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Increasing Student Use of Web Resources via Greater Integration

Increasing Student Use of Web Resources via Greater Integration. Charles M. Slem Psychology and Human Development Cal Poly San Luis Obispo, California. INTRODUCTION. Web resources to complement course. Rogers (1995) of theory of diffusion. Met perceived need.

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Increasing Student Use of Web Resources via Greater Integration

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  1. Increasing Student Use of Web Resources via Greater Integration Charles M. Slem Psychology and Human Development Cal Poly San Luis Obispo, California

  2. INTRODUCTION • Web resources to complement course. • Rogers (1995) of theory of diffusion. • Met perceived need. • Advantage over existing technology. • Easy to experiment with. • 25% students not make use by first exam. • Add high visibility to improve use.

  3. METHOD • Two sections of intro psych course (n=590). • Brief demonstration of web resources to both sections. • One section has web resource lecture outline used in lieu of overhead transparency. • Survey at end of Exam Booklet (anonymous) • Use and Evaluation of Web Resources • Exam 1 and Exam 3.

  4. RESULTS Higher Use & Evaluations when Web Resources part of Lecture Presentations • 80% of all students use web resources and 61% rate them as “very helpful” at first exam. • Significant differences between groups. • Exam 1 Use: 1.72 vs 2.57, (df579, t=-9.1, p<.001) • Exam 1 Evaluation: 1.17 vs 1.60, (df579, t=-7.8, p<.001) • Exam 3 Use: 1.50 vs 2.34, (df589, t=-8.3, p<.001) • Exam 3 Evaluation: 1.17 vs 2.17, (df589, t=-6.2, p<.001)

  5. RESULTS - Use • Standalone • 26% do not use • <20% use “a lot” • Integrated • 6% do not use • 50% use “a lot”

  6. RESULTS: Evaluation • Integrated • 83.4% rate Very Useful • Standalone • 50.1% rate Very Useful

  7. DISCUSSION • Visibility increases adoption. • High use because resources met criteria for rapid diffusion. • Highly integrated and interactive. • BlackBoard and WebCT not meet criteria.

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