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| College Teaching: Techniques, Timing, and Technology |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: Christine Hoffner Barthold (University of Delaware) |
| Abstract: Many methods exist for college-level teaching, but few have been systematically investigated as a means of promoting desirable student behaviors. The four presentations in this symposium will address instructional techniques, course delivery, and course format variables as they influence products of student learning. In the first paper, the effects of answer format (word versus letter response) and method (automated versus manual) on preferences and acquisition of instructional material with college students is examined. The second presentation concerns the evaluation of practicum supervision format; face-to-face supervision versus technologically aided distance supervision. Also data-based, the third paper addresses the interval of course time (one week versus six weeks) during which students must learn behavior-rich terminology. The forth study compares a standard online to a modified personalized/programmed instruction course format to teach introductory psychology at a community college. All four presentations are linked via an emphasis on use of digital technology as well as behavioral technology to promote effective graduate and undergraduate student learning. |
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| Effect of Answer Format and Method of Review on Student Learning |
| MARCIE DESROCHERS (SUNY, Brockport), Jane Shelnutt (College at Brockport, State University at New York) |
| Abstract: Interactive teaching methods refer to various strategies that facilitate students’ active engagement with course material by providing immediate peer or teacher feedback for their responses. Given that automated student response systems or “clickers” are increasingly being used in the classroom to facilitate interactive teaching, how best to use them needs to be determined. Using a mixed 2 x 2 factorial experiment, we compared the effects of multiple choice answer formats (word versus letter) and methods (automated versus manual) with 70 undergraduate psychology students’ acquisition of instructional material that addressed different types of single organism research designs. Although there was no significant difference in participants’ gain scores between automated (“clickers”) and manual (response cards) methods, higher scores on a multiple choice post-test occurred when participants used the word-over-letter answer format. Despite participants’ preference for letter-over-word format, instructors may still want to consider requiring students to write out their answers to review questions given the improved performance it yields. |
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| Bringing the Web-Cam to Applied Behavior Analysis Practicum: A Comparative Study of Traditional and Technological Practicum Supervision |
| CHERYL A. YOUNG (Montana State University Billings) |
| Abstract: What are the major differences between face-to-face supervision and technologically aided distance supervision? What opportunities can be provided with technology and what barriers stand in the way of BACB applicants, especially in remote areas? In this study, the BACB Intensive Practicum was offered to graduate students through a university 5 credit-hour model. This study examines the progress of two interns, presented as separate cases, as they work through 250 supervised hours of the BACB Intensive Practicum. One subject was a local student who completed the practicum within 5 miles of the university campus. The other subject was a distance or ‘online’ student who resided 7 hours away. Local supervision was conducted in the faculty office, practicum setting, and at a local coffee establishment. Distance supervision was conducted in the practicum setting via web-cam with the assistance of e-luminate application sharing, e-mail, and phone conferencing. Ideas for enhancing supervision via technology will be highlighted. |
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| The Effect of One-Week Versus Six-Week Summer Courses on Learning Outcomes |
| DARLENE E. CRONE-TODD (Salem State College) |
| Abstract: There is a dearth of research on the increasingly popular trend to provide students with an intensive one-week alternative course of study for 3-credit undergraduate courses. In this study, a convenience sample of 25 undergraduate students completed either a one-week (n = 12) or a 6-week (n = 13) intensive Introduction to Learning psychology course. Both courses were taught and carried out the same way by the same instructor, with the only difference being the course duration. Measures included eight quiz scores (each related to 1-2 chapters of material), three cumulative exams, pre/post-test scores, and the amount of material completed in workbook assignments. Results indicate that students in the one-week course score lower on quizzes and on the post-test, but similarly on the pre-test and cumulative exams, and also complete more of the workbook assignments. This suggests that while there appears to be no difference in intermediate cumulative scores, other indicators suggest that despite more assignments completed that one-week courses may not provide enough time in which to build fluency with the material taught in this course. |
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| Not-Quite Programmed Instruction in Teaching Psychology Online |
| INNA GLAZ KANEVSKY (San Diego Mesa College) |
| Abstract: The use of programmed instruction has documented effectiveness as a teaching method in undergraduate education, but it is not widely utilized. The semester structure and administratively imposed requirements of a typical Introductory Psychology course today preclude it from being fully implemented. Online class formats have more flexibility, but often suffer from poor student retention. Thus, the purpose of this study is to compare a standard online format to a modified personalized/programmed instruction format for teaching an introductory psychology course at a community college. One hundred twenty students enrolled in three separate sections of an Introductory Psychology class online participate in the quasi-experimental design, with 80 in standard sections and 40 in modified programmed instruction section. Data on student retention, content knowledge, and student satisfaction will be collected. The study is expected to have an impact on online instruction and to promote the use of programmed instructional design in undergraduate education. |
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