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40 Years of Research: A Meta-analysis Examining the Effectiveness of Computer Assisted Instruction in Post-Secondary Statistics Education
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| Presenter(s):
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| Karen Larwin, University of Akron, drklarwin@yahoo.com
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| David Larwin, Kent State University Salem, dlarwin@kent.edu
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| Abstract:
This meta-analysis examines how effective computer-assisted instruction (CAI) is on student achievement in post-secondary statistics classes. The study incorporates all available research beginning in 1969 through 2009. An overall effect size of d = .556 was calculated from the 75 studies yielding 215 different effect size measures from a sample size of n = 40125. These results suggest that a typical student moved from the 50th percentile to the 73rd percentile in statistics classes when CAI was used. The results of this study include a number of course, technology use, and student characteristics that were significantly related to the effectiveness of CAI.
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Exploring Team Collaboration in the Same Time Web-conferencing Problem-Solving Within an Engineering Distributed Educational Environment
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| Presenter(s):
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| YiYan Wu, Syracuse University, ywu02@syr.edu
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| Tiffany A Koszalka, Syracuse University, takoszal@syr.edu
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| Abstract:
A distributed collaborative engineering design (CED) course was designed to engage engineering students in learning about and solving engineering design problems. The CED incorporated an Advanced Interactive Discovery Environment (AIDE) that engaged students with different tools to support collaborative engineering design tasks. Prior course evaluation reports highlighted a certain instructional design issues in 1) effective use of technology resources and 2) effectiveness of team collaboration. In order to understand causes of these instructional design issues, this qualitative study is proposed to examine and describe in detail of students' problem-based collaborative learning and how their collaboration with peers are influenced by their use of tools during team web-conferencing meetings. Thirty-two recorded team web-conferencing videos are analyzed as the major evaluation method.
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Evaluation of Asynchronous Discussion Boards in Online Courses: Can Discussion Boards Support Learning and Improving Online Instruction?
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| Presenter(s):
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| Tania Jarosewich, Censeo Group, tania@censeogroup.com
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| Lori Vargo, University of Akron, lvargo@uakron.edu
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| LeAnn Krosnick, University of Akron, leann1@uakron.edu
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| Kristen Vance, Cleveland State University, ksuzzanne@yahoo.com
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| James Salzman, Ohio University, salzman@ohio.edu
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| Lisa Lenhart, University of Akron, lenhar1@uakron.edu
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| Kathleen Roskos, John Carroll University, pdroskos@suite224.net
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| Abstract:
This paper presents the results of an evaluation of online teacher professional development courses. The courses include online content, three face-to-face sessions, and an asynchronous online discussion board. Participants in the courses are required to engage in the online discussion by responding to instructor questions, responding to other participants' comments, and posting their own questions. The evaluation collected information to understand the extent to which the online discussion boards supported and extended participant learning and allowed the participants to engage more deeply with the course materials. The presentation will summarize the previous research of online discussion boards, briefly describe the content and delivery system of the online courses, present research findings, and discuss the implications of analyzing online discussions in a formative way to help support students during an online learning experience and in a summative way to help improve systems of online instruction.
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