Preparing high school students for success in advanced placement statistics : an investigation of pedagogies and strategies used in an online advanced placement statistics course

Research into teaching practices and strategies has been performed separately in AP Statistics and in K-12 online learning (Garfield, 2002; Ferdig, DiPietro, Black & Dawson, 2009). This study seeks combine the two and build on the need for more investigation into online teaching and learning in specific content (Ferdig et al, 2009; DiPietro, 2010). Using a mixed methods approach, this investigation aims to look specifically at three items - teacher practices in the course, student preferences regarding the use of three instructional support tools offered electronically through the course, and the effects of student feedback on achievement in four content areas. Student surveys, teacher interviews and discussions were used to investigate teaching practices and student preferences. Multivariate statistical procedures were conducted to determine feedback effects on student achievement. It was found that teachers in the course looked to communicate with their students in ways that are most popular with students. Texting and instant message were two common methods. It was also discovered that teachers used reflective practices on a regular basis to improve the course for the current year and future years. Teachers in the course also used internet tools to help students enhance content understanding and review for the national AP Exam. Of three support tools looked at in the course, it was revealed that students preferred the instructional videos most. It was also noted that much of the class either did not use the support tools or did not prefer them. Hierarchical Linear Modeling showed that grade level and prior achievement are statistically significant as predictors of achievement. The multivariate analysis also revealed that student feedback was not statistically significant as a predictor of achievement

Investigating the potential for new media and new technologies in design and technology undergraduate education

Investigating Potential for New Media & New Technologies in Design & Technology Undergraduate Education This research explores potential for New Media and New Technology (NM & NT) in the Design School at Loughborough University. Using action research to investigate potential, this research develops a new way of managing inquiry based on Susman and Evered s five cycles of action research (Susman and Evered, 1978). In particular, it extends the double- helix metaphor (Dick, 2000) for action research. This new way of conducting action research looks at educational and IT- based aspects; in particular, developing strategies, guidelines and materials for implementing video podcasting (Vodcasting) and Really Simple Syndication (RSS) into Design School undergraduate modules. In looking at potential, the research involved 6 lecturer s interviews and thematic analysis. Findings suggest that limitations to the current uses of NM & NT related to lecturers lack of skills in NM & NT and scepticism about what the benefits might be. Some recognised potential for NM & NT to manage module administration. One lecturer wanted to stop students using dubious sources from the Internet for assessment on a Sustainable Design module. This led to using RSS to resolve this problem in a mobile learning scenario. In this research, 98 D and T students were surveyed to identify current uses of mobile technology. Results suggested that students would like module content streamed to their mobile device. Lecturers too could see benefits for NM & NT, if they stopped lecturers from having to repeat themselves to students. This led to using Vodcasting to resolve this problem in a mobile learning scenario. Video observational data was collected from 6 students using RSS to perform mobile learning tasks for a Sustainable Design module. The findings suggested that the technology at the time of study was not quite up to the task, although some NM & NT learning resources relating to Sustainable Design were found by students using RSS. Similarly, video observation data was collected from 4 students using Vodcasts to design electronic circuits. Findings showed more technological competence with this technology and students suggested future modules where this type of NM & NT would have further educational potential. Through exploring potential, this research develops new strategies, guidelines and materials for design and technology educators. This research reveals the educational benefits of Vodcasting and RSS in labs and workshops, and concludes that there is potential for NM & NT in D and T education