Pedagogy For Internet-based Teaching And Learning And The Impact Of That Pedagogy On Student Achievement And Satisfaction

The purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor\u27s Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these questions. Internet-based best practice and recommended practice pedagogical methods and strategies were identified through extensive content analysis of the professional literature. Internet-based adjunct instructors at a Central Florida community college rated 43 selected recommended practices. Ratings were based on instructor perceptions of each practice\u27s importance to student academic achievement in and satisfaction with their Internet-based learning experience. Students of community college adjunct instructors also rated these practices for their perceived impact on student academic achievement and satisfaction. Students identified from selected recommended practices the pedagogies that had been designed into the described Internet-based course in which they had been enrolled, providing better understanding of the current use of appropriate Internet-based practice in the instruction of adjunct community college instructors. To examine the impact of the use of those practices, average course scores were related to student-reported presence of practices in described courses and student-reported academic success and satisfaction in described courses was related to the presence of best and recommended practices designed into the course. Results from this study can provide guidance for community college Internet-based programs and for adjunct instructors in those programs as they strive to design and instruct quality courses with appropriate pedagogical focus. Results can also provide local data to the larger discussion of appropriate pedagogy throughout the Internet-based educational community

Assessing Student Learning of Content and Computer Skills in Instructional Technology

Computer-based technology has been implemented in schools throughout America with the goal of improving student learning and teaching practices, and preparing individuals for a highly technical world. However, due to lack of research and proper assessment, technology\u27s impact on education is virtually unknown. The purpose of the study was to create an assessment tool that would measure student learning of content and technological skills. Three case studies of fourth-grade students were conducted while completing Internet and multimedia activities. Utilizing the qualitative methodologies of interviewing, field notes, journals, student work, and written artifacts, data was collected on how computer technology impacts student learning and achievement. A rubric with performance indicators was developed to measure the content and technological skills students learned while completing computer-based activities. The advantages and disadvantages of integrating the Internet and multimedia software into curriculum, applying an assessment tool to new situations, and the future of educational technology are discussed

Internet-based instruction in college teaching

Distance education and Internet instruction are increasingly being used in college science teaching. In an effort to reach more students, Iowa State University\u27s Human Anatomy and Physiology course was offered via Internet as well as via traditional lecture format. To assess the educational ramifications of this offering, three studies were conducted. In the first study, a collective case study approach was utilized to describe the learning environment created by an Internet-based college science course. In this study, three students were followed as they worked their way through the course. Collective case study methodologies were used to provide a rich description of the learning environment experienced by these students. Motivation, computer savvy, and academic and personal self-confidence appeared to impact the satisfaction level of the students enrolled in the class;To evaluate the effectiveness of the learning environment offered through the Internet-based science course, a quantitative comparison study was undertaken. In this study a comparison of achievement scores and study habits between students enrolled in the Internet-based class and those enrolled in the traditional section was made. Results from this study indicated that content understanding and retention did not appear to be effected by the type of instruction. Desirable study habits were reportedly used more frequently in the Internet section of the class than in the traditional class;To complete the description of the Internet course experience, a qualitative examination of Internet instructors\u27 time commitment and level of teaching satisfaction was conducted. Data for this study consisted of interviews and researcher observations. Instructor time-on-task was initially quite high, and remained above the average spent on average face-to-face instruction in subsequent semesters. Additionally the role of the faculty member changed dramatically, causing some lessening of job satisfaction;Taken as a whole, these three approaches to understanding the phenomenon of Internet science instruction reveal that the experience of learning science on the Internet can be a viable alternative for diverse learners. Students can learn science on-line at an achievement level that is equal to or better than students in a traditional course. Moreover, such courses may stimulate increased student interest in science and on-line learning. The results of this research indicate that Internet-based courses change the nature of instructional tasks. Instructors spend more time preparing for Internet-based courses than traditional courses; however, the majority of course preparation is associated with technical issues. These technical issues and changes in the nature of instructional tasks will have to be addressed by higher educational institutions

Predicting Factors that Affect East Asian Students’ Reading Proficiency in PISA

Teachers, schools, and parents contribute to equipping students with essential knowledge and skills during their education years. When students are approaching the end of their education, they are randomly selected to participate in Program for International Student Assessment (PISA) to assess their reading proficiency. Existing work on analyzing PISA achievement results concentrates solely on identifying factors related to Parent or in combination with Student. Limited work has been proposed on how factors related to Teacher and School affect the students’ reading proficiency in PISA. This study focuses on identifying the factors related to Teacher and/or School that affect East Asian students’ reading proficiency in PISA. The PISA achievement results from East Asian students are chosen as the domain study because they are consistently the top performers in PISA in the past decade. Decision Tree (DT), Naïve Bayes (NB), K-Nearest Neighbors (KNN) and Random Forest (RF) are compared. Hamming score is used as the evaluation metric. The results indicate that RF produces the best predictive models with highest Hamming score of 0.8427. Based on the findings, School-related factors such as the number of school’s disciplinary cases, size of the school, the availability of computers with Internet facilities, the quality and educational qualifications of teachers have higher impact on the PISA achievement results. The identified factors can be used as a reference in assessing the current school’s teaching, learning environment, and organizing extra activities as part of intervention programs to cultivate reading habits and enhance reading abilities among students

Bilgisayar Destekli İstatistik Öğretiminin Başarıya ve İstatistiğe Karşı Tutuma Etkisi

A great number of researchers have explored the impact of computer assisted teaching of statistics. While most of these studies found that computer assisted teaching of statistics courses significantly improve student achievement level and their attitudes toward statistics, others found that the impact of computer assisted teaching was not significant in these two variables. The purpose of this study was to test if a computer-based teaching of statistics course segment has significant influence on students’ achievement levels and their attitudes toward the statistics course. For this purpose, a pretest-post test control experimental design was used. Results of the study showed that use of computers (utilization of statistical software, the internet, visually rich materials etc.) significantly enhances students’ achievement and attitude.Birçok araştırmacı bilgisayar destekli öğretimin istatistiği öğrenme üzerine etkisini araştırmıştır. Yapılan araştırmaların çoğunda istatistik derslerinde bilgisayar destekli öğretime yer vermenin öğrenci başarısını ve tutumunu olumlu düzeyde etkilediği bulunurken bazı araştırmalarda bu iki değişken üzerinde söz konusu etki önemsiz bulunmuştur. Bu araştırmanın amacı, bilgisayar destekli istatistik öğretiminin, öğrencilerin istatistik dersindeki başarı düzeylerine ve istatistik dersine karşı tutum düzeylerine etkisi olup olmadığını belirlemektir. Bu amaç için öntest – sontest kontrol gruplu deneysel araştırma deseni kullanılmıştır. Çalışmanın sonuçları, istatistik derslerinde bilgisayar kullanmanın (internetten, görsel materyallerden, istatistik yazılımlardan yararlanmanın) istatistik dersindeki başarıyı ve istatistik dersine karşı tutumu artırdığını göstermektedir

Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research studies are published in so many different academic journals and presented as so many different professional conferences, it is a rare public school teacher or college professor who is familiar with the range of recent reposts on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals and professional organizations dedicated to teaching in a specific discipline. Yet, many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on cutting edge research. Abstracts are presented according to a question examined at a recent national educational research conference. Hopefully, such a format will trigger your interest in how you might incorporate new educational findings in your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent research investigations. Please feel free to suggest future teaching or learning themes to be examined. Please send your comments and ideas via e-mail to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Maximizing the Impact of Professional Development for Earth Science Teachers

This study examines the extent to which follow-up sessions can provide support for earth science teachers as they apply what they learn from professional development coursework during the academic year with their own students. Data include direct observation of follow-up sessions of courses for teachers; interviews with course co-instructors and teacher participants; and, document analysis of teacher products with a focus on the lesson plans, laboratory/activity sheets for students, and virtual field trips that teacher participants submitted and shared during follow-up sessions. Strategies are recommended to assist earth science content faculty in increasing the impact of their work with teachers and hence, student instruction

The Effects of Motivation, Technology and Satisfaction on Student Achievement in Face-to-Face and Online College Algebra Classes

Demand for online learning has increased in recent years due to the convenience of class delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data and survey design. The factors of demographics, motivation, technology, and satisfaction were compared for face-to-face and online students. MANCOVA tests were performed to analyze the data while controlling age and gender to uncover significant differences between the two groups. The sample and population for this study were predominantly Hispanic students. Motivation and Technology were non-significant, but satisfaction was proven to be significant. In face-to-face courses, females were more satisfied than males. While in online courses, males were more satisfied than females. There was an interaction effect between the methods of instruction and the grade levels of A, B, C, D, and F/W on the dependent variables; Motivation, Technology, and Satisfaction