Comparative and non-comparative evaluation in educational technology
-
Upload
sara-al-thihli -
Category
Education
-
view
1.514 -
download
0
description
Transcript of Comparative and non-comparative evaluation in educational technology
(Impact of Online Instruction on Teachers’ Learning And Attitudes toward Technology
Integration)
By:
Yuliang LIU, Ph.DSouthern Illinois University
USA2005
Compression items
Non Comparative
study
comparative study
Type of the study
Non Comparative studyLearners perception and
performance, comparative study…
the purpose
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 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 problem of the study
this study looks to articulate the
various ways that these response
environments are utilized by the
students and teachers.
This syudy seeks to examine the
potintial impacts of online
instruction on teacher’s learning and
attitude toward Technology
Integration
Compression items
Non Comparative
study
comparative study
Research Questions
•In what ways does the teacher
facilitate student responses?
•How do the students respond to
texts and to each other?
•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?
Participants
•Fifth-grade students and their
teacher
The Students:
The classroom had a total of 20
participants
The Teacher:
Mr. Tyler Springs, the teacher of the
class, was also a participant engaged
in the study
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)
Compression items
Non Comparative
study
comparative study
Instruments
1. Observation: observed in both
face-to-face group conversations
and in an on-line threaded
discussion environment
2. Conversations and Interviews:
with the teacher, ( informal )
3. 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.
)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.
Compression items
Non Comparative
study
comparative study
instruments• Document Analysis: Hand-
written documents created by the
students during class.
◦ Pre-test: administered in
paper-and pencil format
in both sections to
measure the initial state
of K-12 teachers’
attitudes.
◦ 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
Compression items
Non Comparative
study
comparative study
The results.
1. 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.
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
1. Results indicate that online
instruction can be a viable
alternative and can be as
important as traditional
instruction for higher education.
2. Online instruction significantly
promoted online learner’s
concern only in personal stage.
3. No significant differences were
found in other six stages of SoC
questionnaire between the two
groups.
4. No significant differences were
found in students’ final course
grades between two groups.
Compression items
Non Comparative study
comparative study
Advantages
This study hopes to help teachers’
growing understandings of how to
support student conversations and
reading comprehension.
◦ 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.
◦ promises contributions to the
current literature in the area of
online instruction and distance
education.
◦ It uses the SoC instrument,
which can measure, over time, a
continuum of attitudes an
individual may develop during a
certain period time.
Compressio
n items
Non
Comparative
study
comparative
study
Disadvantage
s
1. it did not incorporate the
study of other authors and
other genres of literature.
2. the two groups read two
different books. This was a
limitation as comparisons
across the two groups were
challenging.
1. both experimental and control
groups are not balanced in
terms of the number of
participants in the present
study,
2. 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.
Non comparative study:Title : Examining the experience of reader-response in an on-line
environment: a study of a middle school classroomAuthor: Arnold, Jacqualine Marshall Degree: Doctor of Philosophy, Ohio State University, Teaching and Learning,
2006. Advisor: Patricia L ScharerResource : http://www.ohiolink.edu/etd/view.cgi?acc_num=osu1164637393