Technology

The Best Assessment Tools for the Online Classroom: Instructor feedback and e-documents

Martin Sivula — Fri, 21 Dec 2012 07:56:15 PST

Utilization of Robotics in Higher Education

John Drew et al. — Mon, 15 Oct 2012 11:40:40 PDT

The use of technology in the classroom has evolved from the most primitive to the widespread use of personal computers. One of the trends in technological advancements to enter the classroom is the use of robotics. The relationship between robotics and education spans many years. This paper details Papert’s Constructionism theory defining learning as being more effective when students are “constructing” or “doing” activities that are personally meaningful. Research includes assessment of experiences of this method of teaching Information Technology through robotics at such institutions as West Point, Reykjavik University and University of South Florida. Based on the experiences reported at the various institutions, authors conclude with recommendations to Bryant College as the college launches an integration of the utilization of robotic components into the Information Technology curriculum to more effectively introduce students to Information Technology concepts.

Assessment of Personality Factors (Behavioral Motivators) & Attitudes Toward Group Experiences

Dr. Christine Perakslis et al. — Mon, 15 Oct 2012 10:45:52 PDT

The freshman experience typically requires a profusion of challenging adjustments relating to a new and demanding college environment. One significant force of attrition is transition or adjustment difficulties for freshmen. Successfully influencing freshmen includes efforts that focus on helping students make an academic, personal, and social adjustment to college. Group work provides opportunities for patterns of interaction (Evans, Forney, & Guido-DiBrito, 1998; Tinto, 2005; Upcraft, Gardner, & Associates, 1989).

It is believed that there is intensity in temporary group environments due to a need for individuals to quickly evaluate and adjust to other members, with speed and accomplishment as driving factors (Huff, Cooper, & Jones, 2002; Meyerson, Weick, and Kramer, 1996). Individuals with low levels of urgency, however, prefer taking a slow and methodical approach when adjusting to unfamiliar people and new environments (Praendex Corporation, 1999).

The purpose of this study was to investigate differences between and among personality factors relative to levels of urgency and student attitudes toward group experiences. The research question was: What are the differences between and among personality factors relative to levels of urgency and freshman attitudes toward group experiences?. This study took place with hospitality students at a midsize, private university in the Northeast.

This quantitative, descriptive study employed two instruments: one measured student attitudes toward group experiences; the second measured personality factors utilizing the Predictive Index. Descriptive statistics, including measures of central tendency, measures of variability, and frequency counts were run and t-tests were used to determine if there were significant differences in attitudes toward group experiences based on personality factors.

Freshman students (n=98) with low levels of urgency reported significantly less positive attitudes about trustworthy attributes in others (M=2.99, t=-3.21, p=.01, d=.65) than those without the factor (M=3.50); significantly less positive attitudes about benefits of groups (M=3.75, t=-1.97, p=.05, d=.40) than those without the factor (M=3.99); and significantly less positive attitudes about valuing other students (M=3.34, t=-2.37, p=.01, d=.47) than those without the factor (M = 3.70).

This study provided an institution with proposed practices designed to influence freshman group experiences positively based on findings about student attitudes when taking into account personality relative to low levels of urgency. Recommendations include adjusting group experiences, by means of, inserting practices to address issues with temporary groups, and assigning freshmen to consistent groups during the crucial freshman adjustment period.

Indian Millennials: Are microchip implants a more secure technology for identification and access control?

Christine Perakslis et al. — Mon, 15 Oct 2012 10:35:27 PDT

The Case for “e-Supplements” for Improving Instructional Health: Do they make a difference?

Martin Sivula Ph.D. — Tue, 08 Nov 2011 08:09:28 PST

Fifty MBA graduate students (two sections) in a very traditional research methods course had the option to use hyperlinks, PDF files, Doc files, YouTube videos and other topical resources to supplement and augment their classroom experience. The purpose of the study was to determine if the use of electronic media and digital media, otherwise referred to as e-supplements, with traditional classroom sessions affected final exam grades and course grades.

Hybrid Graduate Education: Assessing Student Comfort with Technology Interventions

Martin Sivula — Mon, 24 Oct 2011 07:45:07 PDT

This pilot study examines a cohort of fourteen, doctoral, graduate students over the last year and one-half of their hybrid (both face-to-face and on-line) program. This study’s purpose was to determine their level of comfort with the new technologies (Web 2.0 software) both before and after intended learning interventions. Several theoretical models concerning technology users’ preferences, attitudes, tasks, Task-Technology Fit (TTF), and student engagement provided frameworks for a conceptual model for the eventual course design, assignments, and learning interventions (Hersey & Blanchard, 1977; Davis, 1986; Davis et al., 1989; Goodhue & Thompson, 1995; Zigurs & Buckland, 1998; Kearsley & Shneiderman, 1999). Students were assessed by an instrument both before and after this portion of their program using a summated “comfort” scale over the technology interventions used in the program. Instrument reliability of .82 was estimated using the Guttman Split-Half Method. Overall results over nine technology areas: before (M = 32.29, SD = 7.18) and after (M = 39.93, SD = 5.42) revealed more comfort over time and technology use (p <.01). At the single item technology level, greatest increases in comfort were with instant messaging (1.07, d = .88), online chat (1.07, d = .86), online discussions (1.14, d = 1.04), talking with people over the Internet (1.78, d = 1.39), and videoconferencing via the Internet (1.57, d = 1.10). Mature adult learners can embrace technology to accomplish tasks in the educational environment. Planning, course design, syllabus construction, and appropriate learning interventions are critical for program success. Once “comfort” with the technologies has been established at both the individual and group levels, task performance increases.

Using Skype as an Academic Tool: Lessons Learned

Martin Sivula — Mon, 12 Sep 2011 10:51:51 PDT

Several years ago I witnessed a graduate student speaking to person on his laptop screen. I asked, “who are you talking to?” He said to his wife in Turkey. I asked what software are you using? He said Skype, and it is free. Thus began my entry into the world of Skype. At first chance I downloaded Skype onto my personal computer. Since that time I have used Skype as a communication and instructional tool for academic purposes. Skype software allows communication (audio, video, and text) between and among various electronic devices (computers, mobile phones, smartphones, I pods, etc.) over the Internet. You can use it with or without headphones, microphones, and/or speakers (in the text or pure visual modes). After the free download to your personal computer (or “app” on an iPod for example) when prompted you create a personal name or “handle” and password, you then share your Skype Name as a contact with persons of your choosing. To establish a learning community you merely add contacts (or in my case) I ask them to add me to their contact list. When I receive their request, I give them a brief welcome and we begin our Skype communication and instructional relationship. Once you establish your contacts, you can also change your presence on Skype (how others view you electronically). For example if you do not want to be disturbed then “Do Not Disturb” is selected. A bright green icon indicates your “online” status and you are ready to go!