A Decade of Research on Internet Enhanced Education
A Decade of Research on Internet Enhanced Education D.A.Kashy, M. Thoennessen, G. Albertelli, & E. Kashy Supported by : Alfred P. Sloan Foundation Andrew W. Mellon Foundation Michigan State University National Superconducting Cyclotron Laboratory National Science Foundation Project Timeline 1992: Initial implementation of the CAPA System Using Telnet, printed individualized assignments, quizzes and exams. 1995: Web implementation for students.
1995-1999: Sloan Foundation support (ALN implementation in large on-campus courses) 1999-2002: Mellon Foundation support (MSU/TAMU; Cost and educational effectiveness) CAPA Open Source 1999: Initiation of CAPA & LectureOnLine collaboration into an open source, experimental version of a content & course management system (LON-CAPA) 2000-2005: NSF Information Technology grant for research with the experimental LON-CAPA system Concerns in Large Lecture Classes
Impersonal nature of instruction Large differences in student preparation Achieving and maintaining high standards Large human resources required for grading and assessment Timely recognition of students problems and difficulties Copying assignments - cheating on exams Computer-Assisted Personalized Approach Individualized homework, quizzes, exams, and supplementary exercises Problems can be numerical or conceptual in
nature Facilitates communication among students and between students and teaching staff Automatic grading and record keeping Online statistical analysis and feedback for both the instructor and student Research Topics Encountered 1. 2. 3. 4. 5. 6. 7.
8. 9. 10. Student evaluations of the technology Educational effectiveness in Physics Gender differences in Physics Educational outcomes in Statistics for Psychology Student feedback and system development Students teaching students Teaching chemistry Cost effectiveness of technology in education Effectiveness of individualized interactive content Educational impact of Web-facilitated cheating
1. Typical results examining student evaluations of CAPA Evaluations of CAPA by students in Physics for Scientists and Engineers CAPA as Tool for Learning/Understanding Fall -Traditional Spring - Technology Question: If I had a choice between the CAPA scheme as used in PHY184 and the recitation scheme used in PHY183, I would be: Number of Students 120 100
80 Phy184 Spring 95 N=156 Birge, Cowen A - Strongly in favor of recitations B - Moderately in favor of recitations C - Indifferent D - Moderately in favor of CAPA E - Strongly in favor of CAPA 60 40
20 0 A B C D E Fall Technology Spring - Traditional Did the different methods affect your learning/understanding of physics?
Grade distributions for male and female students for a twosemester course (Phy231 and Phy232). Phy231 was taught the traditional way and in Phy232 CAPA was used. 35 Male Phy231
30 Phy232 25 20 15 10 5 0 0.0 %
35 1.0 1.5 2.0 2.5 3.0 4.0 Female
Phy231 30 3.5 Phy232 25 20 15 10 5 0
0.0 1.0 1.5 2.0 2.5 Grade 3.0
3.5 4.0 (Female - Male)/Male % Relative difference between female and male performance on exams in Introductory Physics for Scientists and Engineers 5 Exam1 Exam2
Exam3 Final 0 -5 -10 -15 -20 1999 2000 Educational outcomes in Statistics
for Psychology Do students need to be computer savvy to succeed? Measured Computer Self-efficacy on the first day of classes Correlation w/Computer Self-efficacy Final Exam Homework Quizzes -.16 n.s. -.02 n.s.
-.02 n.s. Additional educational outcomes Similar to results found in Physics The vast majority of students achieve very high grades on the homework (e.g., 60% of students are above 90%) Performance on homework predicts success on midterm and final exams Class attendance is generally high (above 75%) and correlates positively with performance Student and faculty feedback: Impact on system development Example: Printing
Printing for On-the-Web-Only Homework Do you print your homework questions? 43% All each week 22% Some each week Rarely 10%
0 N = 326 25% Never 20 40 60 80
100 Number of Responses B. Alex Brown, private communication, Physics 231, Fall 1998 120 140 Web-Only Assignments e-mails: For = 1 Against = 88 PHY183, Fall 98. Harder to work in front of screen 56%
43% Printed HW more accessible Trouble to print, quality of printing 27% Web access required Work on-line too long 18% 11% Paid for it 7%
N= 88 Printed HW is a reminder4% 4% Computer Access Problems Prefer printed copy- No reason 4% 0 10
20 30 40 50 Number of Responses Class Poll, Web-Only Assignment (1 week): For = 6 Against = 420 Students teaching students
Cost Effective Use of Undergraduates as Teaching Assistants Members of the Honor College An H (next to grade) must be earned for a minimum number of some courses Get badges to wear in PLC The H implies additional achievement in the course Used in Phy183 course: Students Teaching Students Agree to have Assignments done 2 or 3 days ahead of deadline. Write an exit essay on experience Undergraduate T.A.s - I
The teaching was good experience and I felt that through teaching, I learned the material better myself. I thought the way the honors option was set up was great because not only was I helping other students I was also helping my self study and learn the material better. I think, we were, in a way, more approachable than the TA's I thought it was a good thing to do as an honors option because it not only helped me but others also. Undergraduate T.A.s - II After working in the PLC, I truly believe that there is no higher form of learning and understanding than
teaching someone else. For some time, Ive been considering teaching as a career, and this has strengthened the inclination. I learned that everyone learns things differently, some need pictures and diagrams, others need equations and examples. I remember a study that said, you learn 40% of what you hear, 50% of what you read, and 90% of what yu teach. Helping other students has enabled me to help myself in this physics class. Undergraduate T.A.s - III GRADE DISTRIBUTIONS %
25 N = 1537 1992-1994 N = 1435 1996-1998 20 15 10 5
with Guy Ashkenazi, Hebrew University, Jerusalem Ongoing investigation with 400 chemistry students Comparison of sections taught using traditional methods including in-lecture numerical exercises lectures cover only concepts Results on examination performance: Numerical problems equivalent Significantly higher performance on questions involving concepts for Concept-only lecture sections
8. Cost effectiveness of technology in education Cost Effectiveness Conclusions ALN technology can reduce costs when faculty and staff are involved in grading and record keeping (repetitive, time consuming tasks. Staff reduced by ~30%) Broader impact of technology: improving the students educational experience while maintaining current costs. TAMU study of Psychology Statistics indicated that although larger classes are more cost effective, technology did not make an equal substitute for much smaller class sections. Cost savings are most likely to be in disciplines for which large content libraries have been developed Without such
libraries, however, a considerable initial investment of faculty and teaching assistant time is necessary. 9. Effectiveness of individualized interactive content CAPA PROBLEM TYPES
Numerical problems where each student gets randomly assigned values for the variables Select all the correct statements from a list of statements Assign a conclusion to each statement of a list Identify features in a diagram, with both the labels and the list of features randomized Problems that require a graphical solution Rank items based on quantitative or qualitative measure Problems with an answer consisting of several parts (and) Problems with more than one correct answer (or)
Subjective essays, read and evaluated by instructor with key-words highlighted by the computer Problems with expressions as answers where students enter symbolic formulas Individualized applets as basis of interactive questions Sound and speech as the medium for the questions Mathematics Numerical (Typical Algorithmic) Randomly Labeled Numerical (Student 1) Conceptual Textual: Principe DArchimde [2pt] Un pcheur et sa jeune nice sont en bateau sur un petit tang. Ils portent
l'un et l'autre un gilet de sauvetage. La nice tient la ficelle d'un gros ballon rempli d'hlium qui flotte au-dessus du bateau. Examinez sparment chacune des situations prsentes ci-dessous et indiquez si le niveau d'eau de l'tang: M Monte, B - Baisse, R- Reste le mme, I- Indetermin. (Si dans le premier cas le niveau monte, baisse dans le second cas, et que le rsultat est indetermi pour les autres cas, tapez: MBIIII) A) Le pcheur remplit un verre avec de l'eau de l'tang et le boit. B) Le pcheur jette l'ancre et la laisse pendre verticalement un pied audessus du fond de l'tang. C) Le pcheur se jette lui-mme l'eau et flotte sur le dos. D) La nice fait clater le ballon. E) La nice tombe l'eau, lche la ficelle du ballon qui s'envole. F) Le pcheur renverse par-dessus bord la boite de pche qui coule au fond de l'tang. Conceptual:
Functions Graphed + Random Labels Conceptual: Physical Situation Illustrated + Random Labeling + Random
Order + Textual Variation Applet: Text Applet: Initial and Final Action Frames Covariates included ACT, College GPA, Initial Physics
knowledge (Force Concepts Inventory), and number of absences Interactive Applet Impact Interactive Exercises with Network Technology Goals achieved 1. Increased time-on-task 2. Timely feedback (to both students and instructors) 3. More positive collaboration among students and between students and instructors 4.A greater ability to achieve and maintain high standards
10. Educational impact of Web-facilitated cheating Some Students Response: Defeating the system is the challenge Overall student acceptance very good Helps students who are willing to learn Unfortunately there are students who want to beat the system Make cheating more difficult than actually learning the material Instructor Response: More
Final Exam -0.348 0.147 0.129 3rd Party Monitored (looking) -0.109
Instructor Response: Even More Randomization the next step ? Why stop at posting the equation? Solve the individual problems for the students Commercial/charge them... CAPA.solutions.com Sure Enough Excel spreadsheets! Prob # Measurement
1 Side Current B 2 Length F(1) F(2) B 4d i B(loop) B(wire) Total 5L W d
I(2) Force I(1) Quanitity Conversions Units 3.43 0.0343 T Note: 1.2 1.39942E-05 -1.39942E-05 1.41 0.0141
Note: 1.18708E-07 N 5.93538E-08 -5.93538E-08 16.34 0.01634 T Note: 20 0.02 1.53811E-06 4.89596E-07 1.04852E-06 24 0.24 A
Note: 16.7 0.167 11.5 0.115 11.3 0.00000408 1.4607334 My box was like this - + + + Try one of these This was done for top right x componen Wire Clockwise, Current Right
I2 Down, I1 CCW More Individualized Graphics Version I P N O Version II
N P O What to do? Have very large databases of problems Design to make cheating more difficult than doing the work Should we be trying to protect the students from cheating themselves and/or their parents?
Misc. Costs and Benefits of IT in Education: Can be more efficient but also more demanding on the teaching staff. Enhanced learning environment for most students. Far more comprehensive and timely information about student performances and problems What Next? With LON-CAPA what we have been doing is now much easier many other ideas possible For More Info www.loncapa.org
Informational Conference January 17/18 2003 Truckee Meadows Community College Reno, Neveda
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