Transcript Dissertation defense

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Introduction
Literature Review
Research Design and Data Collection Methods
Data Analysis Activities &Cognitive Test
Discussion of Results Cognitive Test
Data Analysis Survey & Open Comments
Discussion of Results Survey
Future Research
Questions & Comments
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Ubiquitous use of technology
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National Science Board
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National Center for Education Statistics
• Internationalization of U.S. Curriculum
• 2007-08
• 20% of undergraduates had taken at least 1 distance education course
• 4% of undergraduates had take all classes online
Research lacking
• Online learning and cultural diversity
• Geographical and educational technologies
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Pedagogically driven rather than technologically
Social alienation and lack of motivation(Rovai and Whiting
2005; Hurley, Proctor, and Ford 1999; Morgan and Tam
1999)
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Social Constructivism
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Digital Access Index (DAI)
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High access (0.70-1), Upper (0.69-50), Medium (0.49-.30),
Low (0.29-0)
U.S. =0.78
CR= 0.52
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LO
Nash 2005
cLO
Culture
education
Technology
Reeve et al. 2000
constructivism
Nurmi and Jaakkola 2006; Littlejohn
2003; Jonassen 2000
Culturally
sensitive
Haigh 2002
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Zhang 2009
Cognitive
Remember
Understand
Schwartz, Lindgren and Lewis 2009
Vygotsky
Constructivism
Socio-cultural
setting
Criticisms
Assessment
Prior Knowledge
Breath for depth
Affective
Rutherford 2000
Goodboy, Martin and Bolkan 2009
Schunk 2000
Social
alienation
Hurley, Proctor, and Ford 1999
Schwartz, Lindgren and Lewis 2009
Pre and Post
test
Schwartz, Lindgren and Lewis 2009
Rovai and Whiting 2005; Hurley,
Proctor, and Ford 1999; Morgan
and Tam 1999
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Evaluate learning process post-secondary
using a technology enhanced lesson.
Department of Geography at CSULB
Department of
Geographical
Sciences at the
Universidad Nacional,
Heredia, Costa Rica
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Question 1. Is there any difference in student
learning outcomes for cognitive learning
using cLOs between student populations in
Costa Rica and the U.S.?
Hypothesis 1. No difference exists
between the Costa Rican and U.S. student
populations with regard to their mean
improvement test scores based on the
updated Bloom’s taxonomy categories of
remembering and understanding.
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Question 2. Is there a relationship between
cultures; specifically a Costa Rican and U.S.
student population, each using a cLO and
affective learning?
Hypothesis 2. Culture and affective
learning are independent
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Question 3. Is there a relationship between
culture; specifically a Costa Rican and U.S.
student population, each using a cLO and
student attitudes toward technology, and
student attitudes toward the facilitator?
Hypothesis 3. Culture and student
attitudes toward the facilitator and student
attitudes toward technology are independent.
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Quasi-experimental
Language
Non-parametric
Geographic education at tertiary level
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Context/Setting
Independent
Variables
Dependent
Variables
• Online Constructivist Lesson
• Cultural Parameters
• Student Attitudes Facilitator
• Student Attitudes Technology
• Differences in:
• Test results multiple choice
• Test results essay
• Scores on activities
• Affective Learning
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Shapiro-Wilk tests, with prob-values <0.001 for journal, wiki,
and discussion scores.
Strongly non-normal data
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Data used only to indicate participation
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Normality Shapiro-Wilk test
Alpha level of 0.10 experimental nature
Shapiro-Wilk p values were 0.056, 0.002, and
0.089 for the pre-test, post-test, and
improvement scores, respectively, all < 0.100
Mann-Whitney-Wilcoxon test
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Average Percentage Scores
Variables
CR
US
Pre-test
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51
Post-test
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72
Improvement
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Pre- and Post- Test Significance Difference
Aggregate Group (n=192, z=-8.692, p=0.000). Costa Rica group (n=64,
z=-5.568, p=0.000) and U.S. group (n=128, z=-6.9072, p=0.000)
computed separately.
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Normality Shapiro-Wilk test
post-test ,improvement scores prob-values of 0.050 and
0.059 respectively
Mann-Whitney-Wilcoxon test
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Average Percentage Scores
Variables
CR
US
Pre-Test
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Post Test
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76
Improvement
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Pre- and Post- Test Significance Difference
Aggregate group (n=186, z= -10.763, p=0.000)
and significant differences in the Costa Rica
group (n=64, z=-6.547, p=0.000) and U.S. group
(n=122, z=-9.227, p=0.000).
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Student attitudes facilitator (pre and post survey)
Student attitudes technology (pre and post)
Affective Learning (post)
5 point Likert scale
Chi square contingency tables
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Literature content analysis-Qualitative
18 categories
◦ What did you like and dislike about using the plate tectonics computer
unit?
◦ If you have any other comments please write them here. Thank you for
your participation!
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Negatively impacted post scores in Costa
Rica.
◦ Access to Internet
 Question 12- school only pre-survey
 Question 13- home- post- 13% concern
◦ Technical Difficulties
 23% impeding learning process.
 Hyperlink
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Future Use
◦ I would like to see technology replace the standard
lecture format.
◦ 42% of Costa Ricans agreeing compared to 27% of
U.S. students.
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Overall no significant difference between 2
facilitators.
The facilitator did not show a biased positive
attitude toward technology.
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Motivation 78% Costa Rican and 75% of U.S.
cLO stimulated their interest.
Each group at least 50% of students felt it
motivated them to spend more time with the
subject than normal.
Personal Interview
Open comments 15 positive comments from
Costa Rican.
Despite lower scores CR and secondary
system on didactic amicable.
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Prominent use of English language
70% of Costa Rica students believed they could
have done better if Internet material were in their
native language.
Klein and Solem (2008) found language to be a
weakness of collaboration between international
groups participating in the CGGE (Center for
Global Geography Education) project.
According to http://www.internetworldstats as
of January 13, 2015, Spanish users comprise
7.9% of world-wide Internet users.
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Control group in each location.
How student-teacher and student-student
interactions affect the learning experience in
different cultural settings?
How language affects the learning experience
for second -language learners?
What are the best training methods for
instructors with a global audience?
How culture affects learning within the U.S.
educational system regarding domestic
minority populations?
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Questions and Comments
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