1. Introduction Literature Review Research Design and Data Collection Methods Data Analysis Activities &Cognitive Test Discussion of Results

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COMPOSITE LEARNING OBJECTS IN GEOGRAPHICAL SCIENCES: A COMPARISON

STUDY OF THE LEARNING PROCESS BETWEEN A COSTA RICA AND UNITED STATES

UNIVERSITY CLASSROOM

Angela D. WranicDissertation Defense

11/20/2015

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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

Agenda

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Ubiquitous use of technology

National Science Board• Internationalization of U.S. Curriculum

National Center for Education Statistics• 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

IntroductionSignificance of Problem

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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)

Social Constructivism

Digital Access Index (DAI)• High access (0.70-1), Upper (0.69-50), Medium (0.49-.30),

Low (0.29-0)• U.S. =0.78• CR= 0.52

IntroductionConceptual Framework

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Technology

LOcLO

constructivism

Culturally sensitive

Cultureeducation

Literature ReviewWhy?

Reeve et al. 2000 Nurmi and Jaakkola 2006; Littlejohn 2003; Jonassen 2000

Nash 2005

Haigh 2002

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Social alienation

VygotskySocio-cultural

settingConstructivism

Literature ReviewHow?

CriticismsAssessment

Prior Knowledge Breath for depth

CognitiveRememberUnderstand

Affective

Pre and Post test

Rovai and Whiting 2005; Hurley, Proctor, and Ford 1999; Morgan and Tam 1999

Schwartz, Lindgren and Lewis 2009

Zhang 2009

Rutherford 2000

Goodboy, Martin and Bolkan 2009


Hurley, Proctor, and Ford 1999


Schunk 2000

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Evaluate learning process post-secondary using a technology enhanced lesson.

IntroductionProblem Statement

Department of Geographical Sciences at the Universidad Nacional, Heredia, Costa Rica

Department of Geography at CSULB

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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

IntroductionScope

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Research Design & Data Collection

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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Research Design & Data Collection

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Shapiro-Wilk tests, with prob-values <0.001 for journal, wiki, and discussion scores.

Strongly non-normal data

Data Analysis Activities

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Data used only to indicate participation

Data Analysis Activities

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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

Data AnalysisCognitive test

Multiple Choice

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Multiple ChoiceMann-Whitney-Wilcoxon

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Variables CR US

Pre-test 43 51

Post-test 65 72

Improvement 22 20

Discussion of Results Cognitive Test-Multiple Choice

Average Percentage Scores

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.

Pre- and Post- Test Significance Difference

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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


Essay

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Discussion of Results Cognitive Test-Essay

Variables CR US

Pre-Test 17 37

Post Test 58 76

Improvement 41 40

Average Percentage Scores

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

Data AnalysisSurvey

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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!

Data Analysis Open Comments

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Data Analysis Survey

Technology

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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

Discussion of Results Survey

Technology

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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.


Technology

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Facilitator

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Overall no significant difference between 2 facilitators.

The facilitator did not show a biased positive attitude toward technology.


Facilitator

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Affective Learning

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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.


Affective Learning

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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.

Discussion of Results

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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?

Future Research

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Questions and Comments

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IntroductioncLO

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Data analysis activities

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Comparison of educational systems

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Cultural Dimensions

Documents

1. Introduction Literature Review Research Design and Data Collection Methods Data Analysis Activities &Cognitive Test Discussion of Results