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![Page 1: Ted J. Branoff, Ph.D. North Carolina State University College of Education Department of Mathematics, Science and Technology Education Large Course Redesign.](https://reader035.fdocuments.in/reader035/viewer/2022070306/551761655503460e6e8b4a43/html5/thumbnails/1.jpg)
Ted J. Branoff, Ph.D.North Carolina State UniversityCollege of EducationDepartment of Mathematics, Science and Technology Education
Large Course Redesign of GC120Moving the Foundations of Graphics Course from a Face-to-face to a Blended Learning Format
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GC120 - Content
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Previous Structure of GC120
• Daytime sections taught by full-time faculty– Met 2 times per week for 110 minutes
– 2-3 sections rotated into a computer lab during these meetings
• Night sections taught by part-time faculty– Met once per week for 3.5 hours
– Typically had their own dedicated computer lab
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Issues with GC120
• Consistency between sections– SolidWorks instruction– Evaluating SolidWorks assignments– Proportion of sketching and SolidWorks assignments
• Access to SolidWorks help outside of class• Large number of students on wait list (about 130
each semeter)
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Large Course Redesign Grant
• Summer 2008 - Submitted proposal for DELTA Large Course Redesign Grant.
• Proposed moving all sections of GC120 to a hybrid or blended format.
• Proposed more laptop sections.• Proposed help sessions in Elluminate.• Proposed an automated SolidWorks grader.
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Moving Sections to Blended Format
• During the Fall of 2008 content was moved from WebCT to Moodle.
• Currently all day-time sections of GC120 are blended.
• Continue to train night faculty.
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New Course Structure• Daytime sections meet in class once per week
– Answer students’ questions– Talk about key concepts for the week– Check homework
• Online content completed outside of class– Voiced-Over PowerPoint Presentations– Voiced-Over SolidWorks Demonstrations– Videos of an instructor sketching– Study Guides– Low-stake Online Assessments in Moodle – 10-20 questions – 2
Attempts
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More Laptop Sections
• Gradually moving to more laptop sections.
• Have renovated Poe 106 to handle 60 students.
• Still have many issues to overcome with student owned computers.
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Online Help Sessions
• Offered some help Elluminate help sessions during the Fall 2008 semester for exam reviews and project help.
• Students still seem to prefer face-to-face help sessions.
• We have started offering face-to-face help sessions each semester.
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Automated SolidWorks Grader
• Began programming in Fall 2008.
• Made some improvements during Fall 2009 with departmental funding.
• Still have issues with ease of use for faculty.
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Fall 2008 Survey
• Prior to moving to Moodle, compared 3 pilot sections of blended structure to F2F sections.
• Materials were organized in open web pages.• Conducted in the 13th week of semester.• Questions about:
– Previous experience with online or hybrid courses– Instructional preference– General order when navigating through online materials
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Fall 2008 Results
• Some previous experience with online and blended courses.
• Prefer blended over face-to-face.
• Prefer face-to-face over online.
• Students navigated through material in many different ways.
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Fall 2008 Results
• No differences between face-to-face and blended sections on the midterm exam.
• Significant difference between the groups for the final exam.
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Moving to Moodle
• We can now look at how students are actually navigating through materials.
• What are the best strategies for success?
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Fall 2009 Study Research Questions• In what order did students progress through the
materials related to the textbook?
• What was the typical number of attempts at each assessment?
• Did students who attempted all of the online assessments perform better on the midterm and final exams than students who only attempted a few assessments?
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Participants
GC120 Section
Frequency %
003 55 34%
004 56 34%
005 53 32%
Total 164 100%
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Participants – Academic Year
Year Frequency %
Freshmen 4 2%
Sophomores 115 70%
Juniors 29 18%
Seniors 16 10%
Total 164 100%
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Participants – Academic MajorAcademic Major Frequency %
Aerospace Engineering 17 10%
Civil Engineering/Construction Man. 45 27%
Mechanical Engineering 44 27%
Other Engineering Majors 29 18%
Education 7 4%
First Year College 8 5%
Other Majors 14 9%
Total 164 100%
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Moodle LMS
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Moodle Lesson Format
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Voiced-Over Presentations
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Sketching Videos
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Results
In what order did students progress through the materials related to the textbook?
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Results – Order of Navigation
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Results
What was the typical number of attempts at each assessment?
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Results – Number of Assessment Attempts
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Results
Did students who attempted all of the online assessments perform better on the midterm and final exams than students who only attempted a few assessments?
![Page 28: Ted J. Branoff, Ph.D. North Carolina State University College of Education Department of Mathematics, Science and Technology Education Large Course Redesign.](https://reader035.fdocuments.in/reader035/viewer/2022070306/551761655503460e6e8b4a43/html5/thumbnails/28.jpg)
Results – Midterm Means by Assessment Attempts
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Results – Exam Means by Assessment Attempts
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Analysis – Correlation between Midterm Examand Online Assessment Attempts
Spearman’s RhoAssessment
Attempts Before Midterm
Midterm Exam
Assessment Attempts Before the Midterm Exam
Correlation Coefficient
1.000
Sig. (2-tailed) .
N 164
Midterm Exam
Correlation Coefficient
.233** 1.000
Sig. (2-tailed) .004 .
N 164 164
** Correlation is significant at the 0.01 level (2-tailed)
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Analysis – Correlation between Final Examand Online Assessment Attempts
Spearman’s RhoAssessment
Attempts Before Final Exam
Final Exam
Assessment Attempts Before the Final Exam
Correlation Coefficient
1.000
Sig. (2-tailed) .
N 164
Final Exam
Correlation Coefficient
.283** 1.000
Sig. (2-tailed) .000 .
N 164 164
** Correlation is significant at the 0.01 level (2-tailed)
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Discussion / Conclusions• While a number of students followed the
explicitly recommended order of material use (i.e., view the streaming video before attempting the quiz), many students took alternate approaches to usage order.
• In addition, this usage order also changed over the course of the semester.
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Discussion / Conclusions• The weekly online quiz assessments were only
worth a total of 10% of students’ final grade and the midterm and final worth collectively 40% of the grade.
• It is our assumption that students primarily saw the value in the weekly assessments as preparing them for the larger summative assessments of the midterm and final.
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Discussion / Conclusions• The data collected seem to support the
conclusion that those students who attempted more weekly assessments (and/or made use of the streaming videos) did better on the midterm and final exams.
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Discussion / Conclusions• Probably the most important finding of this study is
that the logging tools provided in Moodle provides a powerful tool for instructors to gather and analyze data on how students make use of the resources provided online.
• It is now easier to chart student trends and performance in a more accurate way than in past incarnations of this course.
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Discussion / Conclusions• This provides instructors with better information to
use in the redesign of course materials for the future.
• Since the production of the multimedia learning resources is a labor-intensive practice, this formative data provides valuable evidence as to whether such material is being used by students and whether it provides real educational value.
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Future Research• Develop methods for more fine-grained analysis of log
data.– More data points over the semester to better understand
trends– Analysis of first versus second tries on quizzes– Use of SCORM-compliant learning resources in conjunction
with Moodle that allow richer data collection usage (e.g., how long did they view a video and how many times did they stop and start it)
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Questions?