Outcomes of Educational Technology
Find, read, and post to the blog a discussion of 2 articles on college-level student outcomes. Blog about the articles in sufficient detail to encourage your peers to locate and read the articles for themselves. Blog a reaction/response to the theories posted by your peers and how you plan on using this information as a nursing faculty member. Include links to the articles.
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ReplyDeleteUnit 5 – Outcomes of Educational Technology by Janine Kelley
ReplyDeleteArticle 1
In a research article by Zincir, Rana, Basarici, and Balta (2014) entitled Analysis of e-Learning Outcomes at Higher Education: A Case Study a study was undertaken to look at the outcomes for an e-learning system implemented at Yasar University in Izmir, Turkey. The study evaluated the learning outcomes for students being enrolled into what they refer to as Yasar University e-learning system (YES). It began with a need to implement classes that could be rolled out to all of their students into seven (7) fundamental courses deemed necessary to ensure their students were satisfying the aim of the university to educate and graduate students with a professional attitude that accepts responsibility and with a beneficent attitude toward their environments. The on-line courses were designed specifically to make students responsible for their learning with less percentage going towards testing and a greater degree of grading attributable to participation in the e-learning environment. The results showed poor grades for the first year after implementation but after including a stronger orientation for classes thereafter the grades exponentially increased. This was an interesting article that shows implementation with thorough orientation to the courses that stress the grading criteria and objectives can promote success in achieving learning outcomes for students.
Reference:
Zincir, I., Rana, T. A., Basarici, S., & Balta, S. (2014). Analysis of e-learning outcomes at higher education: A case study. Proceedings of the European Conference on E-Learning, 599-604.
Article 2
In an article by Rowe and Rafferty (2013), a systematic review was done to look at student learning outcomes for e-learning courses associated with self-regulated learning (SRL). The review discusses numerous studies that have been launched to investigate the effects of SRL in the e-learning environment. In all of the studies named, the overall consensus is clear that students involved in self-regulated on-line e-learning programs are more successful when instructors provide self-regulation prompts throughout the course material. The processes and stages of SRL are outlined in the article. There are four stages of SRL (1-4), and four processes (5-8) named respectively as: 1) planning and goal setting; 2) self-monitoring; 3) controlling; 4) reflecting; 5) cognition; 6) motivation, 7) behavior; and 8) context. The progression through the process is similar to what one might see with Bloom’s taxonomy. The recommendation calls for on-line educators to design courses that utilize SRL as the research points to greater outcomes for student comprehension and successful transfer of knowledge and skills. Also, included are design instruction suggestions that instructors can utilize when planning and implementing e-learning instruction.
Reference:
Rowe, F. A., and Rafferty, J. A. (2013). Instructional design interventions for supporting self-regulated learning: Enhancing academic outcomes in postsecondary e-learning environments. Merlot Journal of Online Learning and Teaching, 9(4).
Links:
https://files.acrobat.com/a/preview/795de644-0cc2-4214-acb1-509bd6342f36
https://files.acrobat.com/a/preview/6f663c49-abb5-4cb8-8330-47ba93d3a470
Article 1
DeleteThis article is interesting reading. I was impressed by the fact that there were 4000 students in the study. I am not sure how they connected beneficence in with e-learning, but being responsible and hard-working definitely would be traits that would be strengthened through this process. Making students responsible for their own learning enhances their ability to be independent, self-motivated learners. Apparently grades went down at the beginning, but with increased orientation the students were able to recover and excel in courses.
Reference:
Zincir, I., Rana, T. A., Basarici, S., & Balta, S. (2014). Analysis of e-learning outcomes at higher education: A case study. Proceedings of the European Conference on E-Learning, 599-604.
Article 2
Rowe and Rafferty (2013) report that e-learning requires significantly more self-regulation than face-to-face learning. With increased focus and effort by the student, it is logical that the outcome would be increased as well. The self-regulating processes, including planning and goal setting, self-monitoring, controlling, and reflecting, allow the student to be in control of their own learning. The most important point made by the authors is that students’ educational performance when in e-learning courses is significantly higher than when in face-to face courses.
Reference:
Rowe, F. A., and Rafferty, J. A. (2013). Instructional design interventions for supporting self-regulated learning: Enhancing academic outcomes in postsecondary e-learning environments. Merlot Journal of Online Learning and Teaching, 9(4).
After reading these two articles, I am determined to utilize the e-learning concepts in a course that I will be teaching in the spring. There will be modules developed that the student must complete on their own with quizzes to measure learning outcomes of the modules.
This comment has been removed by the author.
DeleteResponse to Janine’s Article #1. Beckie Yarger
DeleteIn this article, the author describes an e-learning system that aimed to make students responsible for their own education. The classes were designed in order that less of their grade was applied toward test results and a larger amount of their grade was dependent on participation.
I can see how some students could achieve great scores without much participation while others could actively participate and still do poorly on exams. The instructors noted that when students were properly oriented to the program, the grades greatly improved.
Students who are responsible for their own education learn many life lessons that can be applied later in life. It would seem to me that the most important lesson would be self-motivation. Motivation is important is all aspects of life, but mostly in the workplace. Those employees who are self-motivated and desire to achieve are the employees that move ‘up in the world’.
I would like to read more about this program because I believe it could be applied to nursing students who study online or in the classroom.
I totally agree that there has to be good orientation to an online or e learning program to ensure success of the students. I know that I have had many students wanting to enroll in online courses in their prerequisite choosings. I have spoken to them regarding the need for them to be very focused and disciplined if they wanted to take online courses. They always assure me that they are more than able to succeed in the courses. Frequently, they return later in the semester or the next semester for enrollment and either want to drop the online course or do not want to take another one, saying they were not able to function well in an online setting. Is it because they weren't focused and dedicated enough, or were they not properly oriented to the course? Good questions to consider I think.
DeleteHi Janine,
DeleteI really enjoyed reading your post. The concept of self-regulated learning hooked me. So, I’d like to share some pieces with you about it. Self-regulated learning (SRL) has come into sight as a principal predictor of academic success and motivation of students (Banarjee & Kumar, 2014). Self-regulated learning denotes one’s capability to comprehend and control appropriately his or her own learning environment. SRL is also deemed as a kind of learning, in which the learner places goals and plans prior to starting learning; observes and adjusts his/her cognition, motivation and behavior throughout the learning process and subsequently manifests on his/her learning process and outcomes (Zimmerman, 2002). Pintrich (2000) illustrated SRL as an active, determined constructive process through which a learner determines goal, observers his learning and rules his motivation, behavior and cognition. Zimmerman (2008) considered SRL as a proactive process instead of a reactive happening that occurs to students owing to external forces like teaching.
For nursing education, effective clinical reasoning can be realized as the cognitive and metacognitive portions of critical and reflective thinking in nursing practice are advanced. Single-minded interest with critical thinking without interest to the effect of reflection, or single-minded attention to reflection without attention to the effect of critical thinking undermines the intricacy that should be incorporated so as to clarify and comprehend the thinking processes involved. Self-regulated learning theory proposes that the advancement of reflective clinical reasoning skills needs concurrent attention to each of the cognitive and metacognitive dimensions of reasoning in nursing care contexts (Kuiper 1999, 2002a).
Banarjee, P., & Kumar, K. (2014). A Study on Self-Regulated Learning and Academic Achievement among the Science Graduate Students. International Journal of Multidisciplinary Approach & Studies, 1(6), 329-342.
Kuiper R.A. (1999). The Effect of Prompted Self-Regulated Learning Strategies in a Clinical Nursing Preceptorship. Doctoral Dissertation, University of South Carolina, Columbia. Dissertation Abstracts International 9 928 324.
Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M.
Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), pp. 166-183.
There is a lot of research being done on self-regulated learning (SRL). However, as you reported, the outcomes of SRL are mixed. Students are not familiar with the ideas and lack the skills necessary to regulate their learning. IMO....Much of the work in the PhD program here is based on SRL. We provide you with the objectives, directions and tasks needed to complete each course successfully. Imagine your younger selves trying to do this type of course work. I can see why students may be less successful. This would be a great research project to see if age and what other factors might influence students ability to be self regulated learners.
DeleteGood point Dr. Frutchey and I agree that this topic would be a great research project.
DeleteArticle # 1
ReplyDeleteQureshi and Ullah (2014) provide a plethora of studies supporting student learning outcomes are influenced by the learning environment, student-teacher relationships, and student approach to learning. Each of these variables influences the others.
The learning environment includes the curriculum, teaching methods, outcome assessments, and relationships. Each component may be perceived differently between student-to-student and faculty-to-student. The learning environment paves the way for the students’ approach to learning. When a student has a positive perception of their learning environment they typically have better learning outcomes than those students that view the same environment as negative.
Qureshi and Ullah (2014) introduce two learning approaches used by students. They posit that the quality of the learning outcomes is determined by the learning approach that a student utilizes. The first and most effective approach is the deep approach. This is the approach that students commit to understand and form new knowledge from the new information. Students are active learners in this context. The second is the surface approach. This is memorizing and the student is a passive learner in this approach. Surface learned material is temporary and “dumped” after an exam. Deep learning is committed to memory and able to be recalled when needed.
Student-teacher relationships are a strong influence on the learning approach a student adopts. If there is a positive reciprocal connection between the student and the teacher, the student will likely use a deep learning approach and have positive learning outcomes. Less desirable relationships promote surface approaches and lead to poor learning outcomes. The same student may use different learning approaches in different classes based on the student-teacher relationship.
How do your students perceive the learning environment you have created? Is there a positive connection between you and your students? An assessment of your classes, focusing on these three elements may reveal information that could potentially increase the success of your students.
Qureshi, S., & Ullah, R. (2014). Learning experiences of higher education students: Approaches to learning as measures of quality of learning outcomes. Bulletin of Education and Research, 36(1), 79-100.
Staci, interesting article that blends the students learning approach along with the relationship of the student and teacher. It makes sense that different learning approaches on part of the student can ultimately impact learning as well as the approach of the teacher. Active learning where students can practice and apply what they are being taught instead of memorization is something that nursing instructors can identify with as students begin to practice what they've been taught.
DeleteThis comment has been removed by the author.
DeleteUnit 5 – Article 1 by Staci Swim
DeleteBeckie Yarger
I was interested in the ‘DEEP’ and ‘SURFACE’ approaches to learning. In nursing school, I simply memorized lab reports and such data in order to pass a test (surface learning). As this article points out…after the test, that knowledge was dumped.
After nursing school, I used those lab values for the assessment of my patients. That was an example of ‘deep’ learning. When those lab values were actually put into use, they became real knowledge.
Maybe we instructors could learn a lesson here and have students actually use some of the material they are to learn, rather than simply having a student memorize data. I cannot tell you how many times an instructor has said to me, “You need to know this for the test”.
I hope I can find ways to help my students deeply learn rather than simply memorize for a test. I want to do a better job of helping then really learn. When we really TEACH, the students will learn through the deep method and that gives them the ability to recall important information at a later time and in different situations – rather than simply on a test.
Becky,
DeleteYou make some very important points related to the "deep" learning. It is the experiential learning and situated cognition (practicum) where much of the "deep" learning occurs in my humble opinion. I believe the more we can incorporate active learning as mentioned in the article with the facts the students are being taught the greater the recall will be later. Constructivism which incorporates behavioral and cognitive learning theory is a construct behind a lot of e-learning experiences. Also, within the concept is the situated cognition and active learning theory which helps the students to far transfer information which is same concept of "deep" learning mentioned in the article and often the term used in e-learning. Students can do some of this by utilizing the R2D2 (read, reflect, do, and display) artifacts of on-line learning from the multi-media learning theory which is what we are doing when we do these discussion boards (Bonk and Zhang, 2008). The same concept can be applied to other forms of multi-media learning including problem-based learning where case studies are used or simulation is used for learning. I believe the potential is there to really reach our students through utilizing these theories and e-learning principles especially because the younger generations are very engaged in technology.
Bonk, C. J., & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco, CA: Jossey-Bass.
I think that having our students participate in clinical experiences and also simulation exercises helps to move things that may be surface learning into deep learning. This is what I am focusing on for my dissertation. Offering simulation that covers the material that the students learned in class will move that material into the deep learning area- they have now used the information that they heard and read about, making it real. This is why we are able to witness those AhHa moments at the clinical setting. Izenberg (2015) discusses using the eight second lecture and how short bursts of information helps students learn. Utilizing this type of lecture along with simulation or other types of active learning will help to make the information into deep learning area.
DeleteIzenberg, I. (2015). The eight-minute lecture keeps students engaged. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/instructional-design/the-eight-minute-lecture-keeps-students-engaged/
Article # 2
ReplyDeleteStudent learning outcomes, according to Duque (2014), are part of a multi-dimensional process that is influenced by student satisfaction, perceived learning outcomes, and drop out intensions. Student outcomes are directly related to university marketing campaigns. Prospective students, stakeholders, and community members are interested in student learning outcomes as they compare one university to another. Duque (2014) explains the importance of student satisfaction, drop-out intentions, and student co-creation as they relate to student learning outcomes.
Student satisfaction included the student’s perception of faculty preparedness, faculty’s ability to make class interesting, faculty expertise on subjects taught, as well as, student-faculty relationships. Moreover, support services and service quality weigh heavily on student satisfaction. Use and availability of technology around campus and in the classroom was a positive indicator of student satisfaction.
Student drop-out intentions are found to be related to the educational environment, social factors, and student involvement. These elements help describe the student’s overall university experience. When the student’s experience is positive the learning outcomes are found to be positive and drop-out intentions decrease.
Student co-creation is defined as the student’s participation in their own learning experience. They are active learners. This also addresses student involvement in the university community, such as, student organizations, study groups, sporting events, and other campus sponsored events. When there is an inclusionary environment and students engage within the university, learning outcomes increase.
Although each element is addressed individually, each one affects the entire university experience. The learning environment will set the stage for the learning outcomes.
Duque, L. C. (2014). A framework for analyzing higher education performance: Students’ satisfaction, perceived learning outcomes, and dropout intentions. Total Quality Management, 25(1), 1-21. doi: 10.1080/14783363.2013.807677
Article 1 - Why technology will never fix education
ReplyDeleteToyama (2015) explored the use of computers, cell phones, and other technologies to increase learning for students in India and the United States. He posits that technology enhances education for those that are already performing at a satisfactory level and does not improve education for unsatisfactory performers. Toyama (2015) reported the increased use of technology was impacted by the limited abilities of administration, teachers, and parents. Technology alone did not enhance learning. Having free courses available on-line does not equate to a more educated population. Incentive is the core to completion. Students must be motivated to learn. The motivation can come from many sources, such as an employer or
teacher. Students with historically less education success will find learning more difficult than more successful students.
Toyama, K. (2015). Why technology will never fix education. Chronicle of Higher Education, 61(37), 4.
Link: http://chronicle.com/article/Why-Technology-Will-Never-Fix/230185/
Sheri,
DeleteI have seen many instances where technology has become an obstacle that is unmovable in a person's mindset. Nurses have left the profession because of their fear of technology. I agree with you that technology will not increase learning for everyone. A person has to be willing to be taught, if that will is not there, learning will not take place.
Sheri
DeleteI agree with this article. Technology cannot stand alone to achieve learning outcomes. Educators play an important role as facilitators to design learning activities, introduce course instructions, motivate students to engage course, give feedbacks, and evaluate the success of learning. Although, technology provides resources for self-directed learning outside classrooms, nursing students still need the instructors to guide and advise them (Bonnel & Smith, 2010). For instance, clinical nursing procedures are necessary skills which nursing students need individual advised and feedbacks for their practicing.
Bonnel, W. E. & Smith, K. V. (2010). Teaching Technologies in Nursing and the Health Professions: Beyond Simulation and Online Course. New York: Springer.
Article 2- Blended learning in higher education: Students’ perception and their relation to outcomes The use of blended learning (face to face and e-learning) impacts student dropout rates, exam scores, and final grades. This article discusses a study of 985 students at a university in Spain. Students participated in multiple e-learning, individual, and group activities for one academic year. They were also involved in teacher-led discussions and meetings. The study reports reduced dropout rates, increased exam scores, and increased final grades in students
ReplyDeleteparticipating in the blended learning experience. Students expressed feeling as though the course was useful, the student was inspired to learn, and satisfied with the course. Blended learning enhances student understanding of course material. Study results suggest improvement of the blended learning program by including problem-based learning such as simulation and case-study modules.
Lopez-Perez, M. V., Perez-Lopez, M. C., & Rodriguez-Ariza, L. (2010). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56, 818-826.
Link: http://www.researchgate.net/publication/222191036_Blended_learning_in_higher_education_Students_perceptions_and_their_relation_to_outcomes
Sheri,
DeleteI really enjoyed this article discussing the topics of blended learning in the classroom setting. I am a firm believer that in order to provide the best educational experience, instructors should appeal to many different facets of learning. The oncoming technological age has created many different ways to educate students aside from more traditional teaching constraints. It is easy to repeatedly use teaching methods that the instructor is more familiar with, however, this may not be the most beneficial way for students to learn. I also believe that teacher student interaction is still very important. Online courses have a discussion section that attempts to replicate the atmosphere of a traditional classroom, but this method falls short of that interaction. It will be interesting to see where technology takes learning methods in the near future. Great post.
Article 1 –
ReplyDeleteBeckie Yarger
In 2013, Carol Twigg authored an interesting article regarding a program from 2009 by the National Center for Academic Transformation (NCAT). The program, Changing the Equation, was a three-year program financed by the Bill & Melinda Gates Foundation.
The goal was to bring about an improvement in student learning and lower the educational costs. The main focus was on a redesigned math curriculum when it was identified that many college students were weak in mathematics. Because math is a college course requirement, remedial classes were often necessary for students entering college who had a weak mathematics background. At times, math weaknesses resulted in a slowing down of or a total failure to progress academically (Twigg, 2013).
Thirty-eight community colleges were chosen to participate in the program that was aimed to remodel mathematics instruction, improve student learning, and reduce the overall cost of college. Thirty-two of the institutions successfully followed the guidelines of the program. Six schools were unable to meet the protocol and withdrew before completion (Twigg, 2013).
NCAT recommendations required lab participation, points for students who took part, well established protocol with clear expectations. Student progress was monitored and an intervention took place whenever it was confirmed that deadlines were not being met (Twigg, 2013).
This article was VERY intriguing. The tools and methods used in this program had been identified and described by the NCAT over a ten-year effort to redesign mathematics course instruction. Some of the tenets of the program required that:
Classes be held in a computer/lab classroom.
The course would be based on instructional software.
One-on-one, personalized, on-demand access to assistance was provided.
All students had the same consistent learning opportunity.
Clear expectations for progress and deadlines were enforced.
Attendance was required.
Progress was tracked through logs, guidebooks, workbooks and score sheets.
Each course was divided into modules with quizzes, homework, and notebook assignments.
Students could work quickly or slowly.
Students were required to master a module before they could move on.
Students were allowed multiple attempts to master practice quizzes.
In six schools, the college cost-per-student was decreased by 30-55%, while thirty-seven courses (43%), had higher course completion rates, 21 of those were significantly higher (Twigg, 2013).
This is a very interesting article and demonstrates that there are different ways to improve student learning and outcomes while reducing the cost of higher education. I believe that some of the tenets used in the program would be good to institute into a nursing curriculum and syllabus. It could prove especially valuable to those nursing students who come to college with very weak math prowess.
Twigg, C.A., (2013). Improving learning and reducing costs: Outcomes from changing the equation. Change Magazine – The Magazine of Higher Learning. 45: (4) 6-14.
DOI:10.108000091383
http://www.changemag.org/Archives/Back%20Issues/2013/July-August%202013/improving_full.html
Becky,
DeleteThis is a great concept and I really like the idea of students being able to work on something until they've mastered it instead of being pushed on and not really comprehending. Some students learn faster than others and this is what I believe is a big problem in education in general as we often expect the same results from all students instead of understanding that we are all at different levels of learning. My daughter had to attend extra tutoring to be able to pass math in high school and the school she attended used this same technique. It really works. I have also helped at a grade school with tutoring and I can't remember the name of the program but they also had a similar program where the students' progress was monitored and they had to master the knowledge before moving on to the next workbook.
The one-on-one personalization mentioned in the design for the NCAT program is such an important piece. In Clark and Mayer's (2008) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multi-Media Learning, they discuss that meta-cognition (another word or critical thinking) improves when students can be involved in learning where the instructor voices out loud the process of thinking and the steps involved in solving a problem. Specifically, they discuss that students working on complex math problems continue to try to solve a problem using steps they've learned but don't know what to do when the steps do not solve the problem. This is where the instructor steps in and speaks the steps and discusses the thinking process of how to critically think and change the steps when needed to solve the problem.
This is also sort of what we do when we teach critical thinking with clinical. When I am teaching critical care to my students they often ask "what do I do if the nursing diagnosis I thought was correct is not correct now for my patient?" I explain to them that this is often the case - which is why it is critical care as things are changing minute by minute and then we discuss how they would make the changes they need to make to address the new problem they've encountered. At the senior level, I find this is very important to helping them understand that as they see changes it is important to document and demonstrate that the "care plan" has changed and what actions they've taken to address the issue. I find when I spend more time helping them understand how the nursing diagnosis then translates to documentation of a DAR note (or any other type of charting by exception note) that they start to understand why we are making them learn how to evaluate complex issues in a care plan. Talking them through the process and listening to their thinking and asking questions to prompt critical thinking is so important. The program in this article has found a way to do this too with e-learning and I think something that could be done in nursing education too!
Oops, sorry forgot to put my reference:
DeleteClark, R. C., & Mayer, R. E. (2008). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multi-media learning (2nd ed.). San Francisco, CA: Pfeiffer.
Becky,
DeleteWhat you describe in this article sounds a lot like concepts found in competency based education (CBE). In an article describing the benefits of CBE in rad tech students, the author mentions two attributes making CBE effective is that it aligns knowledge with practice and moves the student from cognitive thought processes to application (Leggett, 2015). In nursing education as in rad tech programs application is necessary to reach outcomes along with didactic /cognitive knowledge making the Mastery process applicable as in CBE. CBE uses the mastering one concept before being able to move to the next and allows the student to work at their own pace.
I'm interested in knowing if any of you are familiar with Salman Khan and the Khan academy? Salman Khan is one for the mastery concept. Bill and Melinda Gates have funded his program as well. Here is link to his site and he has a book out called the The One World School House that I recommend reading.
https://www.khanacademy.org
Leggett, T. (2015). Competency-Based Education: A Brief Overview. Radiologic Technology, 86(4), 445-448.
Beckie Yarger – Article #2.
ReplyDeleteAssessing Whether Online Learners Can DO: Aligning
Learning Objectives with Real-world Applications
This article maintains that instructors need to develop methods to assess what the student can DO. Creating performance tests to measure skills that will be utilized in the real world is the key to measuring this knowledge.
Not only should tests be designed to evaluate the students’ successful accomplishment of the course objectives; they should require the student to demonstrate complex skills. We, as nursing instructors, do this in clinicals when we have checklists for student nurses to complete certain clinical skills.
The author proposes that two levels of objectives could be used with each level being assessed independently with a different type of assessment. Declarative objectives demand that the learner be able to recall facts, data, and theory. These objectives use verbs such as name, list, state, match, describe, and explain.
Procedural objectives require that the learners DO various tasks. The verbs used to assess these objectives are verbs such as calculate, formulate, and determine.
As nursing instructors, we actually use both declarative and procedural objectives and assessments. This is accomplished through classroom teaching and the clinical experience.
This article stresses the importance of not dumbing down the assessments merely for the purpose of making online assessments easier to grade. It is suggested that learners peer review the presentations of other students using checklists. The evaluations completed by students were faxed to the instructor for final grading.
I liked the article and found applicable ideas that could be used in nursing education. It caught my eye because nursing education is not only about what a student can learn, but it is about what they can DO. In my opinion, the declarative objectives AND the procedural objectives are equally important~
Shank, P., (2015). Assessing whether online learners can DO: Aligning learning objectives with real-world applications. IN: Faculty Focus – Special Report. Assessing Online Learning: Strategies, Challenges and Opportunities.
www.FacultyFocus.com
www.learningspeaks.com
Becky,
DeleteThis sounds like, as you have said, what we do in nursing education as we utilize Bloom's taxonomy for different levels of nursing that requires students to demonstrate their knowledge and skill. Declarative and procedural objectives sound very similar. I agree with you that utilizing these objectives is important when designing artifacts for e-learning.
Becky,
DeleteJanine, my thought exactly. Bloom's taxonomy does a very nice job at guiding us to appropriate levels of learning in the cognitive, affective, and psychomotor domains. I have always found it challenging to make sure my objectives and activities are at the appropriate level for the different classes of students.
Excellent article.
DeleteArticle 1
ReplyDeleteIzenberg (2015) discusses the use of the eight-minute lecture to help keep students engaged in their learning environment. The use of short bursts of lecture coupled with activities throughout the class period keeps students involved in the classroom and engaged in the learning process. She posits that studies in the past have determined that student attention spans is around eight to ten minutes and so with hour long lectures, little of the material is being retained by students. With students immersed in technology at all other times of the day, once their attention span has been spent, they will revert back to the utilization of technology to fill their time. She discusses ways to implement the process of implementing the eight-minute lecture. She explains that it is necessary to prepare the students early in the lecture so the know what to expect. She discusses the need to rewrite or redesign lectures and determine where to insert the activities and what material could be learned from videos or images. She found that utilizing this type of teaching method increased final exam scores of her students from previous classes.
Izenberg, I. (2015). The eight-minute lecture keeps students engaged. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/instructional-design/the-eight-minute-lecture-keeps-students-engaged/
This article is very interesting to me. I know I sometimes shut down during a lecture at about the 10-minute mark. If the scores go up and it works, then keep doing it, right? I will try this with a class the next time I lecture... It will interesting to see the reactions of students. Beckie Yarger
DeleteAn interesting article and idea of incorporating eight-minute lecture in the class.
DeleteArticle 2
ReplyDeleteCalcagno, Crosta, Bailey, and Jenkins (2007) compared success of traditional vs nontraditional students in college. They found that younger and older students respond differently to different factors affecting completion of college. They reported that younger students have a higher rate of completion once they have completed 20 hours of college coursework, which did not particularly make a difference for the older student. Although all students who have to take remedial courses have less success in college, these courses affect older students less negatively than the younger students. The ability of the younger students to successfully complete a portion of a program, such as the prerequisite “gatekeeper” courses showed a positive correlation with college completion. Older students, on the other hand, showed a higher rate of completion and graduating in any trimester. They discussed the implications of these findings on helping all students more successful. For the remediation courses, they suggest colleges work with middle and high school students to better prepare them for college. This will also assist students get through, successfully, the “gatekeeper” courses. For the older students, the offering of “brush-up” courses for areas they may need remedial courses for, may negate the need for those remedial courses. For the colleges to improve the success rate of the younger students, there is a need for reaching students early on- providing orientation, counseling and other support. Lastly, they discussed that the older student can benefit from the offering of accelerated programs and financial assistance to allow them to attend full-time and complete the programs in less time due to the need for this population to balance outside pressures with school.
Calcagno, J. C., Crosta, P., Bailey, T., & Jenkins, D. (2007). Stepping stones to a degree: The impact of enrollment pathways and milestones on community college student outcomes. Research in Higher Education, 48(7) pp. 775-801.
Article 1:
ReplyDeleteA research article by Klein and Kientz (2013) looks to examine the most effective model for Student Response Systems, or SRS. These types of systems are more commonly referred to as “clickers”. These types of systems typically include software, a digital receiver, and remotes for the students to answer questions. Most often, instructors embed questions into PowerPoint presentations. This allows for students to actively participate in a group setting with a certain degree of anonymity which may not be present in the more traditional raising of your hand to answer question. The receiver then allows the instructor to designate which student gets which clicker and provides immediate feedback on the question. Klein and Kientz (2013) used a literature review as well as their own expertise to develop a model for integrating SRS systems. The model presents 6 continuous processes to manage the right system: Consideration of Pedagogic Needs, Selection of Technology, Preparation and Training of Technology, Implementation of Technology, Collection and Assessment of Outcomes Data, and Analysis and Use of Outcomes Data. The use of SRS’s does provide many benefits, especially in the healthcare field, provided that the proper preparations are taken to effectively implement this system.
Link: http://ezproxy.okcu.edu:2192/ehost/pdfviewer/pdfviewer?vid=3&sid=5b191049-57cf-4bf2-b4df-0832d545b2d6%40sessionmgr4001&hid=4201
Klein, K., & Kientz, M. (2013). A Model for Successful Use of Student Response Systems. Nursing Education Perspectives, 34(5), 334-338.
Article 2:
Edelbring, Brostrom, Henriksson, Vassiliou, Spaak, Dahlgren, Fors, and Zary (2012) conducted a cross-sectional, explanatory study over integrating virtual patients, or VP’s, into healthcare coursework and the perceived benefit from them. There is little to no research discussing the implementation of VP‘s into a courses curriculum. Four study groups were used to in clerkship programs at different locations to examine effectiveness of VP’s. Students who participated were given questionnaires to fill out to determine their responses. Follow up seminars were also conducted to summarize learning initiatives and findings. This also allowed for easier assessment among students. This study concluded that VP’s do have benefits, but must be used in accompaniment with other learning strategies. Students found the process arduous without guidance and the follow up seminar, while necessary to the activity, did not provide further knowledge gain, as reported by the sample.
Link: http://ezproxy.okcu.edu:2192/ehost/pdfviewer/pdfviewer?vid=6&sid=5b191049-57cf-4bf2-b4df-0832d545b2d6%40sessionmgr4001&hid=4201
Edelbring, S., Broström, O., Henriksson, P., Vassiliou, D., Spaak, J., Dahlgren, L. O., & ... Zary, N. (2012). Integrating virtual patients into courses: follow-up seminars and perceived benefit. Medical Education, 46(4), 417-425. doi:10.1111/j.1365-2923.2012.04219.
Vanessa,
DeleteThe first article is an interested one, which presented that using technologies can help in making direct assessment for students within class activities. It assists to determine weak areas that need more efforts to improve students' knowledge, practices, and skills. This approach could be applied in all educational institutions.
The first article
ReplyDeleteWang, Shannon, and Ross (2013) conducted a study called: “Students’ Characteristics, Self-regulated Learning, Technology Self-efficacy, and Course Outcomes in Online Learning.” The researchers used a survey questioners. The authors used different questioners to collect the data. The results showed that students’ satisfaction of the online courses enhanced learning outcomes. Students with previous online learning experience used better learning strategies in the online courses. Using learning strategies enhanced students’ motivation. Level of motivation enhanced students’ satisfaction and technology self- efficacy. There was no differences between the gender and level of education of the participants in self-regulating and technology self-efficacy. Also, students who were more satisfied and have high self-efficacy made better grades. The number of online courses that had been taken by students affects the using of learning strategies positively. In conclusion, the study showed the relationship between students’ achievement and technology self-efficacy. Increasing students’ satisfaction with online courses tends to enhance students grades. The study represents the significant relationship between theses variables and online learning outcomes. It is important to consider the effect of online courses on students’ performance
Wang, C., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. doi:10.1080/01587919.2013.835779
RESPONSE:
DeleteGood Article Ronak, I do agree with motivation in teaching technology that comes with experience, the experienced students will make dramatic change in their learning process than those who do not have the same, and this is true not only in teaching, but in every fields of our lives. Yes, I don’t think that gender and level of educations make difference because there are many people who were succeeded in their lives without much of education and being male or female it doesn’t matter since he/she id practicing and leaning as required. Also, the concept and sense of having the ability to succeed in any field is the point that courage everyone to work harder and satisfactions of the students with the technology is considered part of this confident sense.
Thank you Bestoon for your response,
DeleteI will tell you that I struggle with computer literacy. I actually have had panic attacks while trying to complete computer activities or assignments. As long as everything works as it should I am fine although when trouble shooting is necessary I freeze and have to rely on someone else. I have no confidence in my computer knowledge. Whatever I use frequently I am comfortable with but I am less than confident in my abilities when new skills are needed. This class has pushed me outside of my comfort zone.
DeleteThe second article.
ReplyDeleteKlein, and Kientz (2013) conducted a study to examine the effect of using student response systems (SRS) by educators in classrooms. SRS is a technological device that is used to integrate students in classrooms through the clicking of a remote control to answer educators’ questions. The devices provide a display such as graphs or charts that show the results of students’ answers for educators and students to review. Furthermore, it allows for the reviewing of individual student answers. The authors developed a model based on the literature and the experience of using SRS. The authors mentioned benefits of SRS as described by the literature, such as increasing students’ attention, enjoyment, learning, and satisfaction. Also, educators can assess students’ comprehension, give feedback, and involve all students in the classroom activities. The study represented the effectiveness of SRS in determining students’ outcomes and as an effective support system. This technological strategy is effective in supporting pedagogy by providing meaningful information about students’ engagement, participation, and learning outcomes. Also, educators can ask students difficult questions that allow the educators to examine different pedagogy and identify students’ outcomes. I would like to say that SRS is a helpful strategies that allows educators to get immediate view of students’ comprehension and engagement.
Klein, K., & Kientz, M. (2013). A Model for Successful Use of Student Response Systems. Nursing Education Perspectives, 34(5), 334-338 5p.
Ronak, it is an interesting article. Student Response Systems (SRS) are an effective tool which can motivate students to engage a class and response tasks. I found that student response tools which allow to access easily on cell phones, tablets, and laptops; teachers can give students to answer questions or prompts and give instant feedbacks through SRS tools such as Infuse Learning, Quiz Socket, Kahoot, Verso, Mentimeter, Socrative, or Poll Everywhere. Therefore, personally, student response tools can be used for online quizzes and tasks as self-assessment in nursing class for improving their learning.
Deletehttp://www.freetech4teachers.com/2014/03/seven-good-student-response-systems.html#.Vi3T7jZdEcA
Thank you Yukonton,
DeleteIt is an interesting tool that engage students in the class, enhance learning, and helps in evaluating and follow students' comprehension.
Article 1
ReplyDeleteIntegration of e-learning resources into a medical school curriculum: this article conducted in University of Dundee/School of Medicine in United Kingdom, the article focus on e-learning and it is resources and how it is important for nowadays classes and lessons. According to the findings of the study, the e-learning were valued by most of the sample size that were composed of graduate and undergraduate students in the field of medicine education. But these were varied in degree difference among these students as the study demonstrates graduate students as more favorable to the e-learning programs than undergraduate, also the female student more than males. Actually this result shows the integration and the interests between different ages along with each class type. The nature and types of e-learning programs also have it is influence on the way of the students favorite instructional designs and thinking. The study is recommending the faculties to be able to choose the well-designed e-learning resources according to the student’s needs and according to student’s scheduled timetable.
References
Khogali, S., Davies, D., Donnan, P., Gray, A., Harden, R., Mcdonald, J., & ... Yu, N. (2011). Integration of e-learning resources into a medical school curriculum. Medical Teacher, 33(4), 311-318 8p. doi:10.3109/0142159X.2011.540270
Article 2
ReplyDeleteNursing educations and nursing faculties’ daily trying are to provide the best information and communication technology in teaching and learning is a thought-provoking, also enabling the students of higher education for better communicational technologies are demanding more insistence to succeed the learning and enhancing the factors that influence and facilitate the learning process. This article is trying to explore the underlying factors that adversely contributed to nursing education through an exploratory descriptive design study that has been conducted at the Nursing Division of the Institute of Higher Education in the UK in 2009.
The traditional studies were emphasizing and identifying factors like lack of time, insufficient financial resources, lack of training, and other institutional factors. While the results of this study identified four major factors that were contributed and explored as the underlined factors to the e-learning difficulties that have been adopted by the nursing education and teaching. These factors were:
A. (The e-advocate): group of nurse educators and their relationship with their students.
B. The Humanist: the fact that distinguish these group are their deal and contact with human being that lead to loss of the sense in nursing because nurses are best facilitated through human interaction.
C. The Sceptic: educators’ views towards e-learning were related to past frustrations and their perception that there is a lack of evidence supporting e-learning as an improvement on current teaching strategies.
D. The Pragmatist: seeing technology as for facilitating collaboration and communication, since communication is perceived as better in person than online.
Petit dit Dariel, O., Wharrad, H., & Windle, R. (2013). Exploring the underlying factors influencing e-learning adoption in nurse education. Journal Of Advanced Nursing, 69(6), 1289-1300 12p. doi:10.1111/j.1365-2648.2012.06120.x
Bestoon,
DeleteThank you for choosing and sharing article II! As you know in our home country Iraq we use traditional teaching strategies. When I started my Ph.D at Kramer School of Nursing, I had difficulties in using e-learning. However, I adapted the e-learning, and it serves me personally as a student and mother. One of the basic problems that I faced with e-learning was the communication. I agree, with you that communication is very important, and the interaction between educators and students is merit in enhancing learning. For example, in the traditional courses, students can ask the educator questions and the educator’s serve will serve all students at the same time. Furthermore, more discussion and interaction could happen, so students’ understanding and learning will be enhanced. On the other hand, in e-learning, a student might send the educator an e-mail and the educator answer the e-mail in person. E-learning serve in different ways, but still has weak points.
Outcomes of Educational Technology
ReplyDeleteIt is essential to determine the impact of using technologies on the outcomes of an educational program, especially at educational institutions. Due to the fact that the world is continuing change and develops, and educational institutions are considered just one part from the world; so, it is important to assess and evaluate how technologies affect the performance of students and outcomes of an educational program. Through reviewing different articles, I chose two articles, which were related to the unit objectives. The first article was published by Johnson and Mejia in (2014). This article presented the performance of students in online courses at California’s community colleges. The results that mentioned in this article explained that students were failed in short term educational courses, because they did not find enough time to achieve goals of education. While, students were success in long term courses, because they could find enough time to use different tools and technologies to achieve goals of the educational courses.
The second attracted article was published by Roblyer, McDaniel, Webb, Herman, and Witty in (2010). This article presented the use of Facebook in education. Results of this study presented that students are more likely to use Facebook than educators, and this social media can promote the communication and collaboration among educators and students, which might lead to positive outcomes of educational programs. But this technology should be controlled to avoid any negative consequences.
The attached files are the articles that presented above, and you can take benefits from their reviewing.
References:
Johnson, H. P., & Mejia, M. C. (2014). Online learning and student outcomes in California's community colleges. Public Policy Institute. Retrieved from http://www.ppic.org/content/pubs/report/R_514HJR.pdf
Roblyer, M., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134-140. Retrieved from http://u.osu.edu/granello.1/files/2011/09/Facebook-and-Public-Image-22dkj6l.pdf
Serwan-both of these articles are great. The first one I found intriguing because of the difference in grades between the longer classes and the shorter classes. I talked to a vice-president of a California community college in Indianapolis at a conference and I vaguely remember him discussing the increase in online classes and the push for more of their programs to be online. This was almost two years ago so I can understand the significance of the article but still interesting to read about the length of the course being a factor. Great read and thought provoking.
DeleteThe second article I enjoyed also and since taking this course have thought about creating a Facebook page or Blog to add to the course-maybe not as a grade but maybe for some small number of points. I think it would help with questions before and after content is presented and the possibility of having a continuous conversation with students asynchronously. The article you wrote about solidifies my decision. Thank you.
Article I
ReplyDeleteBowen, Chingos, Lack, & Nygren (2013) compared the outcomes of hybrid course to the outcomes of the traditional course in higher education. Randomized trial design was used to measure the effect on learning outcomes of interactive learning online (ILO) which offers computer-guided instruction including one hour face-to-face instruction per week and the traditional course with three to four face-to- face instruction per week. The participants were the students who registered a statistic course at six public university campuses in the U.S. The researchers reported that there was no statistically significant difference in a standardized test statistics in the two formats. The interest of the subject format was no notable differences in both groups. The interactive learning online can provide the same outcomes as a traditional course in less time. In addition, the hybrid learning can support for significant savings. The costs can save by reducing time spent of expensive professors rather than less expensive staff in the instruction session. A hybrid format can save money by using in many settings.
Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. A. (2013). Online learning in higher education. Retrieved from http://educationnext.org/files/ednext_XIII_2_bowen_chingos.pdfby
Article II
Vizi, a multimodal texts courseware, was used as a technology centered resource in online learning at Ball State University. Vizi provided multimodal learning experiences, including video, simulation, games, and interactive exercises. Vizi can help students gain specific learning objectives and test their knowledge. Multimodal texts encourage students to engage an academic learning process and response the interaction because media can stimulate the interest of students and motivate students to read and learn more. Learning analytics can monitor the frequency of engagement students. The flexibility of Vizi was developed for supporting teaching styles such as traditional, blended, and flipped classroom. According to laboratory research found that Vizi helps to improve a sense of learning and appreciation of class; it significantly improved student outcomes. Moreover, the classroom research illustrated that the majority of students reported higher levels of personal engagement. Students satisfied Vizi because of ease of use, engagement of cognitive abilities, and perception. As a result, Vizi was an educational tool which supported student-centered learning.
Smith, R. (2013). Improved learning outcomes through a multimodal text. Retrieved from http://er.educause.edu/articles/2013/9/improved-learning-outcomes-through-a-multimodal-text
Serious Gaming
ReplyDeleteGaming as a form of engagement in nursing education. This is not a new concept for learning because war games were used in the 1600s as mentioned in the article (Black, Merrill, Konzelmon, Williams, & Hart, 2015). The authors performed a study using serious games in the community health nursing content, more specifically public health and epidemiology. Instruction over the content was provided along with training on how to navigate the games and the students were to play the games outside of the face-to-face environment (on their own-in other words). After the students completed the games they were to write reflectively. Outcomes of the study include enhanced student recall, ability to apply knowledge, critical thinking, increased student engagement in learning, and increased student monitoring of their own learning (Black et al., 2015). Gamification: An innovative teaching-learning strategy for the digital nursing students in a community health course is a great article and I found myself looking into the games to find out more information and how I could use these games in my own community health content.
Day-Black, C., Merrill, E. B., Konzelman, L., Williams, T. T., & Hart, N. (2015).
Gamification: An Innovative Teaching-Learning Strategy for the Digital Nursing Students in a Community Health Nursing Course. ABNF Journal, 26(4), 90-94.
The Neighborhood: A virtual learning neighborhood
A virtual community in nursing education. The study involved 248 students who utilized a virtual neighborhood made up of 40 characters, 11 households, and 4 health care agencies. The data analysis was conducted using tTest and ANOVA-older students (over 24 years of age) had greater preferences of the neighborhood, students from the main campus found the character stories more interesting and helped them better understand patient conditions, students from the distant site used the neighborhood more often and also found the concepts relating to the course concepts (Giddens, Shuster, & Roehrig, 2010). Outcomes include connecting previous learning with virtual experience signifying a deeper learning (Giddens, Shuster, & Roehrig, 2010). Although there is not much research out in virtual neighborhoods this is an area open for research and use for applying knowledge in nursing programs. The future of technology in healthcare education has room for incorporating gaming, virtual reality technology, and other sources of simulation style capabilities. I look forward to what the future holds in these areas and I will be using these technologies in my classes.
Giddens, J., Shuster, G., & Roehrig, N. (2010). Early student outcomes associated with a virtual community for learning. Journal Of Nursing Education, 49(6), 355-358 4p. doi:10.3928/01484834-20100217-03 The link: Early student outcomes associated with a virtual community for learning