 12 primaryreferences cited using the APA format.
  • BACKGROUND2007-2012 Strategic Plan Directed Kean to Provide aBroad 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 Blended Online (Traditional) (Hybrid) (Distance Learning)The use of technology Technology partly Technology replacesto extend the physical replaces in classroom face-to-face classroomclassroom (e.g. learning (e.g. initiate a learning or paper-incorporating power class with lectures and based distancepoints, online remaining sessions are education (e.g. learningassessments, and web completed online using management system forquests or online synchronous tools such as grades, interaction, anddiscussion forums into Blackboard) content deliverythe classroom activities) including online tools such as Blackboard, Blogs, Wikis, Skype, and Jing)
  • METHODOLOGY Franzoni & Assar (2009)Several hypermedia models were Adaptiveexamined but most contained limiteddimensions on learning styles Teaching TaxonomyResearchers developed an adaptivetaxonomy using Felder & Silverman’slearning styles an adapting them to TSappropriate electronic media sources MEDIAReliability and Validity of theLearning Styles Instrument hadalready been documented (2005 & 2007) LSDAdaptive Teaching Taxonomy wassuccessfully piloted in undergraduate Descriptioncomputer courses Appropriate Methods Media Characteristics
  • Fall 2010 Research & Tech Learning Styles Pilot Results 35 30 25Percentage 20 Online Hybrid 15 Science Majors Augmented 10 5 0 Sensitive Intuitive Visual Verbal Active Reflexive Sequential Global
  • TRADITIONAL ADAPTIVE TEACHING STRATEGIESTeaching Strategies ActivitiesGames & Simulation Qualitative vs. Quantitative Research GameProblem 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 STRATEGIESMedia 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
  • ResultsStandardized CourseContentIdentification ofStudent Learning StylesAdjusted CourseActivitiesAugmented, 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 ResultsCategories Augmented Hybrid On-line Delivery Delivery DeliveryCourse 2.76 2.86 3.58Grade PointAverageQuality of 4.27 4.12 3.86InstructionOverallScore
  • STUDY RESULTS Compare SIRII Overall Evaluation Means for Control and TA Groups Conduct Comparison of Overall Class Grade Averages for Control and TA Groups
  • Comparison Between Adaptive Learning & Control Groups 45 40 35 30Percentage 25 Adaptive 20 Control 15 10 5 0 Sensitive Intuitive Visual Verbal Active Reflexive Sequential Global
  • STUDY RESULTSTable 5. T-Test: Two-Sample AssumingUnequal Variances Control AdaptiveMean 3.339869 3.328476821Variance 0.546361 0.488183664Observations 153 151Hypothesized Mean Difference 0Df 301t Stat 0.138113P(T<=t) two-tail 0.890243t Critical two-tail 1.967876
  • NEXT STEPNext Step: Continue to ConductComparison of Overall Class GradeAverages for Control and AL Groups
  • QUESTIONS?Dawn Marie DowdManaging Assistant DirectorGeneral Education Programddowd@kean.edu908-737-0352Dr. Claudia Knezek (Prin. Investigator)Safety Program Director, Gen. Educationcknezek@kean.edu908-737-0366Dr. Melda Yildiz (Faculty)Professor, School of Global Education &Innovationmyildiz@kean.edu908-737-7152