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| From Lecture Hall to Cyber Space: Three Models for Evidence-Based Instructional Design in College Teaching |
| Tuesday, May 27, 2008 |
| 10:30 AM–11:50 AM |
| Williford C |
| Area: EDC/TBA; Domain: Applied Research |
| Chair: William D. Newsome (University of Nevada, Reno) |
| Discussant: Jennifer L. Austin (University of Houston, Clear Lake) |
| Abstract: In today’s technology-driven world, a university instructor is likely find to themselves teaching in any number of environments—spanning from traditional lecture halls to cyberspace and everywhere between. As a result, the modern classroom dynamic may range from face-to-face interaction with students in the classroom to interactions from across the planet. Regardless of classroom type and student location, the need for evidence-based pedagogical decision-making looms large. In this symposium, we will be show-casing three models for data-informed instructional design modifications including traditional lectures, web-based courses, and hybrid courses. Our goal is to share our methods for applying evidence-based practices to nearly any learning environment as well as how those applications may lend themselves as platforms for formal research endeavors. |
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| Assessing the Effects of Peer Coaching in an Undergraduate Statistics Course. |
| EMILY MICHELLE LEEMING (University of Nevada, Reno), Joseph Charles Dagen (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno) |
| Abstract: It has long been stated that the profession of educating is an art and not a science. It is because of this concept that society has come to the conclusion that just as there are good and bad artists, there are inherently good and bad educators. It is also assumed that just as there are quality and poor instructors there are inherently excellent and poor pupils, with little or no room for improvement. In 2004, 67% of high school graduates directly entered either a two or four year institution, which was a massive jump from 49% of graduates in 1972. With more students entering the postsecondary education system the need for quality instruction is unavoidable and inadequacy can no longer be justified by student laziness or poor instruction (http://nces.ed.gov/fastfacts/display.asp?id=51). An alternative line of educational research evaluating environmental influences on the learning behavior of students has shown marked improvement in both the areas of student performance and instructional techniques. The study presented here aims to further evaluate these areas of research promoting student success. This investigation specifically evaluates the potential effects of an exam retake option, contingent upon contacting unit material with a peer coach in a modified personalized system of... |
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| Using Cutting Edge Instructional Technology in On-line Behavior Analysis Courses. |
| JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology and ABA Tech), Joshua K. Pritchard (University of Nevada, Reno), Melissa Nosik (TEAM Centers), Cindy Schmitt (Florida Institute of Technology) |
| Abstract: As the world moves towards globalization, and more and more people are discovering behavior analysis, it is inevitable that demand outstrips supply. In a field so new, there are people clamoring to learn, but with limitations on their ability to commute. We are currently in a technological era in which distance no longer matters. With high speed internet becoming available in millions of homes, bringing the classroom to the student is becoming more and more easily accomplished. We have created and are investigating the utilization of cutting edge developments in computer and online technology to supplement our distance learning courses in Behavior Analysis. In this investigation we look at utilizing a combination of recorded video lectures and weekly live video conferencing with co-instructors as well as an online community. Some common criticisms are noted and findings of our investigation in this method of teaching during this course sequence are contrasted with results from conventional classroom courses. |
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| An Investigation of Efficiency and Preference for Supplemental Learning Modules in Online Instruction. |
| WILLIAM D. NEWSOME (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno) |
| Abstract: The rate of wide-spread adoption of web-based instruction technologies is increasing across many businesses and educational institutions. Though this progressive trend is promising for the future of education, there is a danger that the demand for web-based learning technologies may out-pace the rate at which educational researchers can evaluate these new technologies and methods. The current study will assess the effectiveness of, and preference for, two supplemental learning modules. The results of this study will inform educators as to whether these modules would serve as viable components of future online courses, and guide future research efforts toward more efficient and appetitive online learning environments. |
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