Work in Progress: Identifying adequate level of instruction without hindering deeper learning in distance learning

Anastasia TreklesShoji Nakayama

Purdue University CalumetHammond, IN USA

http://www.purduecal.edu

Outline

• Purpose and Hypotheses• Significance of Study• Methods• Preliminary Findings• Continuation of Research

Purpose and Hypotheses

• To measure and determine the amount of instruction needed in distance learning

• Null hypotheses:– There will be no significant relationship between

the amount of instruction given to students and their perceived comprehension of course content.

– There will be no significant relationship between amount of instructional given to a student in the course and the student’s course grade

Significance of Study

• Learners are most successful in distance learning when motivated through intrinsic measures

• Learner-centered design is needed – provides guidance, instruction, and feedback

• Learning deeply involves not just knowing how, but being able to apply knowledge and skills

• A gap exists between learner-centered design and deep learning

• This study attempts to minimize that gap and provide best practices

Qualitative Findings

• Findings indicate that course navigation is somewhat difficult

• Learning how to be successful in course is slightly difficult

• Students ask few questions, but spend 4-6 hours per week in course

• Correlation seems to exist between students’ perceived comprehension and grades

Methods

• OLS undergraduates in two courses will be part of sample

• All students given case study response assignment– Control group: Receives instructions to consult textbook

for analysis– Experimental group: Receives a series of resources to

formulate their analyses• All students scored on the same assignment rubric• ANOVA will be used to determine relationship

between variables

Pilot Study

• Currently, we are in the process of gathering data• This semester, 43 undergraduates in

Organizational Leadership and Supervision (OLS) were surveyed utilizing BlackBoard Vista for course system

• One assignment – two different questions/presentations for students in either section

• Both sections graded on one rubric

The Rubric

Sec01 – With Detail Sec 02 – Without Detail

Preliminary Results in Pilot

• Appears that more specifics in an assignment yield better results from students

• Further research will be done to confirm these findings using same methods

• Wish to confirm what needs to be done to establish best practices in distance learning materials and assignment presentation

Continuation of Research

• Study will be repeated in future semesters to determine if results are consistent

• Rubric may need to modified and refined• Further studies will be discussed to provide best

practices in better distance learning environment creation and management

• Graduate students vs. undergraduates – are there differences?

• Different disciplines – are there differences?

Thank you!

• Please contact us if you teach safety-related courses and wish to share and assist with assignment and rubric creation– Shoji Nakayama, Asst. Professor, Organizational

Leadership and Supervision, nakayama@purduecal.edu

– Staci Trekles, Clinical Asst. Professor, Instructional technology, trekles@purduecal.edu

• Slides available: http://www.slideshare.net/andella