Virtual Tutor for the 21Virtual Tutor for the 21stst--Century Cyber classroomCentury Cyber classroom

By Dr. Joselina ChengBy Dr. Joselina Cheng

IABPAD Dallas Conference IABPAD Dallas Conference

April 26, 2008April 26, 2008

Problem StatementProblem Statement

Many online courses are presented Many online courses are presented with text-based lectures that do not with text-based lectures that do not address students’ visual, audio, and address students’ visual, audio, and kinesthetic kinesthetic learning styles in an learning styles in an virtual learning environment. virtual learning environment.

(Cao, 2005; Zhang, 2004)

Purpose StatementPurpose Statement

The purpose of this quantitative, The purpose of this quantitative, quasi-experimental study was to quasi-experimental study was to examine the causal effect of a Virtual examine the causal effect of a Virtual Tutor (VT) multimedia-based learning Tutor (VT) multimedia-based learning module on students’ learning module on students’ learning effectiveness and satisfaction. effectiveness and satisfaction.

Group AffiliationGroup Affiliation

1.1. Control-group students were Control-group students were presented with Power Point lectures.presented with Power Point lectures.

2.2. Treatment-group students were Treatment-group students were presented with Power Point lectures presented with Power Point lectures and VT learning modules. and VT learning modules.

TreatmentTreatment VariableVariable

The treatment was Virtual Tutor (copyright 2005, The treatment was Virtual Tutor (copyright 2005, 2007), which are multimedia-based learning 2007), which are multimedia-based learning modules, were created with Camtasia, Access, modules, were created with Camtasia, Access, and VB.NET. and VB.NET.

Virtual Tutor was designed to address online Virtual Tutor was designed to address online students’ audio, visual, and kinesthetic learning students’ audio, visual, and kinesthetic learning styles in the virtual learning environment. styles in the virtual learning environment.

Research Questions (RQ)Research Questions (RQ)

RQ1: How do students in the traditional lecture RQ1: How do students in the traditional lecture group differ from students who have access to group differ from students who have access to the VT learning module perceive their learning the VT learning module perceive their learning satisfaction, as measured by the Learning Style satisfaction, as measured by the Learning Style Survey (LSS)? Survey (LSS)?

RQ2: How do students in the traditional lecture RQ2: How do students in the traditional lecture group differ from students who have access to group differ from students who have access to the Virtual Tutor System in their in their the Virtual Tutor System in their in their performance score, as measured by the performance score, as measured by the Learning Effectiveness Assessment (LEA)? Learning Effectiveness Assessment (LEA)?

Example of VT Learning ModuleExample of VT Learning Module

This VT Module, which provides students step-This VT Module, which provides students step-by-step instruction to complete project by-step instruction to complete project assignment, can be accessed by online students assignment, can be accessed by online students 24 * 7 without time and location constraints.24 * 7 without time and location constraints.

Findings for Research Questions (RQ)Findings for Research Questions (RQ)

Research HypothesesResearch Hypotheses

H1: Students who have access to lecture and H1: Students who have access to lecture and students who have access to lecture and the students who have access to lecture and the Virtual Tutor learning module will have different Virtual Tutor learning module will have different degrees of learning satisfaction. degrees of learning satisfaction.

H2: Students who have access to lecture and H2: Students who have access to lecture and students who have access to lecture and the students who have access to lecture and the Virtual Tutor learning module will perform Virtual Tutor learning module will perform differently, as measured by the LEA.differently, as measured by the LEA.

Findings for Hypotheses Findings for Hypotheses

MethodologyMethodology

Research Design: Quantitative Research Design: Quantitative Method: Quasi-ExperimentalMethod: Quasi-Experimental Time Dimension: Cross-Sectional Time Dimension: Cross-Sectional

(Spring 2007 Semester)(Spring 2007 Semester) Location: University of Central Location: University of Central

Oklahoma (UCO)Oklahoma (UCO) Population/Sample: 90 UCO Population/Sample: 90 UCO

Undergraduate StudentsUndergraduate Students

Limitations/DelimitationLimitations/Delimitation

Small Sample SizeSmall Sample Size One Higher Education InstitutionOne Higher Education Institution Few MajorsFew Majors One Learning Module One Learning Module One SemesterOne Semester Geographic Boundary Geographic Boundary

Research SignificanceResearch Significance Innovative technology can become Innovative technology can become

powerful tools to enhance e-teaching and powerful tools to enhance e-teaching and e-learning effectiveness in the virtual e-learning effectiveness in the virtual classroom.classroom. Students Students Faculty members Faculty members Administrators Administrators Policy makers Policy makers Researchers Researchers

Future Studies Future Studies

Repeat the study with larger sample sizeRepeat the study with larger sample size Extend the study with a longer timeframe. Extend the study with a longer timeframe. Expand MIS learning modules to cross-Expand MIS learning modules to cross-

disciplined shareable learning objects. disciplined shareable learning objects. Conduct the research in hybrid universities Conduct the research in hybrid universities

that offer both online and ground classes.that offer both online and ground classes.

Q & AQ & A

For demo of Virtual Tutor, please refer to For demo of Virtual Tutor, please refer to

Dr. Cheng’s website –Dr. Cheng’s website –

http://www.busn.ucok.edu/jcheng/index.htm

ReferencesReferences

Cao, J. (2005). Cao, J. (2005). Learning with Virtual Mentors: Learning with Virtual Mentors: How to make e-learning interactive and How to make e-learning interactive and effective?effective? The University of Arizona, AAT The University of Arizona, AAT 3176282.3176282.

Zhang, D. (2004). Virtual Mentor and the lab Zhang, D. (2004). Virtual Mentor and the lab system – toward building an interactive, system – toward building an interactive, personalized, and intelligent e-learning personalized, and intelligent e-learning environment. environment. The Journal of Computer The Journal of Computer Information Systems. Spring 2004Information Systems. Spring 2004, , 4444 (3) 35-43. (3) 35-43.