A first Step towards the Implementation of an E-learning Environment using Interactive Technology

1. A first Step towards the Implementation of an E-learning Environment using Interactive Technology NouhadRizk University of Houston, Computer Science department, Houston, USA

2. Interactive technology • Interactivity is the key to successful on-line learning as it allows real time gathering of information. • Gap has formed between the knowledge and skills. • the implementation of an E-learning environment through the assessment of CPS use. Dr. Nouhad J. Rizk

3. Introduction • Students must have a range of skills to express themselves. • Students must have the ability to crunch, compare, and choose among the flood of data now available Web-based. • Each technology is likely to play a different role in students’ learning • ==> Use of CPS to promote interactions ,to improve teaching and learning, and to develop curriculum. Dr. Nouhad J. Rizk

4. How? • By engaging students • By motivating students • By using new technologies • By breaking learning into small packages • By training teachers •  By identifying students’ and teachers’ perceptions of using CPS in teaching and learning. Dr. Nouhad J. Rizk

5. Method • This study was undertaken at University of Houston. • Participants: 45 students, full time, different levels (freshman, sophomore, junior, senior) and different degrees. • Students respond to questions presented in a power point using response pads by sending an answer, and the host computer keep track of each participant responses. After the responses are recorded, the host computer displays a histogram of answers. Dr. Nouhad J. Rizk

6. Two classes • small-size class (11), referred as s_class: COSC 4390, Internet computing. • One time per two chapters • 1.5 hours per week preparing CPS questions • mid-size class (34), referred as m_class: COSC 2320 data structure. • One time per three chapters • 0.5 hours per week preparing CPS questions Dr. Nouhad J. Rizk

7. Results • Students background information • Students’ perceptions Dr. Nouhad J. Rizk

8. Students background information Dr. Nouhad J. Rizk

9. Students’ perceptions Dr. Nouhad J. Rizk

10. Average satisfaction and dissatisfaction. • 40 % (only) like to use a set of remote control units to answer questions posed by the instructor; • 34% percent reported being dissatisfied or very dissatisfied with the fact that clickers enhanced their learning; • 27 % percent reported that attendance is not important to succeed; • 44% reported that clickers did not increase the frequency of their participation in the class. Dr. Nouhad J. Rizk

11. Why ? • The lack of harmonization between class size, technology, pedagogy and the time invested in administering and managing the CPS DISSATISFACTION • The limited time assigned to each question • The frequent batteries failures Dr. Nouhad J. Rizk

12. IMPLICATIONS FACTOR TO CONSIDER • Class size might affect students’ engagement • Inexperienced instructor leads to ambiguity in some questions. • Strategy used to assign points for correct and wrong answers. • Cost •  Early faculty involvement and training are keys to course development in order to fully incorporate clickers’ resources. Dr. Nouhad J. Rizk

13. Conclusion • Specifying educational goals, • Providing professional development for teachers and adequate technical support to help them focusing on the content not on the technology tool itself, • Assuring a continuous evaluation process of students achievement. Dr. Nouhad J. Rizk

14. Future development • Explore students’ perceptions of an online curriculum to help decision makers and researchers determine whether they would pursue the use of such a tool to support online curriculum development • Answer the question: what are the pedagogical benefits of clickers’ use? Dr. Nouhad J. Rizk