1 / 10

Rutgers University CEUTT Project

Rutgers University CEUTT Project. Principle Investigator, Gary A. Gigliotti Director, Teaching Excellence Center and Professor of Economics Learning Outcomes Assessment: Angela O’Donnell Professor of Educational Psychology Cost Assessment: Theodore Hollander, Professor of Accounting.

tgarland
Download Presentation

Rutgers University CEUTT Project

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Rutgers University CEUTT Project • Principle Investigator, Gary A. Gigliotti • Director, Teaching Excellence Center and Professor of Economics • Learning Outcomes Assessment: Angela O’Donnell • Professor of Educational Psychology • Cost Assessment: Theodore Hollander, • Professor of Accounting

  2. Instructional Technology Initiative • Five projects funded in first year: • Life Science Virtual lab • Geography virtual lab • Communications web based course • Spanish web based course • Engineering web based courses

  3. Instructional Technology Initiative • Five new projects in second year • Human genetics online tutorial • Habitat project in School of Communications • Music online tutorial • Mathematics online instruction • Online language instruction

  4. Learning Outcomes • Changes in Course Delivery • Student Use • Students’ Attitudes towards Technology • Students’ Attitudes towards Courses • Student Learning of Course Content • Co-curricular knowledge

  5. Cost analysis • One-time costs of design and implementation • Operating costs per term • Maintenance and redevelopment costs • Infrastructure redesign costs

  6. Example 1: Geography • Course delivery in 3 introductory Courses was changed significantly (total n = 950) • Students were required to complete online labs as part of course requirements • Students were positive about their use of the labs and rated the course quality positively in 2 of the 3 courses. • There were gender differences in attitudes towards the use of the technology with men expressing more positive attitudes than women

  7. Geography (continued) • Students who accessed the labs early had higher grades in the courses • Students who were already comfortable with the use of technology signed on earlier • Scores on online labs were significantly related to final grade • Students reported they improved their computer skills and use of technology

  8. Example 2: Communications • The course was delivered differently with students participating in online groups and completing exercises online • Students reported having little difficulty in accessing the site or using the exercises • Students were generally positive about their experiences • Students reported feeling less anonymous in the class as a result of the online groups

  9. Communications (continued) • Students in web-enhanced courses had slightly higher grades in the courses than when the same instructors taught the course without such enhancements • 43% of students in one class reported that the exercises increased their understanding and interest in class material

  10. Continuations • Analysis of remaining projects • Completing analyses of qualitative data • Linking usage to outcomes • Ruling out alternative explanations • Comparative cost studies

More Related