Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research
•Download as PPTX, PDF•
0 likes•251 views
Featured extended presentation at the University of Nebraska Innovation in Pedagogy and Technology Symposium 2018 Featured Guest Speaker: Tanya Joosten, University of Wisconsin-Milwaukee (UWM) In redesigning digital education courses, special attention is paid to sound instructional approaches and ensuring practices foster success for all students. In this session attendees will learn how to inform instructional practices based on previous research and conducting rigorous research on their new innovations. https://symposium.nebraska.edu/
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research
Similar to Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research (20)
Recently uploaded
Recently uploaded (20)
Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research
- 1. uwm.edu/DETA DETA-staff@uwm.edu Twitter.com/UWMDETA Facebook.com/UWMDETA #DETAResearch Tanya Joosten, Ph.D., @tjoosten National Research Center for Distance Education and Technological Advancement (DETA Research Center) University of Wisconsin - Milwaukee Fostering quality by identifying and evaluating effective practices through rigorous research
- 3. Background DETA Research Center efforts
- 8. How do we improve our instructional practice?
- 9. Area of investigation guided by research questions •Gather pertinent literature or experiences Formulate hypotheses to be tested • Identify variables and their direction Design study • Develop measures and instrumentation to test hypotheses Conduct the study and analyze results • Collect data and analyze results across institutions Planning
- 10. Desired outcomes Access Learning Effectiveness Satisfaction Instructional Effectiveness http://uwm.edu/deta/desired-outcomes/
- 11. Measureable Outcomes Learning (Assessments) Performance (Grades) Retention (Course and Program Completion) Satisfaction (Course and Program, Student and Instructor) Persistence Course/Program Engagement (can be DV too) Costs Space Enrollments
- 13. Content • OER • Annotated eTexts • Transcription of audio and video • Video lectures • Voice over PPT lectures • Text lectures Interactivity • Class asynchronous discussions • Small group project teams (team-based learning) • Small group asynchronous discussions • Informal discussions • Instructor-student communication Assessment • Feedback • Experiential • Problem-based • Written • Media Identify the intervention
- 14. Quality of course design Learner support Course organization Active learning pedagogy Technological Other interventions
- 15. Multiple Directionality Variables and Measures IV - DV Developing hypotheses
- 16. Hypothesis tested Student success (grade in a course, course completion, and students’ perceptions of learning, performance, and satisfaction) will be increased by students’ perceptions of the instructional characteristics, typically referred to as course quality in instructional design and delivery, of a distance education course (student perceptions of learner support, design and organization, content, interactivity, and assessment and evaluation).
- 17. Area of investigation guided by research questions •Gather pertinent literature Formulate hypotheses to be tested • Identify variables and their direction Design study • Develop measures and instrumentation to test hypotheses Conduct the study and analyze results • Collect data and analyze results across institutions Research models
- 18. Results of Cross-Institutional Online Learning Research
- 19. Instrumentation
- 20. Learner support Design and organization Content design and delivery Instructor interactivity Peer interactivity Assessment Instructional characteristics
- 24. Learner support Design and organization Content design and delivery Instructor interactivity Peer interactivity Assessment Academic performance
- 25. Learner support Design and organization Content design and delivery Instructor interactivity Peer interactivity Assessment Instructional characteristics are key
- 26. Design and organization Instruction interactions with students Learner support Research-driven practice
Editor's Notes
- In redesigning digital education courses, special attention is paid to sound instructional approaches and ensuring practices foster success for all students. In this session attendees will learn how to better provide support to faculty and staff in informing their instructional practices based on previous research and conducting rigorous research on their new innovations.
- Note: Please mention that the research was supported through the DETA Research Center thanks to a FIPSE grant from the U.S. Department of Education.
- The first section will provide background into the DETA grant.
- Develop toolkit Describe why and how it was developed. -National Summit at ELI 2015 Describe contents -Framework, Guides, Survey Instrumentation, Codebook, Other resources (IRB, Data sharing) Describe how many people have downloaded -1000+ downloads in every state of the US and in 25 countries Next slide has toolkit link Caution – do not talk about collecting data until you have given them the toolkit link
- 2. Collecting data Discuss subgrant award/RFP process of 2015-6 Next slide has listing of institutional partners
- We are working with institutions across the country to collect data and conduct various research studies. I will just touch on a couple studies today, but research briefs are available on our website covering other studies that we have supported. Research briefs are available at uwm.edu/deta
- What question do you want answered? Discussion: Who is in the audience? Why are they hear? What questions do they have about instructional practice?
- Backwards design to research The goal is not to create courses for courses sake. It is not to create blended and online courses because we need blended and online courses. Or to help faculty create online courses because we need online courses cause everyone has online courses. The goal is to create courses and programs that have an impact in some way. So, when you create a good course, blended, online, or others, what are you hoping it will do? What impact will it have on students, faculty, programs, or the institution. How do you know “it” worked?
- Formulating a research question Does X influence Y among groups Z? See online department of ed evaluation too;l
- Note: List hypotheses tested including directionality and predictions. Talking points: One can discuss that these hypotheses were developed based on the overarching research questions.
- Consider a plan to launch a research initiative in your unit or at your institution to solve the problem identified in the synchronous activity. Specifically address the following questions: What is your research question/s? What are your hypotheses? What variables will be examined? Define. How will you measure the variable? Who/How will the data be collected? Who/How will the data be analyzed? What tools or support do you need to complete the research? Submit your plan through the provided online form.
- 1.) We wanted to know if instructional characteristics and student outcomes had a significant and positive relationship. Students’ perceptions of a.) learning, b.) satisfaction, and c.) academic performance (instructor reported grade) will be increased by instructional characteristics, specifically a.) learner support, b.) design and organization, c.) content design and delivery, d.) interactivity with instructors, e.) interactivity with peers, and f.) assessment and evaluation. 2.) And, we found out yes, as an entire construct – instructional characteristics positively and significantly influence each outcome variable based on multiple regressions.
- Design and organization Instructor interactivity
- Learner support Design and organization
- Although all items on the instrument and the 6 different areas are important, these three areas are of particular importance. Design and organization Alignment with learning objectives, types of learning objectives, and overall organization of course Instructor Interactions with Students Learner Support Orientation to the course, course policies, directions and expectations, and access to technology and support, and accessibility options 1.) Spend time on the identifying learning objectives, especially learning objectives that are pertinent to real world experiences. 2.) The learning objectives should build upon prior knowledge, facilitate an understanding of fundamental concepts, and develop skills relevant to the real world. 3.) Ensure the activities are aligned with the learning objectives, explicitly. 4.) The tools, media, technology, resources, and instructional materials should support students achievement of the learning objectives and support student learning. 5.) Organization of the course site and associated materials should be clear, chunked, and logical -- easy to read and navigate. The organization of the course and the technology should not be a barrier to learning. 6.) Students responses suggested the implementation of several instructor practices they believe would help them succeed in online/blended courses. Students suggested that instructors of online courses should: 1) provide clear expectations, 2) respond to e-mail in a timely manner, 3) offer feedback, and 4) engage in regular student-instructor interaction, 5) facilitate peer interaction, 7.) The course should be easy – learner support – manage student expectations about their activity, performance, and grading. Make it clear. Other tips --Peer Interaction, spend more time on meaningful learning activities. “Learning activities facilitated and supported learning that was active, encouraging frequent and ongoing engagement with other students.” Sp`end less time on get to know each other activities. --Use OER and focus on providing content within context of the course and the world. They want the course to move beyond textbooks and powerpoints. --Students want clarity or ease of learning, and greater richness of media and tools