View
218
Download
0
Tags:
Embed Size (px)
Citation preview
Comparison Research
Distance education, like many other media-related fields in education, has a long history of comparison research.This type of research, long requested by decision-makers, has focused on comparing forms of distance education to “traditional” education.
Comparison Research Example
A “typical” study of this genre, cited in the book, was one reported by Cheng, Lehman, and Armstrong (1991).In this study, performance and attitudes of students taking a graduate level class via computer conferencing were compared with another group of students taking the same class via traditional methods on-campus.
Comparison Research Example
Although there was some evidence of test score differences, overall there was no significant difference in achievement.However, there was greater attrition in the computer conferencing condition, it required more time on the part of learners, and learners’ attitudes were less positive.
A Comparison Meta-Analysis
Machtmes and Asher (2000) conducted a meta-analysis of comparison studies related to telecourses.The overall effect size was 0, but results were mixed. A positive effect size of 0.23 was noted for the decade of the 1990s, whereas earlier decades had much smaller or negative ESs.
A Comparison Meta-Analysis
Two-way interactive video was the only interaction type to show a positive effect size.A relatively large effect size (ES=.53) was noted for the workplace environment. That is, individuals who took distance learning course through the workplace did best.
History of Comparison Research
Overall, comparison studies have tended to show no significant difference between distance education courses and their traditional counterparts on measures of achievement.Thomas Russell has established a web site documenting this “no significant difference” phenomenon.http://cuda.teleeducation.nb.ca/nosignificantdifference/
Clark’s Position
Richard Clark of USC has strongly argued that media have no more to do with instructional effectiveness than a delivery truck has to do with the nutritional value of the groceries it delivers.Therefore, we should expect comparison research to show nothing.
Summary
Based on the past evidence, and given Clark’s admonition to refrain from media comparisons, most researchers are now moving away from comparisons to look at specific attributes and characteristics of distance education and learners at a distance.
Other Research Avenues
Learner Perceptions
Learner Attributes
Interaction
Distance Education Technology
The study…
Two studies (comparing two classes separated by one year)Medium: Live Interactive Televised CoursesData collection: Telecourse Evaluation Questionnaire
ResultsLikes
For the remote site students, the opportunities of learning at a distance (for example complication travel)
DislikesFor the origination site students, the major issue was the movement that had occur to engage in the technology on handFor the remote site students, the major issue was the lack of interaction with the instructor on a one-on-one basis
ConclusionAnxiety is correlated to if the student feels apart of the class or notTwo-way interaction is a necessityLearner satisfaction is key
OrganizationInvolve
• Environmental• Management• Support Services
In general, students at a distance and students involved in traditional learning have similar perceptions of the effectiveness of instruction.
Characteristics of the Learner
Learning styleAbstract thinkers tend to be more successful.
Locus of controlLearners that had more Internal motivation
were more successful.
Garland (1993)
Barriers to persistenceSituational, institutional, dispositional, and epistemological.Situational: what situation do they come from? Time bound. Life issues and obligations.Institutional: cost, pacing, and access to faculty.
Can you learn on your own?Motivation to learnPersonality profile
IntelligentEmotionally stableTrusting as well as other factorsHigher educational level
Delle and Mezack (1991) and Stone (1992) found that locus of control is a significant factor.
InteractionDifferent technologies allow different degrees of interactionType of interaction has little effect student achievementSuccess based on
InteractionQuality of instructionQuality of content
Enhancing InvolvementVerbalNon-verbalPersonalizing behaviorsTechnology management strategiesAcquiring student feedbackStudent participationActive learning strategies
Research Indicates:
Access to information is secondary to the educational experience2-Way communication is an essential component of the learning environmentStudent-student as well as teacher-student communication is enriched by certain types of technologies
DE Tech, Cont.Different DE Technologies meet different needs
Different technologies tend to address different learning styles & preferencesGraphic-based communication methods are more successful (vs. text-based)
Future research needs to focus on setting & context as well as the media attributes(It sounds like DE will get better as the technology improves)
Continuing Dialogue
We will continue our discussion of distance education and research in the field during our first online discussion next week.