Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers\u27 Technological Pedagogical Content Knowledge

Using a sequential mixed-method methodology, this dissertation study set out to understand the emic and etic perspectives of the knowledge encompassed in the technological pedagogical content knowledge (TPACK) framework and to develop fixed answer questions based on that knowledge. While there have been many studies examining ways to measure TPACK in in-service and pre-service teachers, very few have addressed measuring TPACK using fixed-answer questions. Through the use of the mixed-methods, a snapshot of the emic (inside) and etic (outside) perspectives on the TPACK framework was obtained. This study used a focus group with in-service teachers (emic perspective) and interviews with teacher educators (etic perspective) to understand the kind of knowledge attributed to the TPACK framework. Six themes were derived from the focus group and interviews, from which fixed-answer questions were developed. Those six themes included such issues as access to technology, the use of technology for solid teaching and learning purposes, and passive versus active learning when using technology. Following best practices, the eleven questions included a scenario that gave context to the questions asked and the answers provided. In-service teachers reviewed the items to assure that the language and context were appropriate to classroom practice. Four experts on the TPACK framework reviewed the items for face validity. Across the experts six of the eleven items were rated as valid. Although only the experts saw a small number of items as valid, this study indicates that this kind of measurement for the TPACK framework may be possible

Student See Versus Student Do: A Comparative Study of Two Online Tutorials

This study examines the impact on student performance after interactive and non-interactive tutorials using a 2 × 2 treatment-control design. In an undergraduate management course, a control group watched a video tutorial while the treatment group received the same content using a dynamic tutorial. Both groups received the same quiz questions. Using effect size to determine magnitude of change, it was found that those in the treatment condition performed better than those in the control condition. Students were able to take the quiz up to two times. When examining for change in performance from attempt one to attempt two, the treatment group showed a greater magnitude of change. Students who consistently performed lowest on the quizzes outperformed all students in learning gains

Unethical Numbers? A Meta-analysis of Library Learning Analytics Studies

Following trends in higher education that emphasize quantitative analytical approaches to assess educational outcomes, academic libraries are increasingly attempting to quantify their impacts on student learning and demonstrate their value to the university’s educational mission. By applying learning analytics techniques to library use and instructional data, libraries have especially focused on attempting to measure the impact of the library on student GPA, retention, and attainment measures. Because learning analytics studies typically require large datasets of personally identifiable information (PII), they present inherent risks to the privacy, confidentiality, and autonomy of research subjects, who often are unaware and uninformed of the data collected. This paper presents the results of a meta-analysis of learning analytics studies in libraries that examine the effects of library use on measures of student success. Based on the aggregate results, we argue that outcomes of these studies have not produced findings that justify the loss of privacy and risk borne by students. Moreover, we argue that basing high-impact decisions on studies with no, or low, effect sizes, and weak correlation or regression values, has the potential to harm students, particularly those in already vulnerable populations. Finally, we believe that these studies also have the potential to harm institutions that rely on these particular analytical approaches to make crucial business and educational decisions

The Combined Effect of Learning Space and Faculty Self-Efficacy to use Student-Centered Practices on Teaching Experiences and Student Engagement

Research on pedagogy and learning spaces often assumes that active learning spaces enhance faculty’s ability to implement student-centered practices and relies on student perspectives. Faculty completed surveys that assessed their self-efficacy for student-centered pedagogy, teaching experiences, and student engagement when teaching in active and traditional learning spaces. Self-efficacy positively predicted teaching experiences and student engagement within the same space, but negatively across spaces. Only self-efficacy in active learning spaces positively predicted student-centered strategy use. Findings challenge the assumption that skilled faculty will feel successful in any space, and necessitate the development of policies and trainings that consider pedagogy and space

Instructional Architect Teacher Professional Development Handouts

Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects

Supporting the Research Practices of Agricultural Scientists: Oregon State University's Ithaka Report

This is a report submitted as part of a collaborative project with 18 other institutions as part of a study convened by Ithaka S+R exploring agricultural science faculty's research behaviors