Learning Outcomes for IRIS Online Modules Used in College Courses

IRIS CENTERIRIS CENTERIRIS CENTERIRIS CENTER

Learning Outcomes for IRIS Online Modules Used

in College Courses

Project # H325F060003

OSEP Project Directors’ ConferenceWashington, DC

July 21, 2010


What is IRIS?

IDEA ‘04 andResearch forInclusive Settings

National Center for Training EnhancementsProvides free, online resources for pre-service

training and professional development


The Array of IRIS MaterialsIncludes:

Modules

Case Studies

Other ResourcesInformation BriefsStudent ActivitiesFilm Search ToolModule Media Search ToolPodcastsOn-Line Dictionary


The STAR Legacy Cycle and IRIS Modules

• Grounded in learning sciences (How People Learn theory)


Three Studies• Study 1: Do pre-service students learn course

content when using IRIS modules?• Study 2: Is there a difference in student

learning outcomes for instructor-led (high HPL) versus independent (low HPL) module use?

• Study 3: Can the outcomes of Studies 1 and 2 be replicated with other modules?


Study 1 ProceduresSuccess in Sight module

• Control: Only the textbook chapter on visual disabilities.• Experimental: Textbook chapter on visual disabilities +

module as independent homework.• Pre/posttest: IRIS Challenge video about two students

with visual impairments followed by three open-ended questions that addressed Instructional Considerations, Setting Up the Classroom, and Assistance with Instruction.


Study 1 Subjectsn = 659


Fall 2004

Winter 2005

Spring 2005

Summer 2005

Fall 2005

Instructor 1 O1 O2 O1 XE O2



O1,O2 = Pretest, posttest administeredXE = Experimental condition – use of module as independent assignment

Study 1 Design


Open-ended QuestionsWhat advice would you give Ms. Milton about preparing for Evan and Emily? Include issues surrounding:

1. Setting up her classroom – List as many considerations as you can; be as specific as possible.

2. Instructional considerations - List as many as you can; be as specific as possible.

3. Types of assistance she can anticipate with Evan and Emily’s education - List as many as you can; be as specific as possible.


Sample Scoring Rubric


Online Learning Outcomes

Two types:

1) Enhance course content2) Replace course content


Instructor A Instructor B Instructor C

Pre and Posttest Means on Instructional Considerations Content: Textbook and Module

No Module Module

*Difference between posttest means p < 0.0001, ES +.90

Enhancing Course Content


Instructor A Instructor B Instructor C

Pretest and Posttest Means on Instructional Considerations Items: Module Only

No Module Module

*Difference between posttest means p < 0.001, ES +1.18

Replacing Course Content


Results and Implications

• Students in the module condition outperformed students in the no module condition– Confirmed the value-added benefits of the

module as a course enhancement.

• Modules are an effective method to convey and reinforce knowledge to pre-service students.


• Grounded in learning sciences (How People Learn theory)

The STAR Legacy Cycle and IRIS Modules


Study 2

• Is there a difference in student learning outcomes for instructor-led (high HPL) versus independent (low HPL) module use?


Study 2 Procedures SOS: Helping Students Become Independent

Learners module

• Instructor-enhanced condition: Viewed module in class, discussed initial thoughts as a group, worked module independently, discussed final thoughts as a group.

• Independently-viewed condition: Did module as homework, no instructor interaction.

• Pre/posttest assessed students’ factual knowledge, responses to clearly defined problems, and responses to ambiguously (or ill-) defined problems.


Sample QuestionsFactual: Which of the following statements best summarizes the concept of self-regulation?

a) Self-regulation is a type of learning strategy that utilizes components of behavioral intervention and academic skill building to improve school outcomes for students with disabilities.

b) Self-regulation is a learner-directed strategy in which students use self-talk and goal setting to improve academic skills.

c) Self-regulation is a teacher-directed strategy that helps students monitor self-made behavior goals.

d) Self-regulation is a student-directed strategy that promotes the ability to improve both educational and behavioral outcomes.


Sample Questions

Well-defined: Teaching students how to manage their own behavior is not effective for all types of problem behaviors. From the list below, select two problems that are MOST likely to be improved by students learning to manage their own behavior. Provide a clear explanation for each choice.

Vaguely-defined: Watch video of classroom. • Identify the problem behavior displayed by the boy wearing the blue shirt.• As a teacher, what strategy(ies) would you use to change his behavior?

Explain the reasons for your choice.• List the specific steps you would take to implement the strategy(ies) you

chose.


O1,O2 = Pretest, posttest administeredX = Type of module use

Study 2 DesignSpring 2006 Fall 2006 Spring 2007

Condition

Instructor enhanced

O1 XIE O2

Independently viewed

O1 XIV O2

Posttest only O2


Results/ Implications

• There were no significant differences in learning outcomes between instructor-led and independent module use.

• Instructors can use the modules outside of class (as homework) and still anticipate positive learning outcomes.


What does this mean for college instructors?

• IRIS modules continue to produce significant learning outcomes for college students in pre-service courses.

• The modules are just as effective when used as independent homework as when they are used in class settings.


Study 3

• Now that we have demonstrated that the IRIS modules are effective in teaching the material

• And that they can be used effectively as independent assignments

• Can we replicate these findings with two of our most popular modules?


Study 3 Procedures• Three instructors taught an introductory special education

course (n=216)• 2 instructors taught in the traditional lecture setting • 1 taught the course at a distance (online)• All 3 instructors agreed to use the same 2 IRIS modules as

part of the course requirements: RTI (Part 1): An Overview and Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting Out Cycle


Procedures (cont.)

• During the first week of class, the pre/posttest was administered • The pre/posttest presented 2 scenarios: one related to RTI and

the other related to the acting out cycle• All students responded to both scenarios as a pretest• Two instructors (1 traditional and 1 distance) assigned the RTI

module; the other instructor assigned the module on the acting out cycle

• Following the completion of the module assignments, all instructors asked students to complete the pre/posttest


O1,O2,O3 = Pre/posttest administeredX = Module used

Study 3 Design

Time 1 Time 2 Time 3

Order 1

(RTI, BI1)(n=123)

O1XRTI O2

XBI1 O3

Order 2

(BI1, RTI)(n=52)

O1XBI1 O2

XRTI O3


Pre/posttest• Scenario 1: Presented a situation based on a

hypothetical school. Respondents were asked to describe the overall RTI process.

• Scenario 2: Presented a situation in which a student was acting out as his class work became more difficult. Respondents were asked how the teacher could effectively address the student’s behavior without causing it to escalate.


Pre/posttest (cont.)• Students were given 15 minutes to respond

to both scenarios• The instructions encouraged students to

bullet their responses versus writing complete sentences.


O1,O2, O3 = Pretest, posttest administeredX = Module used

Study 3 Design

Time 1 Time 2 Time 3

Order 1

(RTI, BI1)

O1XRTI O2

XBI1 O3

Order 2

(BI1, RTI)

O1XBI1 O2

XRTI O3


Expected Performance


Pre and Posttest Means on RTI and BI1 Items


Distance versus Traditional Instruction


Results/New Directions• Students effectively learn content from

independent use of IRIS modules in both traditional and distance learning settings.

• Lingering questions when BI1 was completed first

• New research question: How can students’ learning be scaffolded so that they recognize when and how to apply new knowledge?


Summary of IRIS Web Site User Data


IRIS Center: for Technical Support

Peabody College • Vanderbilt University(800) 831-6134 Toll Free

[email protected]

for Training Claremont Graduate University (CGU)

(866) 626-IRIS (4747) Toll [email protected]

http://iris.peabody.vanderbilt.eduwww.iriscenter.com

Learning Outcomes for IRIS Online Modules Used in College Courses

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