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Identifying Student Attitudes During the Distance Learning Process

Identifying Student Attitudes During the Distance Learning Process. Joe Jurczyk University of Akron Distance Learning 2004 Cracker-barrel Discussion Table 2 Madison, WI. Overview. Student Evaluations What Purpose ? Methods and Procedures How ? When ? What to ask ? Analysis

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Identifying Student Attitudes During the Distance Learning Process

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  1. Identifying Student Attitudes During the Distance Learning Process Joe Jurczyk University of Akron Distance Learning 2004 Cracker-barrel DiscussionTable 2 Madison, WI

  2. Overview • Student Evaluations • What Purpose ? • Methods and Procedures • How ? • When ? • What to ask ? • Analysis • Personal Examples • References • Contact

  3. Student Evaluations • What purpose ? • Provide feedback to faculty • Provide feedback to administration • Improve course

  4. Methods and Procedures • How ? • Print-based • Mailed • In-class (hybrid classes) • Web-based • Internal course software (WebCT, BlackBoard) • Third-party software (Perseus, 2Way) • Customized (HTML and scripting/application language such as ColdFusion, Active Server Pages, PHP, etc.) • External hosting vs. Internal hosting

  5. Methods and Procedures • When to administer ? • After course is complete (or near end of course) • Middle of course ? • Before course ? (base)

  6. Methods and Procedures • What to ask ? Content Instructor Technology Course Structure Course Development Student Support Evaluation / Assessment • How will results be used ?

  7. Analysis • Frequencies • Basic statistics (mean and standard deviation) • Effect size measurements • Identifying outliers

  8. Issues • Survey response rate • Time considerations • Privacy concerns • Data formatting • Analysis time • How will results be used ?

  9. Personal Examples Teaching Web-Based Research Methods Courses: Using the IHEP Standards To Evaluate Student and Instructor Experiences (presented at 2003 AERA Annual Meeting) • Questions asked before, during and after class • Compared results over time • Results: • most students more apprehensive at beginning (unsure) • instructors can use results from first and second surveys to perform intervention

  10. Personal Examples A New Approach to Performing Course Evaluations: Using Q Methodology to Better Understand Student Attitudes(to be presented at ISSSS 2004 Annual Q Methodology Conference, September) • Q-Sort administered at the end of course to identify attitudes • Uses Q Methodology to identify individual styles, not analyze aggregate data • Results: • 3 groups: (Student Development, Course Structure, Instructor Quality) • Students have different views towards successes in class

  11. Q Methodology Subject Instructions1. Preliminary sort statements (agree, disagree, neutral) 2. Sort items to final location on grid (one item per placeholder) Example – Sample Statements “I had adequate time to complete lab exercises.” “My instructor used teaching methods well suited to the course.” “My instructor organized this course well.” “My lab instructor was available during office hours.” “Course assignments were interesting and stimulating.” “Course assignments helped in learning the subject matter.”

  12. References • Jurczyk, J., Kushner Benson, S.N., Savery, J.R. (2003) Teaching web-based research methods courses: using the IHEP standards to evaluate student and instructor experiences. Presented at 2003 AERA Annual Meeting. Available online at http://projectsbyjoe.com . • Jurczyk, J. (2004). Measuring perspectives: the Q methodology approach. Presented at 2004 AIR Annual Conference. Available online at http://projectsbyjoe.com . • Phipps, R., & Merisotis, J. (2000). Quality on the line: Benchmarks for success in Internet-based distance education. Blackboard and National Education Association. Available online at: http://www.ihep.org. Contact Joe Jurczyk jurczyk@apk.net http://joejurczyk.com Presentation materials available at http://projectsbyjoe.com

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