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Technology as a Tool for Effective Teaching and Learning
Chuck Dziuban
University of Central Florida
The University of Central Florida
A value-added model of technology-enhanced learning
TechnologyAugmented
(E)
Faculty Initiative Institutional Initiative
Blended(M)
FullyOnline
(W)Access and
TransformationEnhancement Engagement
Learning Management
Systems
Web 2.0
Lecture Capture
Technology Enhanced Learning as a Boundary Object
TEL
Vice Provosts
Librarians
CIOs
Deans
Faculty
Students
Journalists
Provosts
Department Chairs Instructional
Designers
Evaluators
Presidents
Shirky, C. (2009)
An Evaluation Plan
Distributed Learning Impact Evaluation
Students Faculty
Reactive behaviorpatterns
SuccessSatisfaction
Demographicprofiles
Retention
Strategies forsuccess
Online programs
Writing project model
Large online classes
Higher orderevaluation models
Student evaluation ofinstruction
Theater
Informationfluency
Generationalcomparisons
Student Success
Success rates by modality Spring 2009 through Summer 2010
Series10
10
20
30
40
50
60
70
80
90
10087
9187 88 9188
9591 91 94
88 88 86 88 88
Per
cent
Spring 09
Summer 09
Fall 09
Spring 10
Summer 10Term
F2F(n=618,899)
M(n=39,021)
W(n=109,421)
Colleges
Success Rates by Modality for the College of Education Spring 09 – Summer 10
Spring 09 Summer 09 Fall 09 Spring 10 Summer 100
102030405060708090
100 96 98 96 96 9893 97
92 91 9592 95 91 91 93
F2F (n=42,411)
M (n=7,580)
W (n=12,186)
Per
cent
Success Rates by Modality for the College of Sciences Spring 09- Spring 10
Spring 09 Summer 09 Fall 09 Spring 10 Summer 100
102030405060708090
100
82 8692
83 8678
91 91 91 9287 85 87 86 88
F2F (n=164,775)
M (n=8,012)
W (n=29,475)
Per
cent
Success Rates by Modality for the College of Health & Public Affairs Spring 09 - Summer 10
Spring 09 Summer 09 Fall 09 Spring 10 Summer 100
102030405060708090
100 94 96 95 94 9696 97 96 96 9890 91 91 90 90
F2F (n=37,456)
M (n=6,093)
W (n=35,833)
Per
cent
Predictors
Domain Prediction for Success and Withdrawal in Online Learning
Domains Dependent
Ethnicity Age, Gender,
Etc.
SAT/ACT
GPA
Success & Withdrawal
Domain Prediction for Success in Online Learning (n range 32,000- 72,000)
Domains Dependent
Success
r 2 = .02
r2 = .01
r2 = .37
Ethnicity Age, Gender,
Etc.
SAT/ACT
GPA
Domain Prediction for Withdrawal in Online Learning (n range 33,000- 73,000)
Domains Dependent
Withdrawal
r 2 = .01
r2 = .01
r2 = .04
Ethnicity Age, Gender,
Etc.
SAT/ACT
GPA
Student Satisfaction
Student satisfaction in fully online and blended courses
0
10
20
30
40
50
60
70
80
90
100
39%
Fully online (N = 1,526)Blended (N = 485)
41%
11% 9%
Very SatisfiedUnsatisfiedSatisfied
Neutral
38%44%
9%
Very Unsatisfied
3% 5% 1%
Per
cent
Student satisfaction with online learning
• Convenience
• Reduced Logistic Demands
• Increased Learning Flexibility
• Technology Enhanced Learning
Reduced OpportunityCosts for Education
Students’ problems with online learning
• Reduced Face-to-Face Time
• Technology Problems
• Reduced Instructor Assistance
• Overwhelming
• Increased Workload
Increased OpportunityCosts for Education
The Ambivalence Dimension
Satisfaction Dissatisfaction
Ambivalence
Sources of Ambivalence
Change
Ambiguity
IncompletenessComplexity
UncertaintyPluralism
?
Derived Model Yields 8 Dimensions of Student Perception of ALN
Ambiguity
Ambivalence
Engagement
Responsiveness
Expectations
Commitment
Information Fluency
Web 2.0
DisruptiveInnovation!
• There’s one in YOUR future!!
• And another one right behind it!
Wayne Hodgins, 2007
Web 2.0
Wikis
Blogs
Social NetworkingRSS
XHTML
Semantic Web
Podcasting
Audio
Video
tagging
DiggZudeDel.ico.us
Technorati
FlickrWikipedia
YouTube
MySpace
FacebookSlideShare
PandoraSkype
Folksonomy
Ajax
The Generations
Some characteristics of the generations
• Matures (prior to 1946)• Dedicated to a job they
take on• Respectful of authority• Place duty before
pleasure
• Baby boomers (1946-1964)• Live to work• Generally optimistic• Influence on policy &
products
• Generation X (1965-1980)• Work to live• Clear & consistent
expectations• Value contributing to the
whole
• Millennials (1981-1994)• Live in the moment• Expect immediacy of
technology• Earn money for
immediate consumption
Net Generation: Marc Prensky – Learning Preferences
Gaming and Fantasy
Twitch Speed
Connections
Graphics
Multitasking
Active Learning
Technology is my
Friend
Net Generation: Howe and Strauss – Lifestyle
Pressure
Conventional
Team Oriented
Special
Sheltered
Confident
Achievement
Net Generation: Twenge (Generation Me) – Lifestyle
Self Focused
Artificial Self Esteem
Life by Lottery
Cynical
Anything is Possible (unrealistic)
Yeah Right
Students who were satisfied by generation (non ambivalent)
0102030405060708090
100
55%
38%26%
Boomer1946-1964
n=328
Generation X1965-1980
n=815
Millennial1981-1994
n=346
Per
cent
Because of the web I changed my approach to learning (non ambivalent)
0
10
20
30
40
50
60
70
80
90
100
Per
cent
51%
37%
23%
Boomer1946-1964
n=328
Generation X1965-1980
n=815
Millennial1981-1994
n=346
Student and faculty generations in blended and online learning
Faculty Student
Mature11%
Millennial1%
N=689 N=26,823
Gen X33%
Baby Boomer55%
Mature1%
Baby Boomer6%
Gen X11%
Millennial84%
Student Ratings
Facilitation of learning
Communication of ideas
Excellent Very Good Good Fair Poor
Then...The probability of an overall rating of Excellent = .97 &
The probability of an overall rating of Fair or Poor =.00
If...
A decision rule for the probability of faculty member receiving an overall rating of Excellent (n=1,280,890)
Respect and concern for students
Then...
The probability of an overall rating of Poor = .90 &
The probability of an overall rating of Very Good or Excellent =.00
If...
A decision rule for the probability of faculty member receiving an overall rating of Poor (n=1,280,890)
Facilitation of learning
Communication of ideas
Excellent Very Good Good Fair Poor
Respect and concern for students
A comparison of excellent ratings by college unadjusted and adjusted for instructors satisfying Rule 1 (n=1,280,890)
Overall If Rule 1College % Excellent % Excellent
Education 58.6 97.9Molecular & Microbiology 49.9 97.6Health & Public Affairs 49.8 97.6Arts & Humanities 49.1 96.7Arts & Sciences 45.1 97.0Sciences 44.5 96.8Hospitality Management 44.1 96.6Business Administration 39.5 96.9Engineering 39.0 96.8
A comparison of excellent ratings by course modality--unadjusted and adjusted for instructors satisfying Rule 1 (n=1,171,664)
Blended 48.9 97.2Online 47.6 97.3Enhanced 46.8 97.5F2F 45.7 97.2ITV 34.2 96.6
Course Overall If Rule 1Modality % Excellent % Excellent
Reactive Behavior Patterns in the Blended Learning Environment
Research on reactive behavior patterns
• Theory of William A. Long, University of Mississippi
• Ambivalence brings out behavior patterns
• Provides a lens for how “types” react to different teaching styles
• All behavior types and traits are “normal”
Resources
• Personality• Emotional maturity• Sophistication level• Level of intellect• Educational level• Character development
Long behavior types
• Aggressive Independent• high energy• action-oriented• not concerned with approval• speaks out freely• gets into confrontational
situations• Passive Independent
• low energy• not concerned with approval• prefers to work alone• resists pressure from authority
• Aggressive Dependent• high energy• action-oriented• concerned with approval• rarely expresses negative
feelings• performs at or above ability
• Passive Dependent• low energy• concerned with approval• highly sensitive to the feelings
of others• very compliant
Long behavior traits
• Phobic• exaggerated fears• often feels anxious• often sees the negative side• does not take risks
• Compulsive• highly organized• neat, methodical worker• perfectionist• strongly motivated to finish
tasks
• Impulsive• explosive• quick-tempered• acts without thinking• frank• short attention span
• Hysteric• dramatic and emotional• more social than academic• artistic or creative• tends to overreact
Students satisfied (non ambivalent) with online learning by Long type
Aggressive Independent
Passive In-dependent
Aggressive Dependent
Passive Dependent
0102030405060708090
100
39% 32% 33%
(N = 168) (N = 204) (N = 458)
24%
(N = 122)
Per
cen
t
Changed approach to learning in online class by Long type
Series10
10
20
30
40
50
60
70
80
90
100
AggressiveIndependent
n=120
40%34% 37%
25%
PassiveIndependent
n=83
AggressiveDependent
n=285
PassiveDependent
n=28
Per
cen
t
Technology Enhanced Education Black Swans
What could this be???
.0000000000000000000001049
Taleb: The Black Swan
Unpredicted9/11
Harry Potter
Y2KUndetectable
Outliers
Back-Filled Narrative
Monumental Impact
Retrospective Prediction
Market crashTechnology Enhanced Learning
Research Initiative for Teaching Effectiveness
For more information contact:
Dr. Chuck Dziuban(407) 823-5478
Dr. Patsy Moskal(407) 823-0283
http://rite.ucf.eduhttp://www.if.ucf.edu/
