A first Step towards the Implementation of an E-learning Environment using Interactive Technology...
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A first Step towards the Implementation of an
E-learning Environment using Interactive Technology
Nouhad Rizk
University of Houston, Computer Science department, Houston, USA
Interactive technology
• Interactivity is the key to successful on-line learning as it allows real time gathering of information.
• Gap has formed between the knowledge and skills.
• the implementation of an E-learning environment through the assessment of CPS use.
ICELW 2009June 10th-12th, New York, NY,
USA 2Dr. Nouhad J. Rizk
Introduction
• Students must have a range of skills to express themselves.
• Students must have the ability to crunch, compare, and choose among the flood of data now available Web-based.
• Each technology is likely to play a different role in students’ learning
• ==> Use of CPS to promote interactions ,to improve teaching and learning, and to develop curriculum.
ICELW 2009June 10th-12th, New York, NY,
USA 3Dr. Nouhad J. Rizk
How?
• By engaging students• By motivating students• By using new technologies• By breaking learning into small packages• By training teachers• By identifying students’ and teachers’
perceptions of using CPS in teaching and learning.
ICELW 2009June 10th-12th, New York, NY,
USA 4Dr. Nouhad J. Rizk
Method• This study was undertaken at University of
Houston.• Participants: 45 students, full time, different
levels (freshman, sophomore, junior, senior) and different degrees.
• Students respond to questions presented in a power point using response pads by sending an answer, and the host computer keep track of each participant responses. After the responses are recorded, the host computer displays a histogram of answers.
ICELW 2009June 10th-12th, New York, NY,
USA 5Dr. Nouhad J. Rizk
Two classes
• small-size class (11), referred as s_class: COSC 4390, Internet computing.– One time per two chapters– 1.5 hours per week preparing CPS questions
• mid-size class (34), referred as m_class: COSC 2320 data structure.– One time per three chapters– 0.5 hours per week preparing CPS questions
ICELW 2009June 10th-12th, New York, NY,
USA 6Dr. Nouhad J. Rizk
Results
• Students background information
• Students’ perceptions
ICELW 2009June 10th-12th, New York, NY,
USA 7Dr. Nouhad J. Rizk
Students background information
Question s_class m_class
Prefer learning by doing 70% 54%
See the immediate feedback is important
100% 90%
Attention span last about 30-40 minutes
60% 32%
Like getting regular information about their performance
80% 82%
Prefer interactive classes 80% 85%
less willing to speak in a large group
60% 30%
Use computers in classroom 70% 58%ICELW 2009June 10th-12th, New York, NY,
USA 8Dr. Nouhad J. Rizk
Students’ perceptions Question s_class m_class
Clickers helped them understand the contents
55% 50%
Clickers effectiveness to measure student comprehension
64% 54%
Clickers effectiveness to take quizzes
70% 64%
Clickers enhance student learning 80% 63%Clickers website enhances satisfaction rate
90% 70%
ICELW 2009June 10th-12th, New York, NY,
USA 9Dr. Nouhad J. Rizk
Average satisfaction and dissatisfaction.
• 40 % (only) like to use a set of remote control units to answer questions posed by the instructor;
• 34% percent reported being dissatisfied or very dissatisfied with the fact that clickers enhanced their learning;
• 27 % percent reported that attendance is not important to succeed;
• 44% reported that clickers did not increase the frequency of their participation in the class.
ICELW 2009June 10th-12th, New York, NY,
USA 10Dr. Nouhad J. Rizk
Why ?• The lack of harmonization between class size,
technology, pedagogy and the time invested in administering and managing the CPS DISSATISFACTION
• The limited time assigned to each question
• The frequent batteries failuresICELW 2009
June 10th-12th, New York, NY, USA 11Dr. Nouhad J. Rizk
IMPLICATIONS FACTOR TO CONSIDER• Class size might affect students’ engagement• Inexperienced instructor leads to ambiguity in
some questions.• Strategy used to assign points for correct and
wrong answers.• Cost • Early faculty involvement and training are
keys to course development in order to fully incorporate clickers’ resources.
ICELW 2009June 10th-12th, New York, NY,
USA 12Dr. Nouhad J. Rizk
Conclusion
• Specifying educational goals, • Providing professional development for
teachers and adequate technical support to help them focusing on the content not on the technology tool itself,
• Assuring a continuous evaluation process of students achievement.
ICELW 2009June 10th-12th, New York, NY,
USA 13Dr. Nouhad J. Rizk
Future development
• Explore students’ perceptions of an online curriculum to help decision makers and researchers determine whether they would pursue the use of such a tool to support online curriculum development
• Answer the question: what are the pedagogical benefits of clickers’ use?
ICELW 2009June 10th-12th, New York, NY,
USA 14Dr. Nouhad J. Rizk