Final Dissertation Defense: Summary Lecture Phonecasting
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Final Dissertation Defense: Summary Lecture Phonecasting

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This presentation was shared by Wesley Fryer as his final dissertation defense in Curriculum and Instruction at Texas Tech University on November 18, 2011. The title of the dissertation was: Does the ...

This presentation was shared by Wesley Fryer as his final dissertation defense in Curriculum and Instruction at Texas Tech University on November 18, 2011. The title of the dissertation was: Does the use of student summary lecture phonecasting relate to student academic achievement, controlling for the effects of prior academic differences?

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Final Dissertation Defense: Summary Lecture Phonecasting Final Dissertation Defense: Summary Lecture Phonecasting Presentation Transcript

  • Impact Analysis Of Phonecasted Lecture Summaries a dissertation defense in curriculum & instruction 18 November 2011 by Wesley Fryer College of Education Texas Tech University www.speedofcreativity.org playingwithmedia.comFriday, November 18, 11
  • download this dissertation: http://tinyurl.com/ttu18novFriday, November 18, 11
  • a proposed study to address 2 issueswww.flickr.com/photos/chrismar/3175643042Friday, November 18, 11
  • www.flickr.com/photos/airgap/1896663780/ mobile computing revolution 0 1 lth1 e a H C M U e s: r ad d g u te strib d i el y w id www.flickr.com/photos/billhd/3048457153/Friday, November 18, 11
  • <1> Mobile ComputingFriday, November 18, 11
  • mobile computing revolution www.pewinternet.org/Reports/2009/14--Teens-and-Mobile-Phones-Data-Memo.aspxFriday, November 18, 11
  • by Quang Minh (YILKA)Friday, November 18, 11
  • effective uses of mobile digital devices for learning? by kfistoFriday, November 18, 11
  • Phonecasting ipadio.comFriday, November 18, 11
  • <2> bad grades (Health 101 @ UCM)Friday, November 18, 11
  • widely distributed grades: UCM Health101 www.flickr.com/photos/jeffozvold/2253126009Friday, November 18, 11
  • Friday, November 18, 11
  • Purpose of the StudyThis study is an attempt to elaborate on and clarify the linkbetween an instructor’s use of summary lecturephonecasting as a required course assignment and students’academic achievement in the course. Specifically, this studyseeks to use the theory of constructivism as a rationale fora hypothesis which relates the use summary lecturephonecasting to student achievement, controlling for pre-existing academic differences for students enrolled inHEALTH101 taught by the same instructor at USM inspring 2008, fall 2008, and spring 2009.Friday, November 18, 11
  • Variables IV = summary phonecasting (the nominal variable of summary lecture phonecasting, utilized in course sections of HEALTH101 in spring 2009, but not in fall 2008 or spring 2008) DV = student achievement (final grades earned by students in HEALTH101) Intervening Variable = students’ pre-existing academic differences (students’ entering ACT scores & ACT math scores)Friday, November 18, 11
  • Design This ex post facto quantitative study will utilize a quasi-experimental, posttest-only with nonequivalent groups research design (Cook & Campell, 1979).Friday, November 18, 11
  • Al so Instructor Utili end-of-course ze d: survey Instructor InterviewFriday, November 18, 11
  • Importance of the Study UCM faculty and students (Health 101) educators everywhereFriday, November 18, 11
  • Research Question Does the use of student summary lecture phonecasting relate to student academic achievement, controlling for the effects of prior academic differences? Research Hypothesis There is no significant difference in final grade, as a numeric score, between students taught in a classroom utilizing student summary lecture phonecasting and students taught in a traditional classroom setting.Friday, November 18, 11
  • ANCOVA www.flickr.com/photos/jgrow217/1332837990Friday, November 18, 11
  • TermsFriday, November 18, 11
  • Literature Review Elements Bloom’s Taxonomy technology previous studies of access & podcasting, phonecasting, student & lecturecasting achievement Dewey / freshman Friere dropoutsFriday, November 18, 11
  • ! ! old new en.wikipedia.org/wiki/File:Blooms_rose.svgFriday, November 18, 11
  • “active creation of knowledge products by students facilitates retention and transfer of information...” Mayer and Wittrock (1996) & Airasian et al. (2000)Friday, November 18, 11
  • brianakira.wordpress.com/2010/06/30/black-slavery/ Friday, November 18, 11
  • technology access does not change learning outcomesFriday, November 18, 11
  • previous studies... lecturecasting podcasting phonecasting no sig. impact on didn’t study no sig. impact student achivement student on achievement Lazzari (2008) student achivement didn’t study Schettini et al. student (2010) Cann (2007) achievement & & Lee and Chan (2007) Wood (2010) Deal (2007) & Frydenberg (2008)Friday, November 18, 11
  • Friday, November 18, 11
  • www.flickr.com/photos/scragz/91147636 freshman dropouts / attritionFriday, November 18, 11
  • ResultsFriday, November 18, 11
  • While the statistical analyses conducted in thisstudy failed to reject the null hypothesis (thereare no differences in student grades amongstudied groups) with a finding of statisticalsignificance less than 0.1 or 0.05, results usingstudent ACT math scores as a covariate were veryclose to statistical significance. When combinedwith an analysis of the small effect size of thestudy’s groups, discussed in more detail inChapter 5, the researcher finds a noteworthyrelationship between summary lecture phonecastingand student achievement. From the perspective ofsignificance testing and quantitative analysis,this relationship cannot be formally defined as“significant.” As subsequent analysis details,however, a relationship between these variablesis evident.Friday, November 18, 11
  • The independent variable is defined as the course section. This variable has two categories, those receiving the special instruction and those not. The dependent variable is defined as final grades earned by students in HEALTH101. This ordinal variable has a range five values: A, B, C, D, and F. These grades will be converted to grade points of 4, 3, 2, 1, and 0, respectively. The covariate is students’ entering ACT scores. This variable will be used to statistically control preexisting academic differences. (ACT math scores also used)Friday, November 18, 11
  • Effect Size: Cohen’s d of 0.167Friday, November 18, 11
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  • 2001 revision of Blooms TaxonomyFriday, November 18, 11
  • by jasoneppink Alan Kay: “The predominant technology in the classroom determines the predominant learning task”Friday, November 18, 11
  • by One Laptop per Child transformative digital learning Friday, November 18, 11
  • Survey & Interview Results 1. Few Students Regularly Used Peer Created Phonecasts 2. Students Were Neutral About Benefits of Phonecasting 3. Phonecasts Were Challenging to Access 4. Instructor Feedback and Oversight of Phonecasts Needed 5. Outside Assistance Critical for Phonecast Configuration 6. Suggestions for Project ImprovementFriday, November 18, 11
  • 9 recommendations to improve future projects 1. provide headphones in labs 2. phonecast in 1:1 settings 3. use smartphones / iTunes 4. integrate in LMS 5. elective choiceFriday, November 18, 11
  • 9 recommendations to improve future projects 6. technical support 7. vodcast option 8. instructor modeling 9. regular instructor oversightFriday, November 18, 11
  • www.flickr.com/photos/skyloader/5032016079/Friday, November 18, 11
  • Next steps: Repeated study with larger sample size, equivalent groups in control & treatment, implementation of recommended best practices, random assignment to treatmentFriday, November 18, 11
  • www.flickr.com/photos/frerieke/4022630591 www.flickr.com/photos/topgold/157218062 questions? comments?Friday, November 18, 11
  • Impact Analysis Of Phonecasted Lecture Summaries a dissertation defense in curriculum & instruction 18 November 2011 by Wesley Fryer College of Education Texas Tech University www.speedofcreativity.org playingwithmedia.comFriday, November 18, 11