LINDA CIFELLI DAWN M. DOWD DR. ROXIE JAMES

DR. CLAUDIA KNEZEKBRIDGET LEPORE

DR. MELDA YILDIZ

The Impact of Delivery on Research & Technology

Course Outcomes at Kean University

INTRODUCTION

Undergraduate 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 DESCRIPTION

This course will introduce students to research design and methodology, as well as to disciplinary and interdisciplinary perspectives on the research process. Students will learn how to design and implement a research project appropriate for the discipline of education. Students will learn how to use technology for research and for the communication of research results. Students will also learn how to critically evaluate the validity, reliability, and limitations of research results. Emphasis will be placed on adherence of the university’s standards and academic integrity.

Typical Course Research Assignment: Students must choose a research topic, then search for and locate 12-15 articles on the topic from scholarly or professional journals. Ultimately students will write a 15-page research paper with at least 12 primary references cited using the APA format.

 

BACKGROUND

2007-2012 Strategic Plan Directed Kean to Provide a

Broad 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 (Traditional)

Blended (Hybrid)

Online (Distance Learning)

The use of technology to extend the physical classroom (e.g. incorporating power points, online assessments, and web quests or online discussion forums into the classroom activities)

Technology partly replaces in classroom learning (e.g. initiate a class with lectures and remaining sessions are completed online using synchronous tools such as Blackboard)

Technology replaces face-to-face classroom learning or paper-based distance education (e.g. learning management system for grades, interaction, and content delivery including online tools such as Blackboard, Blogs, Wikis, Skype, and Jing)

METHODOLOGYFranzoni & Assar (2009)

Several hypermedia models were examined but most contained limited dimensions on learning styles

Researchers developed an adaptive taxonomy using Felder & Silverman’s learning styles an adapting them to appropriate electronic media sources

Reliability and Validity of the Learning Styles Instrument had already been documented (2005 & 2007)

Adaptive Teaching Taxonomy was successfully piloted in undergraduate computer courses

LSD

MEDIA

TSAdaptive Teaching Taxonomy

DescriptionAppropriate MethodsMedia Characteristics

Sensitive Intuitive Visual Verbal Active Reflexive Sequential Global0

5

10

15

20

25

30

35

Fall 2010 Research & Tech Learning Styles Pilot Results

OnlineHybridAugmented

Per

cen

tage

Science Majors

TRADITIONAL ADAPTIVE TEACHING STRATEGIES

Teaching Strategies Activities

Games & Simulation Qualitative vs. Quantitative Research Game

Problem 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 STRATEGIES

Media 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

Results

Standardized Course Content

Identification of Student Learning Styles

Adjusted Course Activities

Augmented, 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 Results

Categories Augmented Delivery

Hybrid Delivery

On-line Delivery

Course Grade Point Average

2.76 2.86 3.58

Quality of Instruction Overall Score

4.27 4.12 3.86

STUDY RESULTS

Compare SIRII Overall Evaluation Means for Control and TA Groups

Conduct Comparison of Overall Class Grade Averages for Control and TA Groups

Sensitive Intuitive Visual Verbal Active Reflexive Sequential Global0

5

10

15

20

25

30

35

40

45

Comparison Between Adaptive Learning & Control Groups

AdaptiveControl

Per

cen

tage

STUDY RESULTS

Table 5. T-Test: Two-Sample Assuming Unequal Variances

Control AdaptiveMean 3.339869 3.328476821Variance 0.5463610.488183664Observations 153 151Hypothesized Mean Difference 0Df 301t Stat 0.138113P(T<=t) two-tail 0.890243t Critical two-tail 1.967876

NEXT STEP

Next Step: Continue to Conduct Comparison of Overall Class Grade Averages for Control and AL Groups

QUESTIONS?

Dawn Marie DowdManaging Assistant DirectorGeneral Education Programddowd@kean.edu908-737-0352

Dr. Claudia Knezek (Prin. Investigator)Safety Program Director, Gen. Educationcknezek@kean.edu908-737-0366

Dr. Melda Yildiz (Faculty)Professor, School of Global Education & Innovationmyildiz@kean.edu908-737-7152