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Thursday 14 May 2009
Comparative and non-comparative evaluation in educational technology
In this project we summarize the strategy applied to evaluate educational technologies using comparative (developmental studies, cost-benefit analysis studies or perception and performance studies) and non-comparative approaches also we compare between them
The study:
The Comparative study: Effectiveness of Lessons on the Slide Rule Presented via Television and in Person. By ANDERSON GEORGE R. and VANDERMEER ABRAM W.
Non comparative study: Evaluation of an innovative mathematics program in terms of classroom environment, student attitude, and conceptual development. By HOWARD SPINNER and BARRY J. FRASER
The purpose:
The purpose of Comparative study was to determine the relative effectiveness with which television could be used to present a unit of work on the slide rule in high-school mathematics classrooms.
However, the purpose of Non comparative study was to determine the effectiveness of innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches.
Methodology:
In Comparative study: Five classes of ,high-school classes ranging in number from 22 to 26 constituted the experimental populations. The content of the experimental instruction concerned certain computational skills on the slide rule which were presented in six half-hour programs over a six-weeks period. Three classes were taught via television by the senior author and the two other classes were taught "'in person" by the same author.
On the basis of test scores on the California Test of Mental Maturity, two matched groups of 41 students each were selected. The groups taught by television viewed the presentation in their regular classrooms on the same days that the control groups were taught "in person" by the author. A five question test was administered to both groups after each lesson, and a 25 item final test comprising the five short tests were re administered after the last instructional session.
in Non comparative study:
Individualized Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pre-tests and post-tests over an academic year.
Result:
In comparative study:
1.Teaching the slide rule via television seemed to be practically as effective as teaching it in person, since there was only a small, statistically insignificant difference in the final mean scores in favor of the group taught "in person.“
2. No significant differences were found when the data were further analyzed to determine whether differences would show up when the experimental groups were divided according to sex and according to intelligence test scores.
3. It appeared that the groups taught by television forgot what they learned more readily than groups taught in person.
In non-comparative study:
Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.
Recourse:
Educational Technology Research and Development Journal :
http://www.springerlink.com/content/w87r87gr3310222x/
Educational resources information center:
http://www.eric.ed.gov/
To get presentation Go to this linke:
http://www.slideshare.net/u067328/comparative-and-noncomparative-evaluation-1433609
The study:
The Comparative study: Effectiveness of Lessons on the Slide Rule Presented via Television and in Person. By ANDERSON GEORGE R. and VANDERMEER ABRAM W.
Non comparative study: Evaluation of an innovative mathematics program in terms of classroom environment, student attitude, and conceptual development. By HOWARD SPINNER and BARRY J. FRASER
The purpose:
The purpose of Comparative study was to determine the relative effectiveness with which television could be used to present a unit of work on the slide rule in high-school mathematics classrooms.
However, the purpose of Non comparative study was to determine the effectiveness of innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches.
Methodology:
In Comparative study: Five classes of ,high-school classes ranging in number from 22 to 26 constituted the experimental populations. The content of the experimental instruction concerned certain computational skills on the slide rule which were presented in six half-hour programs over a six-weeks period. Three classes were taught via television by the senior author and the two other classes were taught "'in person" by the same author.
On the basis of test scores on the California Test of Mental Maturity, two matched groups of 41 students each were selected. The groups taught by television viewed the presentation in their regular classrooms on the same days that the control groups were taught "in person" by the author. A five question test was administered to both groups after each lesson, and a 25 item final test comprising the five short tests were re administered after the last instructional session.
in Non comparative study:
Individualized Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pre-tests and post-tests over an academic year.
Result:
In comparative study:
1.Teaching the slide rule via television seemed to be practically as effective as teaching it in person, since there was only a small, statistically insignificant difference in the final mean scores in favor of the group taught "in person.“
2. No significant differences were found when the data were further analyzed to determine whether differences would show up when the experimental groups were divided according to sex and according to intelligence test scores.
3. It appeared that the groups taught by television forgot what they learned more readily than groups taught in person.
In non-comparative study:
Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.
Recourse:
Educational Technology Research and Development Journal :
http://www.springerlink.com/content/w87r87gr3310222x/
Educational resources information center:
http://www.eric.ed.gov/
To get presentation Go to this linke:
http://www.slideshare.net/u067328/comparative-and-noncomparative-evaluation-1433609
Evaluation of online learning
In this project we describing the procedures and strategy you applied to evaluate an online learning environment/course, in terms of student performance or effectiveness of the learning environment/course itself this stydy is about An Instructor’s Methods of Facilitating Students’ Participation in Asynchronous Online Discussion
This study by: Department of Educational Technology University of Northern Colorado United StatesResearch Questions
The purpose of this study is to investigate the methods that an instructor can use to facilitate students’participation in online discussion. Three questions are asked in this study:
1. Does the instructor play an important role in facilitating students’ participation in the asynchronous online discussion?
2. What is the best method among the four treatment groups (instructor’s posting the question only, instructor's explanation and expectation, instructor's participation and feedback, and the instructor's use of grading) to facilitate students' participation in the asynchronous online discussion?
3. What is the students’ pattern of participating in the asynchronous online discussion?
Go to this linke for more information:
http://www.scribd.com/doc/15426869/Evaluation-of-online-learning
This study by: Department of Educational Technology University of Northern Colorado United StatesResearch Questions
The purpose of this study is to investigate the methods that an instructor can use to facilitate students’participation in online discussion. Three questions are asked in this study:
1. Does the instructor play an important role in facilitating students’ participation in the asynchronous online discussion?
2. What is the best method among the four treatment groups (instructor’s posting the question only, instructor's explanation and expectation, instructor's participation and feedback, and the instructor's use of grading) to facilitate students' participation in the asynchronous online discussion?
3. What is the students’ pattern of participating in the asynchronous online discussion?
Go to this linke for more information:
http://www.scribd.com/doc/15426869/Evaluation-of-online-learning
Evaluation of CAI
In this project we Develop a survey rating scale to evaluate the technical and pedagogical features of an instructional software
Go to This Linck:
http://www.surveyconsole.com/console/TakeSurvey?id=571728
Go to This Linck:
http://www.surveyconsole.com/console/TakeSurvey?id=571728
Evaluation strategies
This study is about :An Evaluation of Two Courses for Graduate-Level Professors Designed to Improve Academic Internet Use in Research and Teaching
Study by: Anise A. G. D'O. FERREIRACatholic University of São PauloBrazil
Abstract
This paper discusses insights gained from the author's experience in planning and teaching two courses aimed at improving academic Internet use in research and teaching by college teachers, professionals, and master's degree candidates. The courses involved different educational strategies. The first one had prescriptive goals and tasks; the second had a content-based, goal-oriented activity, in which certain abilities, subgoals, and knowledge were implicitly required. The evaluation of both courses was based on students' effective engagement in course activities, measured by class attendance, dropout rate, students' reports, interaction, and performance observations in both online and in-class activities. The results highlighted three important influences on learning: institutional infrastructure and policies for faculty and graduate student improvement, students' previous experience (e.g., proficiency in English reading or computer use), and motivational engagement, which can be ascribed to a participatory and constructive learning environment at the cost of more time-consuming interaction among participants and with the instructor. This paper raises questions about institutional policies for faculty training, theoretical and methodological issues in motivational aspects of the learning environment, implications for future online courses, and their evaluation.
To get more Information view this linke:
http://www.scribd.com/doc/15426538/Evaluation-strategies
Study by: Anise A. G. D'O. FERREIRA
Abstract
This paper discusses insights gained from the author's experience in planning and teaching two courses aimed at improving academic Internet use in research and teaching by college teachers, professionals, and master's degree candidates. The courses involved different educational strategies. The first one had prescriptive goals and tasks; the second had a content-based, goal-oriented activity, in which certain abilities, subgoals, and knowledge were implicitly required. The evaluation of both courses was based on students' effective engagement in course activities, measured by class attendance, dropout rate, students' reports, interaction, and performance observations in both online and in-class activities. The results highlighted three important influences on learning: institutional infrastructure and policies for faculty and graduate student improvement, students' previous experience (e.g., proficiency in English reading or computer use), and motivational engagement, which can be ascribed to a participatory and constructive learning environment at the cost of more time-consuming interaction among participants and with the instructor. This paper raises questions about institutional policies for faculty training, theoretical and methodological issues in motivational aspects of the learning environment, implications for future online courses, and their evaluation.
To get more Information view this linke:
http://www.scribd.com/doc/15426538/Evaluation-strategies
Models of evaluation in educational technology
In this assessment We Evaluate letters carpet programme using action Models.......
See This Linke in slidshare:
http://www.slideshare.net/u067328/model-evaluation
See This Linke in slidshare:
http://www.slideshare.net/u067328/model-evaluation
Levels and techniques of evaluation in educational technology
We Define the level and techniques of evaluation.....
This study about An Evaluation of Open Source Learning Management SystemsAccording to Learners Tools
In this study by <>
Background:The Learning Management System (LMS) is the main element of the internet-based education. In parallel to this, these studies in this area are increasing. The aim of this research is to evaluate the current existing Open Source Learning Management Systems in the market. For this, seventy two Open Source Learning Management Systems have been subjected to general evaluation .
Those software uses Three Level and Technique chosen were investigated in detail according to features of the Communication Tools uses Discussion forums, File Sharing and E-Mail and Chat, Productivity Tools uses Bookmarks and Help, Student Involvement Tools uses Group work , Student Community Building and Student Portfolios.
The Software have been evaluated by being members of websites, using demo programs and in accordance to the features of given at the internet website.
Reference:
· http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/27/f5/f5.pdf
This study about An Evaluation of Open Source Learning Management SystemsAccording to Learners Tools
In this study by <
Background:The Learning Management System (LMS) is the main element of the internet-based education. In parallel to this, these studies in this area are increasing. The aim of this research is to evaluate the current existing Open Source Learning Management Systems in the market. For this, seventy two Open Source Learning Management Systems have been subjected to general evaluation .
Those software uses Three Level and Technique chosen were investigated in detail according to features of the Communication Tools uses Discussion forums, File Sharing and E-Mail and Chat, Productivity Tools uses Bookmarks and Help, Student Involvement Tools uses Group work , Student Community Building and Student Portfolios.
The Software have been evaluated by being members of websites, using demo programs and in accordance to the features of given at the internet website.
Reference:
· http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/27/f5/f5.pdf
Evaluation in educational technology
In this Evaluation in educational technology we Summarize two evaluation studies in educational technology. The first summary focuses on the evaluation methodology used, in terms of purpose and instruments. The second focuses on the evaluation of specific technology features.
Summary of an evaluation study of educational technology with particular focus on the evaluation methodology used in this study. · The Title of this study is <<>> · The evaluation study was done by W Alexander Reid & Mark J Arends, University of Edinburgh · The purpose: determine how the students reacted to the different question styles available in a package called CALScribe and how well the CAL was integrated into the course. · Background(overview) : Computer assisted learning programs (CAL) were integrated into an introductory course on general pathology for medical students in the University of Edinburgh Medical School. The study was undertaken to determine how the students reacted to the different question styles available in a package called CALScribe and how well the CAL was integrated into the course. · The instrument and Methods: In this study The students were asked to complete written questionnaires Towards the end of the course. · references: · W Alexander Reid & Mark J Arends, University of Edinburgh <<>> · http://www.icbl.hw.ac.uk/ltdi/evalstudies/esquestionstyles.htm · Summary of an evaluation study of educational technology with particular focuses on the evaluation of specific technology features:The Title of this study is An evaluation study of mobile agent technology: standardization,implementation and evolution>> · The evaluation study was done by By Perdikeas, M.K.; Chatzipapadopoulos, F.G.; Venieris, I.S. This paper examines the current status of standardization efforts concerning mobile agent technology and presents five Java-based mobile agent platforms (MAPs). Standards: relating to mobile agent technology are presented first followed by a comparative presentation of five Java-based mobile agent platforms. The presentation addresses mainly qualitative characteristics of the platforms from the application developer's point of view. Some performance measurements are also presented. The paper concludes with some general remarks on the future of this technology references: http://ieeexplore.ieee.org/Xplore/defdeny.jsp?url=http%3A%2F%2Fieeexplore.ieee.org%2Fstamp%2Fstamp.jsp%3Ftp%3D%26arnumber%3D778384&denyReason=-133&arnumber=778384&productsMatched=null
See The presentation I slideshare:
http://www.slideshare.net/u067328/evaluation-in-educational-technology-1433629
Summary of an evaluation study of educational technology with particular focus on the evaluation methodology used in this study. · The Title of this study is <<>> · The evaluation study was done by W Alexander Reid & Mark J Arends, University of Edinburgh · The purpose: determine how the students reacted to the different question styles available in a package called CALScribe and how well the CAL was integrated into the course. · Background(overview) : Computer assisted learning programs (CAL) were integrated into an introductory course on general pathology for medical students in the University of Edinburgh Medical School. The study was undertaken to determine how the students reacted to the different question styles available in a package called CALScribe and how well the CAL was integrated into the course. · The instrument and Methods: In this study The students were asked to complete written questionnaires Towards the end of the course. · references: · W Alexander Reid & Mark J Arends, University of Edinburgh <<>> · http://www.icbl.hw.ac.uk/ltdi/evalstudies/esquestionstyles.htm · Summary of an evaluation study of educational technology with particular focuses on the evaluation of specific technology features:The Title of this study is An evaluation study of mobile agent technology: standardization,implementation and evolution>> · The evaluation study was done by By Perdikeas, M.K.; Chatzipapadopoulos, F.G.; Venieris, I.S. This paper examines the current status of standardization efforts concerning mobile agent technology and presents five Java-based mobile agent platforms (MAPs). Standards: relating to mobile agent technology are presented first followed by a comparative presentation of five Java-based mobile agent platforms. The presentation addresses mainly qualitative characteristics of the platforms from the application developer's point of view. Some performance measurements are also presented. The paper concludes with some general remarks on the future of this technology references: http://ieeexplore.ieee.org/Xplore/defdeny.jsp?url=http%3A%2F%2Fieeexplore.ieee.org%2Fstamp%2Fstamp.jsp%3Ftp%3D%26arnumber%3D778384&denyReason=-133&arnumber=778384&productsMatched=null
See The presentation I slideshare:
http://www.slideshare.net/u067328/evaluation-in-educational-technology-1433629
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