Comparative and non-comparative evaluation in educational technology

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Comparative and non-comparative evaluation in educational technology

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Comparative and non-comparative evaluation in educational technology

  1. 3. <ul><li>(Impact of Online Instruction on Teachers’ Learning And Attitudes toward Technology Integration) </li></ul><ul><li>By: </li></ul><ul><li>Yuliang LIU, Ph.D </li></ul><ul><li>Southern Illinois University </li></ul><ul><li>USA </li></ul><ul><li>2005 </li></ul>
  2. 4. comparative study Non Comparative study Compression items Learners perception and performance, comparative study… Non Comparative study Type of the study the purpose of this study is to explore the potential impact of online instruction in a graduate course affects K-12 teachers’ attitudes towards technology integration in schools and learning performance in the United States. The purpose of the study is to explore the ways in which the students and the teacher responded to the texts they read and discussed together in two environments the purpose This syudy seeks to examine the potintial impacts of online instruction on teacher’s learning and attitude toward Technology Integration this study looks to articulate the various ways that these response environments are utilized by the students and teachers. The problem of the study
  3. 5. comparative study Non Comparative study Compression items <ul><li>What is the potential impact of online instruction in a graduate course affects K-12 teachers’ attitudes towards technology integration in schools and learning performance in the United States? </li></ul><ul><li>In what ways does the teacher facilitate student responses? </li></ul><ul><li>How do the students respond to texts and to each other? </li></ul>Research Questions Nineteen participants in both the experimental group (Online section) and control group (traditional section) were pre-tested and post-tested with the Stages of Concerns (SoC) Questionnaire. They are divided in these two groups as ( 14 participant in the experimental group) and ( 5 in the control group) <ul><li>Fifth-grade students and their teacher </li></ul><ul><li>The Students: </li></ul><ul><li>The classroom had a total of 20 participants </li></ul><ul><li>The Teacher: </li></ul><ul><li>Mr. Tyler Springs, the teacher of the class, was also a participant engaged in the study </li></ul>Participants
  4. 6. comparative study Non Comparative study Compression items <ul><ul><li>(SoC) Questionnaire, assesses 7 stages of concern, divided into internal and external concerns. The first four internal (awareness, informal, personal, and management). The last three stages are external including consequence, collaboration, and refocusing. The questionnaire consists of 35 items that participants rate using an eight-point Likert scale that ranges from ‘not true of me now’ (0) to ‘very true of me’ (7). High numbers indicate high concern and low numbers, low concern. </li></ul></ul><ul><li>Observation: observed in both face-to-face group conversations and in an on-line threaded discussion environment </li></ul><ul><li>Conversations and Interviews: with the teacher, ( informal ) </li></ul><ul><li>Observational Field Notes : notes that included a summary of the daily events, particular items of interest, and any changes that occurred in the schedule of classroom events. </li></ul>Instruments
  5. 7. comparative study Non Comparative study Compression items <ul><ul><li>Pre-test: administered in paper-and pencil format in both sections to measure the initial state of K-12 teachers’ attitudes. </li></ul></ul><ul><ul><li>Post-test: administered during the final week in both sections to measure the developmental state of the K-12 teachers’ attitudes affected by online instruction over the semester </li></ul></ul><ul><li>Document Analysis: Hand-written documents created by the students during class . </li></ul>instruments
  6. 8. comparative study Non Comparative study Compression items <ul><li>Results indicate that online instruction can be a viable alternative and can be as important as traditional instruction for higher education. </li></ul><ul><li>Online instruction significantly promoted online learner’s concern only in personal stage. </li></ul><ul><li>No significant differences were found in other six stages of SoC questionnaire between the two groups. </li></ul><ul><li>No significant differences were found in students’ final course grades between two groups. </li></ul><ul><li>The research found that in the on-line, computer mediated environment the students led the conversation, posing questions and responding to each other without teacher intervention. </li></ul><ul><li>2. data illustrated that some students enjoyed the threaded discussion environment more than other students. All students engaged at turns at talk in both environments, though the students only took significant responsibility for posing questions in the on-line environment </li></ul>The results .
  7. 9. comparative study Non Comparative study Compression items <ul><ul><li>Results have implications for international educators and educational researchers since there is an increasing demand of online instruction in educational and other settings all over the world. </li></ul></ul><ul><ul><li>promises contributions to the current literature in the area of online instruction and distance education. </li></ul></ul><ul><ul><li>It uses the SoC instrument, which can measure, over time, a continuum of attitudes an individual may develop during a certain period time. </li></ul></ul>This study hopes to help teachers’ growing understandings of how to support student conversations and reading comprehension. Advantages
  8. 10. comparative study Non Comparative study Compression items <ul><li>both experimental and control groups are not balanced in terms of the number of participants in the present study, </li></ul><ul><li>in the traditional section, the instructor also did PowerPoint presentations; students also accessed/printed the instructor’s chapter notes from WebCT before the class in the present study. </li></ul><ul><li>it did not incorporate the study of other authors and other genres of literature. </li></ul><ul><li>the two groups read two different books. This was a limitation as comparisons across the two groups were challenging. </li></ul>Disadvantages
  9. 11. <ul><li>Non comparative study: </li></ul><ul><li>Title : Examining the experience of reader-response in an on-line environment: a study of a middle school classroom </li></ul><ul><li>Author: Arnold, Jacqualine Marshall </li></ul><ul><li>Degree: Doctor of Philosophy, Ohio State University, Teaching and Learning, 2006. </li></ul><ul><li>Advisor: Patricia L Scharer </li></ul><ul><li>Resource : http://www.ohiolink.edu/etd/view.cgi?acc_num=osu1164637393 </li></ul>

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