SITE 2014 - Applying the ESPRI to K-12 Blended Learning
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SITE 2014 Presentation. Abstract: Blended learning in K-12 classrooms is growing at an enormous rate. While the Educational Success Prediction Instrument (ESPRI) has been used to predict the success of students in online courses, it has yet to be applied to blended courses. This study examined the use of the ESPRI to predict the success of students enrolled in a secondary advanced biology course where the first half of the course was offered in a traditional format and the second half was offered in a blended format. Differences in student performance between the two portions of the course were not statistically significant (p = .35). The ESPRI correctly predicted approximately 88% of the outcomes. Limitations of the study included a small sample size (N = 43) relative to the number of items in the instrument. Additional research should examine the effectiveness of the instrument on students from across the achievement spectrum and not what is considered the ideal online learner.
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Meiosis Lecture
Meiotic cell division involves two rounds of division - meiosis I and meiosis II - to produce haploid gametes from diploid cells for sexual reproduction. During meiosis I, homologous chromosomes pair up and separate, reducing the chromosome number by half. Meiosis II then separates the sister chromatids, resulting in four haploid daughter cells each with a random assortment of one chromosome from each homologous pair. This process ensures genetic variation between offspring by independent assortment and recombination during meiosis I.
The Teddy Bear Project 6230 Siko
The Teddy Bear Project allows students from different schools around the world to exchange teddy bears and have them write diaries from the bear's perspective to learn about each other's cultures. By participating in this project through the online platform iEARN, students can engage in collaborative global projects to develop 21st century skills like digital literacy, collaboration, and innovation while also carrying out a traditional pen pal exchange through guided collaboration and sharing online artifacts of their experience.
PowerPoint for Formative Assessment and Game Design
Slide deck for the following presentations:
Siko, J.P. (2014, February). Using PowerPoint for interactive quizzes and student designed games. Presentation at Mercy Tech Talk, Farmington, MI.
Siko, J.P. (2013, November). Beyond Lectures: Using PowerPoint for Formative Assessment, Interactive Quizzes, and Student Designed Games. Presentation at the Grand Valley State University Regional Math and Science Center 29th Fall Science Update, Grand Rapids, MI.
Siko, J.P. (2013, October). Using PowerPoint for Interactive Quizzes and Student Designed Games. Presentation at the Indiana Computer Educators Conference, Indianapolis, IN.
Siko, J.P. (2013, March). Beyond lectures: Using PowerPoint for formative assessment, interactive quizzes, and student designed games. Presentation at the Michigan Association for Computer Users in Learning Conference, Detroit, MI.
Siko, J.P. (2013, March). Using MS PowerPoint for interactive assessments and game design. Presentation at the Michigan Science Teachers Association Annual Conference, Ypsilanti, MI.
Technology for Feedback and Formative Assessment
This document discusses using technology to provide effective feedback and formative assessment to students. It recommends using tools like PollEverywhere, Twitter chats with hashtags, and Google Forms to collect student responses and feedback in an efficient manner. These tools allow for real-time feedback between teachers and students as well as among students. The timing of feedback is important to improve student performance, so these technologies help educators quickly receive and deliver comments.
Diffusion And Osmosis
Diffusion is the process by which particles spread out from areas of high concentration to low concentration until evenly distributed. Osmosis is a type of diffusion where water molecules move through a semi-permeable membrane from an area of high water concentration to low concentration until levels are equalized. Factors like concentration gradients and membrane permeability determine the rates of diffusion and osmosis.
Genetic transformation
The document summarizes the process of genetic transformation, which involves transferring genes between organisms. It describes the four main stages: 1) obtaining the gene to transfer using restriction enzymes, 2) preparing a vector like a plasmid for the gene, 3) inserting the gene into the vector to create recombinant DNA, and 4) isolating transformed cells that contain the new gene. The goal is to study genes across species since all organisms use the same genetic code, allowing genes to be functionally expressed when transferred.
Punnett squares
A Punnett square is a grid that predicts the possible genotypes of offspring from a genetic cross. It shows all the possible combinations of alleles from the parents. For a genetic cross between plants that are heterozygous (Rr) for flower color, a Punnett square predicts:
- A 25% chance of homozygous dominant (RR) offspring with red flowers
- A 50% chance of heterozygous (Rr) offspring with red flowers
- A 25% chance of homozygous recessive (rr) offspring with white flowers
Since there are twice as many ways to produce heterozygous offspring as either homozygous type, heterozygous offspring are twice as likely. Looking
Percent composition
Percent composition is a calculation that determines the percentage by mass of each element in a compound. It is calculated by taking the mass of one element, dividing it by the total mass of the compound, and multiplying by 100. For example, water (H2O) has a percent composition of 89.9% oxygen because oxygen has a mass of 16.0 grams in water's total mass of 18.0 grams. Percent composition provides information about the elemental makeup of compounds.
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AERA2014-Parent and Student Perceptions of a Blended Learning Experience
AERA2014-Parent and Student Perceptions of a Blended Learning Experience
PowerPoint for Formative Assessment and Game Design
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Blended learning (3)
This document summarizes a presentation about a study examining how blended learning impacted course enrollment patterns for rural students. It introduced a case study of a rural high school that began offering AP science courses through a blended learning model. While this indirectly increased AP enrollments, it did not directly increase access for high-achieving students, who were already marginalized by ability grouping practices. The presentation concluded by calling for shifting the school culture to be more inclusive of rigorous academic programming and examining different blended learning models and instructional grouping strategies.
Higher order cognitive skills
This study examined the effects of using concept mapping on advanced level biology students' lower- and higher-order cognitive skills. Teachers from 8 intact biology classes used concept mapping as an alternative assessment strategy. A total of 156 students participated in the study. Students in the concept mapping groups performed significantly better than the control group on both lower- and higher-order cognitive skills based on a pre-test/post-test. The study found that concept mapping can lead to greater learning gains compared to traditional teaching methods. However, teachers noted that limited time was a challenge to using concept mapping more consistently.
Changing issues, changing questions, changing approaches: An overview of rese...
Changing issues, changing questions, changing approaches: An overview of rese...Centre for Higher Education Development UCT
The presentation will highlight changing demands (from a sharp focus on access to concerns about throughput) and responses related to admission to higher education, and the research underpinning such responses. Beginning in the late 1980s, the paper traces the development of assessment procedures n the ‘dynamic’ testing tradition (responding to the need to test for ‘potential’ and widen access). The paper ends with a discussion of the National Benchmark Tests Project (responding the need to places students in appropriate curricula and improve throughput), focusing on the research and approaches underlying these tests as well as the findings and some implications both for schooling and higher education.
Presented by A/Prof. Nan Yeld & Robert PrinceDeveloping Deep and Authentic Learning in Remote Teaching and Learning during...
This document discusses developing deep and authentic learning in remote teaching during the COVID-19 pandemic. It analyzes student experiences and challenges with the transition to online learning through interviews. Global design principles are proposed to guide instructional design, including creating engaging learning spaces, providing scaffolding and coaching, and encouraging collaboration. An intervention is proposed addressing access issues, reducing isolation, engaging teaching methods, and adopting varied activity types based on learning theories. The goal is to promote continued meaningful learning remotely.
reading intervention Sharon Vaughn Powerpoint.pptx
The document provides information on intensive interventions for students with reading difficulties. It discusses:
1) National Assessment of Educational Progress (NAEP) results showing that in 2011, 68% of fourth graders and 62% of eighth graders with disabilities scored below basic in reading, compared to 29% and 20% of students without disabilities.
2) A synthesis of intensive intervention studies for grades 4-12, finding larger effect sizes for word reading, comprehension, and fluency at the elementary level compared to secondary.
3) A 3-year study of intensive interventions within a response to intervention (RTI) framework for middle school students with reading difficulties, finding the interventions improved reading comprehension and word reading over the
URATA CORRELATES OF VIDEO LESSONS AND ACADEMIC PERFORMANCE OF.pptx
This study examined the impact of video lessons on the academic performance of grade 7 students in Cayetano Arellano High School. A pre-test was administered to 40 students scoring poorly, which found most students scored between 10-20 in English, math, and science. The students were then given video lessons for 3 subjects. A post-test found that in math, 15 students scored 40-50 and 25 scored 20-30. In science, 5 scored 40-50 and 35 scored 20-30. In English, 31 scored 40-50 and 9 scored 20-30. The study concluded that integrating video lessons significantly improved student performance and supported learning, especially for students aspiring to improve or who struggled with materials during
amusan22274
This document summarizes a study on the comparative academic performance of male and female students in technical-related courses at a Nigerian university. The study found that female students generally outperformed male students, with more females achieving first class honors and receiving academic awards. Intelligence quotient, attention to detail, course satisfaction, and learning environment were among the top factors found to influence academic performance. The study developed a model to improve male student performance, identifying factors such as providing basic study materials, improving the learning environment, developing intelligence, simplifying complex curriculums, and avoiding emotional disturbances.
The Use of Two Media of Instruction in Biology: A Quasi-Experimental Study
This paper determined the effectiveness of the two media of instruction, English and Filipino, in selected topics in Biology using quasi-experimental research. Two sections of Grade 8 students were the respondents of this study. The researchers found that the difference in scores of the two groups was statistically significant. Students who were subjected to English as a medium of instruction recorded a significantly higher posttest score than those students who were taught using Filipino. Thus, English as a medium of instruction is more effective in teaching selected topics in Biology.
IMPACT OF REMOTE LEARNING TO THE ACADEMIC PERFORMANCE.pptx
The document discusses a study that aimed to determine the impact of remote learning on the academic performance of senior high school students at Datu Paglas National High School. Specifically, the study sought to understand students' demographic profiles and their perspectives on how remote learning impacted their performance. Surveys were administered to 60 senior high students to gather data on their access to devices, effectiveness of remote learning, time management, and enjoyment of online classes. The results showed that while most students had average views of remote learning, they found it only slightly effective due to challenges like unstable internet and lack of resources. The study concluded remote learning had a negative influence on students' education, and recommended teachers provide more support and materials to help students during online classes.
Linux In Education
The PDF version of a power point project that I put together for an online graduate level education course I took with American Intercontinental University
Comparing between two studies
This document compares two studies on the differences between online and traditional in-person courses. The first study found no significant difference in student grades but found that online students were less satisfied. The second study found statistically significant differences in final grades, failure rates, and course evaluations between the two formats, suggesting online students did not perform as well. However, the document concludes that learning outcomes ultimately depend more on individual student factors than the format alone, and both can provide effective education depending on student needs and learning styles.
Hs cico todd
The High School Behavior Education Program (HS-BEP) is a secondary tier intervention for middle and high school students at risk of school failure. It combines components of PBIS and strategies to increase school retention. The HS-BEP provides a daily 45-minute class that focuses on building organizational skills, supporting homework completion, and coordinating with the Check-In Check-Out program. Data is collected daily and reviewed regularly to monitor student progress and determine if revisions or exiting from the program is needed.
SITE 2014 - Blended Learning From The Perspective of Parents and Students
Siko, J., & Barbour, M. K. (2014, March). Blended learning from the perspective of parents and students. A brief paper presented at the annual conference of the Society for Information Technology and Teacher Education, Jacksonville, FL.
SITE2014-Blended Learning from the Perspective of Parents and Students
SITE2014 presentation
Siko, J.P., & Barbour, M.K. (2014, March). Blended Learning from the Perspective of Parents and Students. Presentation at the Society for Information Technology and Teacher Education Intenational Conference, Jacksonville, FL.
Leadership of learning saibhriu'12
The document discusses factors that influence a child's life chances and well-being such as family, social capital, social class, poverty, resilience, readiness, motivation, and ability. It also examines the influence of school leadership and teaching quality on student learning outcomes. Additionally, it explores using data to improve educational practices and student performance within and across schools.
Excell rti2 tier i instruction workshop
The document provides an overview of Response to Instruction and Intervention (RTI) at the Tier 1 level, including universal screening and initial identification procedures, delivering quality core instruction with differentiated instruction and in-class monitoring, using data to identify professional development needs, and allowing time for teams to plan implementation of RTI at their sites. It discusses research supporting the effectiveness of RTI frameworks and outlines the core principles of multi-tiered systems of support to ensure all students receive high-quality instruction matched to their needs.
CAL09 Access To University Success
A small observational investigation of US students transitioning from secondary to post-secondary education with low-cost supports.
Servaas vd berg
This document summarizes research on the impact of Grade R (reception year) education in South Africa. It finds that while school attendance has increased, learning outcomes remain poor in international assessments. Grade R may help build foundational skills like literacy, but more data is needed due to many confounding factors. The analysis uses a large dataset to estimate Grade R's causal effect on test scores, while controlling for socioeconomic status and other observable factors that could influence both treatment and learning. Overall, the research aims to better understand Grade R's role in improving educational outcomes in South Africa.
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 1 Executi
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 1
Executive Summary
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 2
Comparison of Student Evaluations of Teaching with Online and Paper-Based Administration
John F. Doe
Central Michigan University
Master of Science in Administration
MSA 698: Directed Administrative Portfolio
Dr. Larry F. Ross
September 28, 2020
Author Note
Data collection and preliminary analysis were sponsored by the Office of the Provost and the
Student Assessment of Instruction Task Force. Portions of these findings were presented as a poster at
the 2016 National Institute on the Teaching of Psychology, St. Pete Beach, Florida, United States. We
have no conflicts of interest to disclose. Correspondence concerning this article should be addressed to
Claudia J. Stanny, Center for University Teaching, Learning, and Assessment, University of West Florida,
Building 53, 11000 University Parkway, Pensacola, FL 32514, United States. Email:
[email protected]
mailto:[email protected]
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 3
Table of Contents (optional)
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 4
Comparison of Student Evaluations of Teaching with Online and Paper-Based Administration
Student ratings and evaluations of instruction have a long history as sources of information
about teaching quality (Berk, 2013). Student evaluations of teaching (SETs) often play a significant role in
high-stakes decisions about hiring, promotion, tenure, and teaching awards. As a result, researchers
have examined the psychometric properties of SETs and the possible impact of variables such as race,
gender, age, course difficulty, and grading practices on average student ratings (Griffin et al., 2014;
Nulty, 2008; Spooren et al., 2013). They have also examined how decision-makers evaluate SET scores
(Boysen, 2015a, 2015b; Boysen et al., 2014; Dewar, 2011). In the last 20 years, considerable attention
has been directed toward the consequences of administering SETs online (Morrison, 2011; Stowell et al.,
2012) because low response rates may have implications for how decision-makers should interpret SETs.
Online Administration of Student Evaluations
Administering SETs online creates multiple benefits. Online administration enables instructors to
devote more class time to instruction (vs. administering paper-based forms) and can improve the
integrity of the process. Students who are not pressed for time in class are more likely to reflect on their
answers and write more detailed comments (Morrison, 2011; Stowell et al., 2012; Venette et al., 2010).
Because electronic aggregation of responses bypasses the time-consuming task of transcribing
comments (sometimes written in challenging handwriting), instructors can receive summary data and
verbatim comments shortly after the close of the term instead of weeks or months into the following
term.
Despite ...
Peter Shea: Does Online Learning Inhibit or Support Community College Student...
Peter Shea: Does Online Learning Inhibit or Support Community College Student...Alexandra M. Pickett
Dr. Peter Shea
Does Online Learning Inhibit or Support Community College Student Success?
Using a nationally representative sample (The Beginning Postsecondary Student Survey, BPS 04/09), this study examined the associations between enrollment in credit-bearing distance education courses and degree attainment. We sought to determine whether US students enrolled in online/distance education courses during their first year of study at a community college tend to complete a degree (certificate, associate, or bachelor’s) at significantly lower rates than those who were not enrolled in such courses or programs. Unlike previous researchers, our findings indicated that students who take some of their early courses online or at a distance have a significantly better chance of attaining a community college credential than do their classroom-only counterparts. Implications for policy, practice, and theory related to student attrition, persistence, and success will be discussed.
presentation at the 15th annual SLN SOLsummit 2014 February 26, 2014
http://slnsolsummit2014.edublogs.org Similar to SITE 2014 - Applying the ESPRI to K-12 Blended Learning (20)
Changing issues, changing questions, changing approaches: An overview of rese...
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Developing Deep and Authentic Learning in Remote Teaching and Learning during...
Developing Deep and Authentic Learning in Remote Teaching and Learning during...
reading intervention Sharon Vaughn Powerpoint.pptx
reading intervention Sharon Vaughn Powerpoint.pptx
URATA CORRELATES OF VIDEO LESSONS AND ACADEMIC PERFORMANCE OF.pptx
URATA CORRELATES OF VIDEO LESSONS AND ACADEMIC PERFORMANCE OF.pptx
The Use of Two Media of Instruction in Biology: A Quasi-Experimental Study
The Use of Two Media of Instruction in Biology: A Quasi-Experimental Study
IMPACT OF REMOTE LEARNING TO THE ACADEMIC PERFORMANCE.pptx
IMPACT OF REMOTE LEARNING TO THE ACADEMIC PERFORMANCE.pptx
SITE 2014 - Blended Learning From The Perspective of Parents and Students
SITE 2014 - Blended Learning From The Perspective of Parents and Students
SITE2014-Blended Learning from the Perspective of Parents and Students
SITE2014-Blended Learning from the Perspective of Parents and Students
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 1 Executi
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 1 Executi
Peter Shea: Does Online Learning Inhibit or Support Community College Student...
Peter Shea: Does Online Learning Inhibit or Support Community College Student...
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IT6230 - Generation Unit Summary
This document summarizes and compares several theories about generations and how they relate to technology:
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Using PowerPoint as a game design tool in science education.
This document discusses using PowerPoint games as an educational tool for science learning. It describes how students can create self-contained PowerPoint games to review course content. Prior research on using games had mixed results, with some studies finding no significant differences in student performance compared to traditional reviews. The document outlines a study that found students who reviewed with a homemade PowerPoint game performed better on a chemistry test than those using a worksheet. It also discusses implications and areas for further research.
Energy flow
A food chain is a sequence of organisms where each member feeds on the previous one, transferring energy. A food web shows the complex feeding relationships in an ecosystem. Energy flows from producers to primary, secondary, and tertiary consumers in trophic levels. Light provides initial energy for most communities. Energy is lost at each trophic level and transformations are never 100% efficient, usually being 10-20%. A pyramid of energy shows the decrease in available energy from lower to higher trophic levels. While energy enters ecosystems through light and leaves as heat, nutrients like carbon, nitrogen, and phosphorus must be recycled through decomposition.
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DNA replication follows the semi-conservative model where the double helix unwinds and each strand acts as a template for new partner strands to be synthesized in the 5' to 3' direction using nucleoside triphosphates as building blocks, with the leading strand synthesized continuously and the lagging strand in fragments joined by DNA ligase. Key enzymes involved are helicase, DNA polymerase, primase, and ligase which help unwind and copy DNA, with repair enzymes correcting any mistakes and telomerase addressing incomplete replication at chromosome ends.
Dna sequencing
DNA sequencing involves determining the order of nucleotides in a DNA molecule. It begins with amplifying DNA using PCR to obtain sufficient material for analysis. The DNA is then fragmented and the fragments are separated by size via gel electrophoresis. By determining the distance of each nucleotide type from a known starting point, the full sequence can be reconstructed. Modern sequencing uses fluorescent dyes and detection to rapidly determine the sequence. DNA profiling using these techniques has applications in forensics, parentage testing, and disease research.
Dna
DNA is made up of nucleotides, which are composed of a phosphate, sugar (deoxyribose in DNA), and nitrogenous base. Nucleotides bond together to form a polynucleotide chain. Two polynucleotide chains intertwine to form the iconic DNA double helix structure, with the bases on one strand bonding with the bases on the opposite strand through hydrogen bonds in a specific pairing pattern. The DNA double helix is tightly coiled and packaged into chromosomes, with DNA further condensed around histone proteins to form nucleosomes, allowing the long DNA molecule to fit inside cells.
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Classical genetics
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SITE 2014 - Applying the ESPRI to K-12 Blended Learning
- 1. Applying the ESPRI to K-12 Blended Learning Jason Siko Assistant Professor of Educational Technology Grand Valley State University
- 2. The problem Attrition in online courses Difficult to tell extent, because organizations often do not report the same information Some leave out attrition w/in first few weeks Some eliminate failures or “outliers” Why do students not complete online courses?
- 3. The perfect online learner Barbour & Reeves, 2009 Motivated Independent Supportive family Access to technology and workspace …does this describe all online learners?
- 4. Possible factors influencing success Kim, Park, Cozart (2013) Self-efficacy Reason for taking course (acceleration, credit recovery) Achievement beliefs Vicious cycle when isolation, difficulty, and level of perseverance lead to frustration.
- 5. What about blended? Staker (2011): “…any time a student learns at least in part at a supervised brick- and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace” (p.11) Fastest growing segment of online learning (Watson et al., 2011) Research on K-12 blended learning is lagging behind its exponential growth in several areas (Barbour, Siko, Gross, & Waddell, 2013)
- 6. Educational Success Prediction Instrument (ESPRI) Validated instrument shown to accurately predict success (~pass vs. fail) in an online course Accurately predicted success in ~90% of cases (Roblyer & Marshall, 2003; Roblyer, Davis, Mills, Marshall, and Pape, 2008) in online courses Asks questions in 4 areas Self-efficacy/Technology Use Achievement Beliefs Risk-taking beliefs (in classroom) Organization beliefs http://tinyurl.com/sikoespri
- 7. Research Questions 1. Is there any difference in student performance between the traditional and blended portions of the course? 2. How well does the ESPRI survey accurately predict the performance of students in a blended course?
- 8. Setting AY2011-2012 Large, suburban, Midwestern high school (~1800 students in grades 10-12) Culturally homogenous; however, diverse with respect to SES Course: International Baccalaureate Biology – Higher Level (IB Bio-HL) 43 students, grade 11 1st half of course – Face-to-face 2nd half of course - blended
- 9. Methods RQ1: Compare grades for F2F and blended semesters Paired t-test RQ2: Administer ESPRI at beginning of blended semester Use end-of-semester grades, pass/fail (70% cutoff) Multiple discriminant analysis Wilks’ lambda and Press’s Q to test for validity of results
- 10. RQ1 Not significantly different, t(42) = 0.95; p = .35. Different content covered; may not be equal in difficulty
- 11. RQ2 Overall, predicted 38/43 cases (~88%) Concerns: Low sample size (20:1 ratio of cases:factors) Wilks’ lambda was not statistically significant However, Press’s Q statistic was statistically significant
- 12. Further directions Larger studies using ESPRI in blended learning situations Develop methods of providing targeted support to students who score low in certain areas of ESPRI Authors of previous studies involving ESPRI recommend NOT using instrument as a selection tool for online courses; rather, use it to provide supports Need for systematic study of student performance where students have low scores on ESPRI and were provided support
- 13. Questions? Thanks for coming! Jason Siko Assistant Professor of Educational Technology Grand Valley State University Grand Rapids, MI sikojp@gmail.com / sikoj@gvsu.edu http://jasonsiko.com @jasonsiko