does technology improve student learning

7/18/2019 Does Technology Improve Student Learning

http://slidepdf.com/reader/full/does-technology-improve-student-learning 1/57

Building an Information Community:IT and Research Working Together

Does Technology ImproveStudent Learning?

Michelle Barton, Palomar CollegeDarla Cooper, !nard College

"el#in $eeds, %anta &na College%usan $ongacre, City College of %an 'rancisco

(ohn Whitmer, )*+ Proect, +#ergreen -alley

College




Outline

./ #er#ie0 1(ohn2

3/ Researchers 1Darla 4 Michelle2

5/ The +6ect of Ta7let PCs on $earningand Colla7oration 1"el#in2

8/ De#eloping Critical Thinking in the

*ursing %tudent 9sing %imulatednline Clinical %cenarios 1%ue2

/ ; 4 &




Overview (1)< )*+ Proect

< Vision: e#aluate e6ecti#eness oftechnology in CCC classrooms

< Goals of Scholar Program:

./ To create and share original research on the impact of instructional technologyon student learning in CaliforniaCommunity College classrooms

3/ To support the improvement of facultymem7ers= research a7ilities, technologyskills, and pedagogical approaches




Overview (2)< Faculty-designed research proect 1competiti#e

application2, using Classroom &ction Researchmethodology

< Ongoing program: > %cholars ?8@?,.? %cholars ?@?>, .? %cholars ?>@?A

< Research support: added to ?@?> cohortthrough Center for %tudent %uccess

< Support team: Pedagogical %upport, Research%upport, Instructional Tech %upport, $ogistics

< Program Elements: %ummer Retreat, WinterRetreat, %pring raduation 1?>@?A only2, -irtualroup Meetings, indi#idual support




2005-06 @ONE Carnegie Scholars (1)

1 Gregory !eyrer - Distance +ducation and Media %er#ices, CosumnesRi#er Collegenline %tudent %uccess: Making a Di6erence

" #arolyn !ro$n - raphic Design, 'oothill College%tudent engagement and outcome in online courses 0hat can 0e learnfrom face@to@face learning communitiesE

% #heryl #arter - Counseling, Dia7lo -alley College*on@Traditional %tudent Participation in %ynchronous nline Workshops

& !o''y (utchison - Business, Beha#ioral and %ocial %ciences, Modesto (unior College The Impact of nline Fuman %e!uality +ducation on Percpetions of Risk,

Worry and "no0ledge

) *elvin +eeds - Mathematics, %anta &na College Technology: 'ad or 'i!ture




2005-06 @ONE Carnegie Scholars (2)

, Patric +en - Physical %ciences, Cuesta College&nalyGing Indi#idual and Cooperati#e +lectronic Response %ystems toImpro#e %tudent $earning and &ttitudes in &stronomy

. Susan +ongacre/ - Registered *ursing, City College of %an 'rancisco9tiliGing nline %imulated Clinical %cenarios to De#elop Critical Thinkingin the *ursing %tudent

0 Scott +uas - &nthropologyH%ociology, $ake Tahoe College&n &ssessment of Ree!i#e %tudent $earning in nline %ocial %cienceCourses

Frances Rice-Farrand - *ursing, $os &ngeles City College+ducation for 'uture

12 3enise Stiglich - Math and %cience, &ntelope -alley CollegeInteracti#e Po0erPoint and nline Fome0ork Programs in the Classroom




The esearchers The dd Couple




Overview

< What Did We DoE

< Fo0 Did We Do ItE

< Why Did We Do ItE

< Would We Do It &gain and

What Would We Do Di6erentlyE

< What Did the %cholars %tudy andFo0 Did They Do ItE




!hat Did !e Do?

< Worked 0ith )*+ sta6

< Retreats

< Worked 0ith the scholars




!or"ed with #O$% Sta&&

< Felped select the scholars

< Met regularly to re#ie0 program

< Met regularly 0ith scholars to getupdates on their progress

< Discussed drafts of monographs

< Felped plan for ne!t year




etreats

< Felped plan the retreats

< Prepared and ga#e presentations atthe retreats

< Met indi#idually 0ith each scholar tore#ie0: J Research design and methodology

1.st

retreat2J Data analysis and interpretation13nd retreat2




!or"ed with the Scholars

< Felped reKne and solidify research Luestion,design and methodology

< Re#ie0ed and helped de#elop sur#eyinstruments, data7ases, and deKnition Kles

< Felped 0ith data analysis and interpretation

< Re#ie0ed monographs and pro#idedfeed7ack to scholars

< Felped 0ith data presentation in themonograph

< n call for help




'ow Did !e Do It?

< 4E567OR*88

< Communication 1$ots of it2

< Fumor

< Patience




!hy Did !e Do It?

< To do research again

< To learn a7out technology and itsimpact on learning in di6erentdisciplines

< To do research that matters anddirectly impacts students




!ould !e Do It gain and!hat !ould !e Do Di&&erently?

< N+% N+% N+%

< $essons learned

J 'ocus is keyJ Data storage and organiGation

J Data presentation

J Re#ie0 instrumentsJ %u7mission of 0ritten methodology




!hat Did the Scholars Study and'ow Did They Do It?

< Impact of colla7orati#e use of Oclickers onstudent learning and attitudes in astronomy1Mi!ed design, pre@test post@test 4 t0o groups2

< Comparison of student perceptions ande!periences regarding participation in face@to@face and online discussion groups 1;uestionnaireand inter#ie02

< Impact of an online preparation course onstudent performance in online courses 1&nalysisof historical data and Luestionnaire2




!hat Did the Scholars Study and'ow Did They Do It?

< Participation and satisfaction of non@traditional students in synchronous onlinestudent ser#ices 0orkshops 1;uestionnaire2

< %tudent perceptions of learning using Ta7letPCs 1;uestionnaire and inter#ie02

< +6ect of online clinical scenarios on thede#elopment of critical thinking skills1Mi!ed design, pre@test post@test 0ithe!perimental and comparison groups2



Building an Information Community: IT and Research Working

The Effect of Tablet PCs on

Learning and Collaboration:

A Study of Student Perceptions

"el#in $eeds

%anta &na College

&pril .., 3??>



Background

< Technology is changing theclassroom setting

< "ey7oards are not conduci#e forMath and %cience Type classes

< Ta7let PCs may 7e more suita7le forMath and %cience classes



Technology Uses

< Ta7let PCJ 9se Ta7let PC as #irtual paper to take notes

< %ynchroneyesJ %oft0are program that ena7les the instuctor to #ie0

student computer screens

< Black7oardJ nline portal used to post course materials

< White7oardJ %oft0are program that allo0s students to form #irtual

groups



Research uestions

< Do students think the use of Ta7let PCs inthe classroom enhances their learning0hen compared to traditional methodsE

< Do students think the use of Ta7let PCsduring class increases colla7oration7et0een them and their classmatesE

< &re students hesitant to share theirclassroom 0ork since others in class maykno0 0hose 0ork is 0hoseE



!ethodology

< M+%& Pre@Calculus Course at %anta&na College, 'all 3?? %emester, 35students

< De#eloped t0o Luestionnaires:J Background ;uestionnaire

J %tudent Perception ;uestionnaire

< 'ollo0 up inter#ie0s



Background uestionnaire

.. Luestions designed to in#estigatestudents= kno0ledgeHe!perience 0ithcomputers, 33 students

< #erall computer use

< Course 0ork and computer use

< Computer access




%ample ;uestion

In general, ho0 often do you use acomputer during scheduled class time

at this collegeEa/2 I ne#er use computers during class

time

7/2 $ess than half of the timec/2 Falf of the time

d/2 More than half of the time




*ey Findings for !acground 9uestionnaire

< #erall Computer 9seJ -irtually all students use computers outside of classJ Falf of students use computers for more ad#anced tasks

7eyond 0ord processingHemailHInternet

< Course Work and Computer 9seJ Most students use computers outside of class to

complete course related materialsJ Falf of students use computers in class to complete

course related materials

< Computer &ccessJ Most students ha#e access to a computer at home or

0orkJ Falf of students use computers on campus, the other

half ha#e access to a more con#enient computer



Student Perception uestionnaire

< .Q ;uestions designed to in#estigatestudents= perceptions a7out using

Ta7let PCs during class

< Instructors *otes< %tudents= *otes< Fome0ork< eneral Comments

< T0o &dministrations, .8 studentsJ Middle and end of the term




%ample ;uestion When the instructor uses %ynchroneyes to

present my notes on the screen in front of the

class:a/2 I feel #ery comforta7le

7/2 I feel some0hat comforta7le

c/2 I feel some0hat uncomforta7le

d/2 I feel #ery uncomforta7lee/2 It does not 7other me one 0ay or the other

f/2 *ot &pplica7le




*ey Findings for nstructor;s <otes

< &ll students felt it 0as helpful to ha#e

instructors notes a#aila7le on theInternet

< Most students access these notes atleast half of the time




*ey Findings for Students; <otes

< More than half of students felt using the Ta7let PC

to take notes 0as more helpful than usingtraditional pencilHpaper

< Most students feel comforta7le 0hen their notesare presented in front of the class using

%ynchroneyes

< Most students think using %ynchroneyes topresent other students= notes is helpful




*ey Findings for (ome$or

< Most students think using White7oard to

re#ie0 home0ork is more helpful thantraditional paperHpencil

< Most students think using White7oard tore#ie0 home0ork creates morecolla7oration than traditional paperHpencil




*ey Findings for General #omments

< Most students think that using computers in

non@computer related courses duringregular class time is more helpful than notusing computers in class

< More than half of students think that usingcomputers during class time impro#es theirperformance during class



"ollo# up $nter%ie#s

< %tudents feel it is helpful to use%ynchroneyes since they see morethan one 0ay to sol#e a pro7lem

< %ome students do not take notes7ecause this allo0s them to focus on

0hat the instructor says, kno0ingthey 0ill ha#e access to theinstructor=s notes later



&%erall Results

< More than half of students felt that usingcomputers in class impro#ed their performanceduring class

< More than half of students felt that theycolla7orate more using White7oard and the Ta7letPC rather than traditional paperHpencil

< Most students felt comforta7le 0hen their 0ork0as presented to class using %ynchroneyes 0iththe Ta7let PC



"uture Research

< Do students think it is 0orth the time ande6ort that it takes to learn to use the Ta7let PCE

< Do students think that using the Ta7letPCs in com7ination 0ith 7lack7oard helpsto keep course information moreorganiGedE

< %tudents ha#e access and kno0ledge a7outcomputers, thus the 7ackground sur#ey is notnecessary



$'plications

< &lthough it takes time 7oth to learn anduse in the classroom, students think thatusing computers during class impro#es

their classroom performance< Fa#ing access to a copy of the instructors

notes online is helpful to students

< Ta7lets PCs can 7e used to increasecolla7oration amongst students in otherclasses




Developing ritical Thin"ing inthe $ursing Student *singSimulated Online linical

Scenarios

%ue $ongacre, R*, M%

Registered *ursing Department

City College of %an 'rancisco




+ro,lem Statement

OThe ne0 nurses can detect there is apro7lem they may 7e a7le todetermine that it is urgent, 7ut then allthey do is call the doctor/ They cannot

diagnose 0hat is 0rong, e#en ininstances 0here the pro7lem is ascommon as an oncoming stroke orheart attack/

Betty and ordon Moore 'oundation 'ocus roup %tudy, 3??




ritical Thin"ing De&inition

Critical thinking is a purposeful, results@oriented process that focuses ondecision making, pro7lem sol#ing, and

clinical udgment/

Brunt 13??2




ritical Thin"ing ompetencies

'accione=s 1.SS?2 Critical Thinking Competencies< Interpretation

< &nalysis

< +#aluation

< Inference< +!planation

< %elf@Regulation

.




ourse ontent

< MaternalH*e07orn *ursing< %imulated online clinical scenarios

< Multi@media and te!t

< &synchronous learning, a#aila7le #iaWe7CT

< %tudents completed 0ritten

responses #ia We7CT< &ssignments returned 0ith faculty

comments #ia We7CT




esearch 'ypothesis

%tudents 0ho complete the onlineclinical scenarios 0ill demonstrate alarger increase in their post@test

critical thinking skills o#er their pre@test critical thinking skills than thosestudents 0ho do not complete theonline clinical scenarios/




Research Group Pre-Test

(first day of course)

Treatment

(4 times duringcourse)

Post-Test

(last day of course)

Experimental(n=1)

! " !

#omparison(n=1)

! !

Study Design

U Critical Thinking &ssessment Instrument

U %imulated nline Clinical %cenarios

'ormal sur#ey administered on the last day of

class to e!perimental students to gatherfeed7ack on students= perceptions of theonline assignments/




Demographics ,y esearch-roup

< ender: predominantly female

< +thnicity: e!perimental group&sianH'ilipino 1>QV2, comparison groupCaucasian 1>QV2

< Median age 53

< Direct patient care e!perience:

e!perimental and 8 comparison students




linical Scenario ssignment

%.ample




< The patient is a 3 year oldra#ida 3 Para . ) 3Q0eeks gestation/

< Fer Krst pregnancy anddeli#ery 0ere normal/

< %he takes prenatal #itamins/

< Today=s fundal heightmeasurement is 3Qcentimeters/

+atient ssessment

Sample Online Clinical Scenario slide using picture and text.




The patient=s BMI 7eforepregnancy 0as 3./

Fer prepregnant 0eight

0as S" 1.5?2/

Fer 0eight today is >Q"1.?2

+regnancy !eight -ain

Sample Online Clinical Scenario slide using a graph and text.

+ i / 0 i




The patient is complaining offreLuent Xleg cramps= of hercalf area/

The patient asks the nurse,OWhat can I do to stop thismuscle cramping of mylegsE

+atient/s 0uestion

%ample nline Clinical %cenario slide 0ith patient=s Luestion/




./ Fo0 0ould you ans0er the patient=s

LuestionE

3/ What 0ould 7e pertinent nursing diagnoses,starting 0ith the highest priority and 0hyE1This may include risk for///2

5/ Descri7e appropriate nursing actions andHorinter#entions for the patient/ Descri7e yourrationale for these actions andHorinter#entions/

ssignment

Nou are the nurse caring for this patient today inthe clinic/ Based on the information pro#ided




ritical Thin"ingssessment Instrument

3EVE+OP6E<4<%tandardiGed Critical Thinking Instrumentsnot adeLuate for nursing

<Instrument de#eloped to measure criticalthinking competencies in a nursingen#ironment

<Re#ie0ed 7y )*+ sta6 and nursingfaculty

<Piloted on pre#ious students




ritical Thin"ingssessment Instrument

S#OR<G<%cored 7y t0o faculty 7lind to purpose ofresearch proect

<Re#ie0ers agreed 0ith maority of scores

<When scores di6ered, a 5rd facultyassigned Knal score, al0ays agreed 0ith

one of pre#ious scores

lt




esults

Mean %cores for Critical Thinking Pre and Post@ Tests 7y Research roup

< Both groups mean indi#idual scores sho0 an increase in eachof the critical thinking competencies

< T0o students in each group demonstrated a decrease in theirpost@test scores o#er their pre@test scores

< The maority of students in each group impro#ed their scores

S




Survey< The clinical scenario assignments impro#ed my

a7ility to analyGe multiple assessments in acomplicated patient/

J AQV strongly agreed

J 33V agreed

< The clinical scenario assignments 7etterprepared me to 7ase my nursing care on soundnursing theory/

J >AV strongly agreed

J 55V agreed

S




Survey< %tudents spent considera7le time completing

assignments, 55V reported spending hoursor more on each assignment

< 'aculty feed7ack 0as important in learning

< OThe most helpful thing is the patient=sLuestion/

< OPictures made it real life/

< OIt pro#ided me a chance to practice criticalthinking/

l i




onclusion

While the performance of 7oth groupsimpro#ed signiKcantly o#er time, the

e!perimental group sho0s asigniKcantly larger impro#ement inmean critical thinking test scoresfrom pre@test to post@test/

I li ti




Implications

< Construct #alidity of critical thinkingassessment instrument needs to 7eesta7lished

< Instrument speciKc to maternalHne07orn

nursing, could easily 7e adapted to otherareas of nursing

< Cost@e6ecti#e alternati#e to supplementstudents= clinical internship hours

< %tudents e!pressed satisfaction 0ithcomputer 7ased clinical scenarios< %tudents thought assignments should 7e

part of course curriculum

t h




uture esearch

'urther research may determine 0hat componentof these clinical scenario assignments impro#ed thestudents= critical thinking skills/ Was it:

<the technology tool,<the faculty feed7ack,

<the patient=s Luestions,

<or possi7ly all of these factors com7inedE

0 ti ?



Building an Information Community:

0uestions?

Michelle Barton MBarton)palomar/edu 1A>?2 A88@..? e!t/35>?

Darla Cooper dcooper)#cccd/net 1Q?2 SQ>@

Q?? e!t A>SA"el#in $eeds leedsYkel#in)sac/edu 1A.82 >8@

>A5A

%ue $ongacre slongacr)ccsf/edu 18.2 [email protected]

(ohn Whitmer 0hitmer)cccone/org 18?Q2 335@>AQQ

#ontact $nformation

does technology improve student learning

Documents