Eli11 utk

Faculty Research on Technology Integration

Faculty Research on Technology Integration: Strengthening Studies and Improving Institutional SupportJean Derco ([email protected]), Executive Director, OIT Support Organization Trena Paulus ([email protected]), Associate Professor, Educational Psychology & CounselingGina Phipps ([email protected]), Manager of Instructional Development & Training and Interim Associate CIO, OITJohn Harrison, Assistant Professor & NCATE Coordinator, Carter & Moyers School of Education, Lincoln Memorial University

Copyright Jean Derco, Trena Paulus, & Gina Phipps 2010. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Does your institution/department consider use of instructional technology in the Promotion and Tenure (P&T) process?YesNoI dont knowIntroduction

IntroductionDo you have a program at your institution that encourages faculty to conduct research specifically on instructional technology?YesNoI dont know

History5 year funding from Chancellor. 2002- 2005 focused on funding development of learning objects.In 2006, interviewed Department Heads about instructional technology use and the P&T process.32 interviews conducted.

Interview OutcomesNo department had a formalized process in place for including IT in the P&T review.Only one department had considered the IT use of one faculty member as part of his P&T review.All departments had faculty who were using IT or were increasingly using IT.IT in teaching was generally looked upon favorably or as inevitable.

Interview OutcomesMost departments EXPECT technology use among faculty, in teaching, communications and research.LEVEL of technology use would dictate the level of importance in the P&T process.IT use that promotes a RESEARCH agenda would have more importance and weight in the P&T process

New DirectionIn 2006, we transitioned from funding learning objects development to funding instructional technology research.Project RITE Research in Instructional Technology & Education.To review abstracts and project reports:http://edtech.tennessee.edu/rite

New Direction2006 present, 32 research projects have been funded with 2.5-5K each.2006 funded from 5-year funding.Subsequent years funded from OIT budget.

A Sample of Funded Studies4 purposes represented:Tool/Instrument DevelopmentCharacteristicsMedia ComparisonStrategy Implementation

Tool/Instrument DevelopmentEvaluating Instructional Media for CS 100 (2006) Michael W. Berry & Murray Browne, Department of Computer Science, UT Knoxville Sarah Lowe, Graphic Design, School of Art, UT Knoxville

Testing the Efficacy of DAWG, a Suite of Online Active-Learning Modules for Enhancing Student Learning of Statistical Analysis (2007) Arnold Saxton, Animal Sciences, UT Knoxville Robert Auge, John Cummins, Plant Sciences, UT Knoxville

CharacteristicsAn Assessment of Factors Affecting Dropout of Students Enrolled in the University of Tennessee Online New College Bachelor's Degree Program (2006) Jeff Hoyer, Department of Communications, UT Martin

Teacher Concerns toward the Use of Technology in the Classroom as Predictors of Instructional Practices (2007) Glenda Rakes, Department of Educational Studies, UT Martin

Teacher Beliefs as Predictors of Concerns Regarding the Effect of Instructional Technology on Students (2008) Glenda Rakes, Department of Educational Studies, UT Martin

Media ComparisonThe Impact of Traditional, Performance-Based and Online, Learner-Based Assessments on Student Learning (2007) Katherine Greenberg, Educational Psychology & Counseling, UT Knoxville

Using Podcasts to Replace Lecture (2010) Blanche OBannon, Associate Professor, Theory & Practice in Teacher Education, UT Knoxville

Didactic Versus Interactive Teaching (2010) Peggy Davis, Assistant Professor, Nursing, UT Martin

Strategy ImplementationHandheld Technology and Cooperative Learning (2006) Tami Wyatt, College of Nursing, UT Knoxville

Learning Beyond the Classroom: Blogging for Reflection, Retention, and Application of Learning Concepts (2007) Trena Paulus, Educational Psychology & Counseling, UT Knoxville Lisa Jahns, Nutrition, UT Knoxville

Engaging Students in a True Intercultural Dialogue: Network-based Discourse Communities and Culture Learning in the FL Classroom (2007) Sebastien Dubreil, Modern Foreign Languages & Literatures, UT Knoxville

Utilizing the Communicative and Generative Qualities of Video-Narrative in the Development of Early Childhood Preservice Teacher Inquiry (2008) Mary Jane Moran, Child & Family Studies, UT Knoxville

Strategy ImplementationThe Effects of Virtual Classroom Learning Environments on Middle Grades Mathematics Teachers' Instructional Practices (2008) JoAnn Cady, Theory & Practice in Teacher Education, UT Knoxville

Angling for Language Acquisition with TACLE: Leveraging Second Life to Create a Technology-Assisted Constructivist Language Environment for Spanish 111/112 (2008) Dolly Young, Doug Canfield, Modern Foreign Languages & Literatures, UT Knoxville

Geospatial Informational Technologies & Preservice Science Teachers (2010) Rita Hagevik, Assistant Professor, Theory & Practice in Teacher Education, UT Knoxville

Using Technology to Manage Speech Anxiety (2010) Suzy Prentiss, Lecturer, Communication Studies, UT Knoxville

Rationale for study:

Non-completion of online degrees as high as 50% Factors reported as effecting completion: environment, design, technology, and learner motivationWanted to determine factors influencing those who dropped out of online courses offered at University of Tennessee, Martin

An Assessment of Factors Affecting Dropout of Students Enrolled in the University of Tennessee Online New College Bachelor's Degree Program (2006) Jeff Hoyer, Department of Communications, UT Martin

Methodology:

N=78Email survey55% response rate


Results:

Wilcoxon Signed-Ranks Test revealed significance atthe .05 value for the following factors:Home demandsWork demandsNot being able to schedule enough time to take the courseBefore taking an online course I was apprehensive about taking online coursesThe course failed to encourage my interest in the way it was designed


Significance:Most of the significant factors were motivationalNeeded to consider how design and facilitation of the course can contribute to motivationAn Assessment of Factors Affecting Dropout of Students Enrolled in the University of Tennessee Online New College Bachelor's Degree Program (2006) Jeff Hoyer, Department of Communications, UT Martin

The Impact of Traditional, Performance-Based and Online, Learner-Based Assessments on Student Learning (2007)Katherine Greenberg, Educational Psychology & Counseling, UT KnoxvilleStudy compared in-class VS online exams:

In-class: 1 hour, 15 min time frame, no access to course materials

Online: In Blackboard unlimited attempts over 1 weekFeedback only indicated if response was correct or incorrectCould use course materials

Methodology:

Six class sections randomly assigned to three exam groups3 exams and a final examExams: each group had one in-class exam and two online exams, rotated between examsFinal exam was in-class for everyone

The Impact of Traditional, Performance-Based and Online, Learner-Based Assessments on Student Learning (2007)Katherine Greenberg, Educational Psychology & Counseling, UT Knoxville

Quantitative Results:

No significant difference between methods

HoweverThe Impact of Traditional, Performance-Based and Online, Learner-Based Assessments on Student Learning (2007)Katherine Greenberg, Educational Psychology & Counseling, UT Knoxville

In-Class ExamsTheme 1: Its just like any other normal testTheme 2: I had no idea what to expectTheme 3: I knew it to where I could do it. Its more thinking involved/Didnt matter if I understoodOnline ExamsTheme 1: It let me focus on learningIt took the pressure offI had control over the scoreTheme 2: It just depends on how you look at it: Go back and Re-search/Just take it and get it over withQualitative Results:The Impact of Traditional, Performance-Based and Online, Learner-Based Assessments on Student Learning (2007)Katherine Greenberg, Educational Psychology & Counseling, UT Knoxville

Instructors Perceptions:

Performance-based assessments damaged relationships with students. Teaching methods changed [to prep students for the in-class test]. Traditional lecture occurred more and there was less time for experiential activities and real-world tasks.

The Impact of Traditional, Performance-Based and Online, Learner-Based Assessments on Student Learning (2007)Katherine Greenberg, Educational Psychology & Counseling, UT Knoxville

Significance of findings:

Offering assessments with which students can actively engage, gain feedback, ask questions about, and feel genuine competence toward, can help students move out of the stands and onto the playing field.The Impact of Traditional, Performance-Based and Online, Learner-Based Assessments on Student Learning (2007)Katherine Greenberg, Educational Psychology & Counseling, UT Knoxville

Research question:

Does the use of m-learning technology and techniques using a cooperative learning model enhance the didactic and clinical learning of nurse practitioner students?Handheld Technology and Cooperative Learning (2006)Tami Wyatt, College of Nursing, UT Knoxville

Methodology:

Pre and post surveys/post class focus group

Students were given PDAs loaded with a variety of clinical applications

PDAs incorporated into classroom learning experiences, to complete case studies, sharing with one another

Handheld Technology and Cooperative Learning (2006)Tami Wyatt, College of Nursing, UT Knoxville

Results:

All students used their PDA either daily or 3 times a weekTwo clinical applications were preferredNo changes in pre/post survey regarding perceptions of the PDAs usefulnessAll students valued the ability to shareSuggested integrating more treatment discussion in the case studies while using PDA resourcesInclude practice and guided instruction in the classroom on use of PDA to identify technical issues that might occur later

Handheld Technology and Cooperative Learning (2006)Tami Wyatt, College of Nursing, UT Knoxville

Handheld Technology and Cooperative Learning (2006)Tami Wyatt, College of Nursing, UT KnoxvilleFindingsAll students believed the PDA as a learning and clinical tool should be part of the graduate program

All students perceived that cooperative learning was a positive aspect of their course experience

This StudyInterest in how to better support faculty in the design of Project RITE research proposalsOIT faculty fellow project (2009-2010)Findings can inform future calls for proposals

Research QuestionsWhat are the characteristics of studies being proposed?What support do faculty have/need to more effectively conduct research?

MethodsContent analysis of 60 proposals submitted from 2006-2010 (Cohens kappas calculated for reliability)In-house 16 item questionnaire sent to 71 people who had submitted proposals (23 responded, all but one had been funded)

Content analysis results

Disciplinary affiliation68% came from outside of education32% Education27% Humanities/social sciences/social work12% Business/computer science12% Health sciences8% Agricultural sciences5% Communications4% Math/natural sciences

Collaboration65% of proposals were submitted by individuals35% were collaborative25% within the same department10% across departments

Literature review43% of the proposals cited the literature32% did not acknowledge any literature at all25% acknowledged literature but did not cite it

Classroom contexts55% proposed studies outside of the classroomRecruited students as participantsInstrument development, survey studies

Distance education33% of proposals were to study issues related to distance educationBlended or online learning componentsDE initiatives at our institution

Media comparison43% were to study a strategy implementation22% were designed as media comparison20% examined learner/instructor characteristics15% were tool/instrument development

Research design53% quantative30% mixed methods12% qualitative5% development/evaluation/action research

Measurable outcomes60% performance outcomes33% satisfaction outcomes5% both2% neither

What would you do?Based on these findings, what changes might you make to the request for proposals for the Project RITE grant?

Advice from session attendees:Ask for impacts in disciplineConduct training for faculty in educational research and/or make connections to those who know how to do it, i.e. College of Ed.Expect peer-reviewed journal articlesRequire lit reviewRevise language of CFP what will you do that can make a change in teaching/learning practices? Perhaps too much focus on tools in the overview align with institutional goals, focus on learning process/outcomesCall for pre-proposal, meet w/ed tech specialist, librarian, educational researcher to reviseFigure out ways to involve students?

Our plansRequire literature reviewProvide incentive for collaborationPair faculty/mentors (IT CoP)Encourage design-based researchEncourage match with institutional goals in terms of classroom change/distance education growth, etc.

Questionnaire resultsOut of 23 responses (all but one were funded)

Resources/supportResearch and technology workshops (10)Facilities (6)Colleagues at UT and elsewhere (3)Funds (3)

Barriers/challengesResearch and technology resources (varies by campus) (9)Time (5)Access to participants/IRB process (4)Knowledge of the IT field/mentoring (4)

Research outcomesPresentations (19)Publications (9)Planned publications/presentations/grant submissions (13)External grant submission (1)

Practical outcomesChanges in teaching/curriculum/testing (13)Online course/material development (4)Research outcomes (4)Student learning outcomes (2)

Next stepsAdditional studies on technology (13)Studies related to social media (7)Online teaching focus (2)Teacher/student concerns/uses (2)

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