|Instructional Design: Advances in Theory and Application
|Sunday, May 25, 2014
|9:00 AM–9:50 AM
|W194b (McCormick Place Convention Center)
|Area: EDC; Domain: Applied Research
|Chair: Todd A. Ward, PhD, BCBA-D (University of North Texas)
|Discussant: Benjamin N. Witts (St. Cloud State University)
|CE Instructor: Todd A. Ward, PhD, BCBA-D, Ph.D.
The current symposium will present theoretical and applied work advancing the literature in instructional design. Brown and Alavosius will provide an overview of the literature relevant to Interteaching. While Interteaching is an effective and progressive teaching method, many empirical questions still remain. Ward et al's presentation will provide an overview of an applied study on the prevention of student procrastination in an online PSI course. The latter study replicates and extends a recent study by Perrin, et al. (2011) in JABA. While Perrin et al. focused on a small number of college students and one specific type of assignment, Ward expands the focus to a variety of assignments in an online course that forms part of a BCBA course sequence.
|Keyword(s): BCBA course, education, instructional design, interteaching
The Prevention of Student Procrastination in an Online, Self-Paced, BCBA Course Sequence
|TODD A. WARD (University of North Texas), Brook B. Wheetley (University of North Texas), Rita Olla (University of North Texas), Cliff Whitworth (University of North Texas)
The current study replicates and extends a recent study published by Perrin, et al. (2011) in the Journal of Applied Behavior Analysis. Whereas Perrin et al examined a small number of college students' procrastination rates with respect to one assignment type, the current study greatly expands the population size and diversity. In addition, the current study examines procrastination in an online course in a Personalized System of Instruction format across a variety of assignment types. Results suggest that a relatively simple intervention -- making future assignments available contingent on the completion of previous assignments -- served to prevent student procrastination. The current study will also present data concerning ancillary effects of the intervention on student-staff interactions as well as carry-over effects of the intervention into the semester following the intervention.
|The Future of Interteaching: An Interdisciplinary Agenda for Behavioral Researchers
|WADE BROWN (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno)
|Abstract: Interteaching has received empirical support from various outlets both within the behavioral sciences and other higher education courses. While progressive, there are still empirical questions to be addressed regarding the effectiveness of Interteaching, suggestions about implementation, and limitations in regards to enrollment sizes. Further, little support has been put forward by behavioral researchers to apply interteaching to outside disciplines and courses. This paper will briefly summarize what Interteaching is and review empirical support for this instructional approach. Special emphasis will be placed on studies that have examined some theorized weaknesses of the approach in addition to replications by non-behavior analysts. A small commentary on the history of behavioral approaches to higher education will also be discussed. We then will summarize a framework that proposes interdisciplinary collaboration across different subject matters. We conclude that there are several opportunities for Interteaching to become more of a widely used method in higher education, especially considering publication trends in higher education over the last five years.