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| Assessing Different Methodology in Higher Education on Student Learning |
| Monday, May 29, 2017 |
| 3:00 PM–4:50 PM |
| Convention Center 406/407 |
| Area: EDC/TBA; Domain: Applied Research |
| Chair: Sarah Russell (Sage Graduate School; ASPIRE LLC) |
| Discussant: Dana R. Reinecke (Long Island University Post) |
| CE Instructor: Cheryl J. Davis, M.S. |
| Abstract: Many higher education programs teach courses online, face to face, synchronous, asynchronous and hybrid. Online instruction continues to increase in popularity as noted with over 200 colleges and universities offering online instruction (National Center for Education Statistics, 2014) with at least 120 schools offering full online programs (National Center for Education Statistics, 2012). Convenience and flexibility are key benefits of online learning (Marks, Sibley & Arbaugh, 2005). Online learning eliminates physical barriers to education such as geographic distance, time constraints and household obligations (Hines & Pearl, 2004). There is however, little to no empirical data that investigates the effectiveness of online learning, nor the most effective method of delivery and whether those methods should differ from traditional classroom methods. With such diversity in formats, it is essential to assess what components are most effective for student learning. The multiple modalities allows for variation of instruction across each mode often allowing multiple methods within one course. This symposium will review four different methods of delivering instruction and report on the student learning measures. |
| Instruction Level: Advanced |
| Keyword(s): Higher Education, Methodology comparison, Teaching |
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| The Effects of Using Interactive Video Lectures on Student’s Test Performance |
| CHERYL J. DAVIS (Endicott College/SupervisorABA), Thomas L. Zane (Department of Applied Behavioral Sciences) |
| Abstract: Studies purport that student engagement in online courses demonstrated many students did not access material, handouts or audio-visual lectures (Grow et al., 2010; Reinecke & Finn, 2014). Instructors must be able to determine whether students are utilizing posted lectures, handouts and reading assignments, which becomes more challenging in the online classroom, as instructors cannot judge learning on demand. Students learn best by doing (Skinner, 1968), hence it is imperative that online instruction includes ways to make learning interactive and provide immediate feedback. One such way is to have students actively respond during lectures, such as answering questions or giving examples of a concept. It is unclear if this is interactive component is needed in the online learning environment as teaching techniques and coursework varying in this environment compared to a traditional classroom. The present study evaluated the use of interactive video lectures to determine if student outcomes on posttest improved when actively responding during the posted lecture. Preliminary results show that the method of the video lecture did not significantly impact student performance. Discussion about why this may be the case and other variables responsible for learning will be reviewed. |
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| Evaluation of a Computer Based See/Write Exercise on Quiz Performance in Higher Education Courses |
| CHRISTOPHER J. PERRIN (Georgian Court University), David M. Wilson (Georgian Court University) |
| Abstract: Precision teaching techniques used in higher education often are see/say activities (e.g., SAFMEDS) despite the fact that examinations are usually in a see/write learning channel. Previous researchers (e.g., Cihon, Sturtz, & Eshleman, 2012) have suggested it may be beneficial to conduct practice in the same learning channel as assessment. Use of a see/write exercise delivered by course management software would both match the assessment learning channel and produce a permanent product of studying for instructor evaluation. The current investigation was a preliminary analysis of a) the utility of course management software at delivering a see/write exercise, b) students’ patterns of use, and c) the effects of the see/write exercise on weekly quiz performance. Each week students completed brief timings in the software presented definitions and students typed the appropriate term. The assigned number and distribution of timings varied across conditions. Results indicated that student use tended to meet but not exceed requirements and effect on quiz performance was dependent on both number and distribution of timings. |
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Comparing Engagement Instruction Versus Lecture Instruction in an Undergraduate Classroom |
| Andrea Mazo (Southern Illinois University, Carbondale), WILLIAM ROOT (Southern Illinois University), David Legaspi (Southern Illinois University, Carbondale), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: Several studies have demonstrated that active learning techniques in classrooms are more effective than passive learning techniques. The current literature has several different definitions of what consists of active learning. Bijou (1970) suggests that behavior analysis develop an approach to education that is more scientific and omits the otherwise hypothetical constructs that presently govern educations overall impact on student performance. The purpose of this study is to offer a behavior analytic definition of active learning and passive learning, create terminology that better describes the process, and to compare the effects of engagement versus lecture instruction approaches to teaching. We used an alternating treatments design across participants to demonstrate differentiation in weekly quiz scores between the two types of instructions. We hypothesize that weekly quiz scores will increase during the engagement instruction sessions and that weekly quiz scores will decrease during the lecture instruction sessions. |
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Assessing the Effects of Incorporating Optional Synchronous Video Discussions Into an Asynchronous Online Graduate Course |
| NICOLE M. DAVIS (Northeastern University), Laura L. Dudley (Northeastern University) |
| Abstract: Online graduate programs in applied behavior analysis have grown in recent years. One of the major differences between on-ground and online courses is the nature of class discussions that take place within those courses. Traditional classrooms involve discussions that allow for immediate instructor feedback, provide opportunities for repeated practice, and vocal verbal discussions of concepts. Online courses on the other hand, often rely on discussion boards as a way for students to discuss concepts and demonstrate knowledge. Advantages to the use of discussion boards may include increased responding from students who might not respond in a live discussion, increased opportunity for students to engage in written behavior, and fewer time restrictions for students and instructors. The current study examined the effects of replacing static discussion board requirements with optional synchronous video discussions during target weeks during the semester. Student allocation to discussion board and synchronous video discussion sessions, number of responses per week, performance on assessments, and reported preference were compared. |
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