does technology improve student learning
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7/18/2019 Does Technology Improve Student Learning
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Building an Information Community:IT and Research Working Together
Does Technology ImproveStudent Learning?
Michelle Barton, Palomar CollegeDarla Cooper, !nard College
"el#in $eeds, %anta &na College%usan $ongacre, City College of %an 'rancisco
(ohn Whitmer, )*+ Proect, +#ergreen -alley
College
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Outline
./ #er#ie0 1(ohn2
3/ Researchers 1Darla 4 Michelle2
5/ The +6ect of Ta7let PCs on $earningand Colla7oration 1"el#in2
8/ De#eloping Critical Thinking in the
*ursing %tudent 9sing %imulatednline Clinical %cenarios 1%ue2
/ ; 4 &
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Overview (1)< )*+ Proect
< Vision: e#aluate e6ecti#eness oftechnology in CCC classrooms
< Goals of Scholar Program:
./ To create and share original research on the impact of instructional technologyon student learning in CaliforniaCommunity College classrooms
3/ To support the improvement of facultymem7ers= research a7ilities, technologyskills, and pedagogical approaches
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Overview (2)< Faculty-designed research proect 1competiti#e
application2, using Classroom &ction Researchmethodology
< Ongoing program: > %cholars ?8@?,.? %cholars ?@?>, .? %cholars ?>@?A
< Research support: added to ?@?> cohortthrough Center for %tudent %uccess
< Support team: Pedagogical %upport, Research%upport, Instructional Tech %upport, $ogistics
< Program Elements: %ummer Retreat, WinterRetreat, %pring raduation 1?>@?A only2, -irtualroup Meetings, indi#idual support
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2005-06 @ONE Carnegie Scholars (1)
1 Gregory !eyrer - Distance +ducation and Media %er#ices, CosumnesRi#er Collegenline %tudent %uccess: Making a Di6erence
" #arolyn !ro$n - raphic Design, 'oothill College%tudent engagement and outcome in online courses 0hat can 0e learnfrom face@to@face learning communitiesE
% #heryl #arter - Counseling, Dia7lo -alley College*on@Traditional %tudent Participation in %ynchronous nline Workshops
& !o''y (utchison - Business, Beha#ioral and %ocial %ciences, Modesto (unior College The Impact of nline Fuman %e!uality +ducation on Percpetions of Risk,
Worry and "no0ledge
) *elvin +eeds - Mathematics, %anta &na College Technology: 'ad or 'i!ture
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2005-06 @ONE Carnegie Scholars (2)
, Patric +en - Physical %ciences, Cuesta College&nalyGing Indi#idual and Cooperati#e +lectronic Response %ystems toImpro#e %tudent $earning and &ttitudes in &stronomy
. Susan +ongacre/ - Registered *ursing, City College of %an 'rancisco9tiliGing nline %imulated Clinical %cenarios to De#elop Critical Thinkingin the *ursing %tudent
0 Scott +uas - &nthropologyH%ociology, $ake Tahoe College&n &ssessment of Ree!i#e %tudent $earning in nline %ocial %cienceCourses
Frances Rice-Farrand - *ursing, $os &ngeles City College+ducation for 'uture
12 3enise Stiglich - Math and %cience, &ntelope -alley CollegeInteracti#e Po0erPoint and nline Fome0ork Programs in the Classroom
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The esearchers The dd Couple
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Overview
< What Did We DoE
< Fo0 Did We Do ItE
< Why Did We Do ItE
< Would We Do It &gain and
What Would We Do Di6erentlyE
< What Did the %cholars %tudy andFo0 Did They Do ItE
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!hat Did !e Do?
< Worked 0ith )*+ sta6
< Retreats
< Worked 0ith the scholars
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!or"ed with #O$% Sta&&
< Felped select the scholars
< Met regularly to re#ie0 program
< Met regularly 0ith scholars to getupdates on their progress
< Discussed drafts of monographs
< Felped plan for ne!t year
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etreats
< Felped plan the retreats
< Prepared and ga#e presentations atthe retreats
< Met indi#idually 0ith each scholar tore#ie0: J Research design and methodology
1.st
retreat2J Data analysis and interpretation13nd retreat2
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!or"ed with the Scholars
< Felped reKne and solidify research Luestion,design and methodology
< Re#ie0ed and helped de#elop sur#eyinstruments, data7ases, and deKnition Kles
< Felped 0ith data analysis and interpretation
< Re#ie0ed monographs and pro#idedfeed7ack to scholars
< Felped 0ith data presentation in themonograph
< n call for help
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'ow Did !e Do It?
< 4E567OR*88
< Communication 1$ots of it2
< Fumor
< Patience
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!hy Did !e Do It?
< To do research again
< To learn a7out technology and itsimpact on learning in di6erentdisciplines
< To do research that matters anddirectly impacts students
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!ould !e Do It gain and!hat !ould !e Do Di&&erently?
< N+% N+% N+%
< $essons learned
J 'ocus is keyJ Data storage and organiGation
J Data presentation
J Re#ie0 instrumentsJ %u7mission of 0ritten methodology
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!hat Did the Scholars Study and'ow Did They Do It?
< Impact of colla7orati#e use of Oclickers onstudent learning and attitudes in astronomy1Mi!ed design, pre@test post@test 4 t0o groups2
< Comparison of student perceptions ande!periences regarding participation in face@to@face and online discussion groups 1;uestionnaireand inter#ie02
< Impact of an online preparation course onstudent performance in online courses 1&nalysisof historical data and Luestionnaire2
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!hat Did the Scholars Study and'ow Did They Do It?
< Participation and satisfaction of non@traditional students in synchronous onlinestudent ser#ices 0orkshops 1;uestionnaire2
< %tudent perceptions of learning using Ta7letPCs 1;uestionnaire and inter#ie02
< +6ect of online clinical scenarios on thede#elopment of critical thinking skills1Mi!ed design, pre@test post@test 0ithe!perimental and comparison groups2
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The Effect of Tablet PCs on
Learning and Collaboration:
A Study of Student Perceptions
"el#in $eeds
%anta &na College
&pril .., 3??>
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Background
< Technology is changing theclassroom setting
< "ey7oards are not conduci#e forMath and %cience Type classes
< Ta7let PCs may 7e more suita7le forMath and %cience classes
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Technology Uses
< Ta7let PCJ 9se Ta7let PC as #irtual paper to take notes
< %ynchroneyesJ %oft0are program that ena7les the instuctor to #ie0
student computer screens
< Black7oardJ nline portal used to post course materials
< White7oardJ %oft0are program that allo0s students to form #irtual
groups
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Research uestions
< Do students think the use of Ta7let PCs inthe classroom enhances their learning0hen compared to traditional methodsE
< Do students think the use of Ta7let PCsduring class increases colla7oration7et0een them and their classmatesE
< &re students hesitant to share theirclassroom 0ork since others in class maykno0 0hose 0ork is 0hoseE
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!ethodology
< M+%& Pre@Calculus Course at %anta&na College, 'all 3?? %emester, 35students
< De#eloped t0o Luestionnaires:J Background ;uestionnaire
J %tudent Perception ;uestionnaire
< 'ollo0 up inter#ie0s
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Background uestionnaire
.. Luestions designed to in#estigatestudents= kno0ledgeHe!perience 0ithcomputers, 33 students
< #erall computer use
< Course 0ork and computer use
< Computer access
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Background uestionnaire
%ample ;uestion
In general, ho0 often do you use acomputer during scheduled class time
at this collegeEa/2 I ne#er use computers during class
time
7/2 $ess than half of the timec/2 Falf of the time
d/2 More than half of the time
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Background uestionnaire
*ey Findings for !acground 9uestionnaire
< #erall Computer 9seJ -irtually all students use computers outside of classJ Falf of students use computers for more ad#anced tasks
7eyond 0ord processingHemailHInternet
< Course Work and Computer 9seJ Most students use computers outside of class to
complete course related materialsJ Falf of students use computers in class to complete
course related materials
< Computer &ccessJ Most students ha#e access to a computer at home or
0orkJ Falf of students use computers on campus, the other
half ha#e access to a more con#enient computer
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Student Perception uestionnaire
< .Q ;uestions designed to in#estigatestudents= perceptions a7out using
Ta7let PCs during class
< Instructors *otes< %tudents= *otes< Fome0ork< eneral Comments
< T0o &dministrations, .8 studentsJ Middle and end of the term
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Student Perception uestionnaire
%ample ;uestion When the instructor uses %ynchroneyes to
present my notes on the screen in front of the
class:a/2 I feel #ery comforta7le
7/2 I feel some0hat comforta7le
c/2 I feel some0hat uncomforta7le
d/2 I feel #ery uncomforta7lee/2 It does not 7other me one 0ay or the other
f/2 *ot &pplica7le
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Student Perception uestionnaire
*ey Findings for nstructor;s <otes
< &ll students felt it 0as helpful to ha#e
instructors notes a#aila7le on theInternet
< Most students access these notes atleast half of the time
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Student Perception uestionnaire
*ey Findings for Students; <otes
< More than half of students felt using the Ta7let PC
to take notes 0as more helpful than usingtraditional pencilHpaper
< Most students feel comforta7le 0hen their notesare presented in front of the class using
%ynchroneyes
< Most students think using %ynchroneyes topresent other students= notes is helpful
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Student Perception uestionnaire
*ey Findings for (ome$or
< Most students think using White7oard to
re#ie0 home0ork is more helpful thantraditional paperHpencil
< Most students think using White7oard tore#ie0 home0ork creates morecolla7oration than traditional paperHpencil
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Student Perception uestionnaire
*ey Findings for General #omments
< Most students think that using computers in
non@computer related courses duringregular class time is more helpful than notusing computers in class
< More than half of students think that usingcomputers during class time impro#es theirperformance during class
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"ollo# up $nter%ie#s
< %tudents feel it is helpful to use%ynchroneyes since they see morethan one 0ay to sol#e a pro7lem
< %ome students do not take notes7ecause this allo0s them to focus on
0hat the instructor says, kno0ingthey 0ill ha#e access to theinstructor=s notes later
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&%erall Results
< More than half of students felt that usingcomputers in class impro#ed their performanceduring class
< More than half of students felt that theycolla7orate more using White7oard and the Ta7letPC rather than traditional paperHpencil
< Most students felt comforta7le 0hen their 0ork0as presented to class using %ynchroneyes 0iththe Ta7let PC
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"uture Research
< Do students think it is 0orth the time ande6ort that it takes to learn to use the Ta7let PCE
< Do students think that using the Ta7letPCs in com7ination 0ith 7lack7oard helpsto keep course information moreorganiGedE
< %tudents ha#e access and kno0ledge a7outcomputers, thus the 7ackground sur#ey is notnecessary
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$'plications
< <hough it takes time 7oth to learn anduse in the classroom, students think thatusing computers during class impro#es
their classroom performance< Fa#ing access to a copy of the instructors
notes online is helpful to students
< Ta7lets PCs can 7e used to increasecolla7oration amongst students in otherclasses
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Developing ritical Thin"ing inthe $ursing Student *singSimulated Online linical
Scenarios
%ue $ongacre, R*, M%
Registered *ursing Department
City College of %an 'rancisco
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+ro,lem Statement
OThe ne0 nurses can detect there is apro7lem they may 7e a7le todetermine that it is urgent, 7ut then allthey do is call the doctor/ They cannot
diagnose 0hat is 0rong, e#en ininstances 0here the pro7lem is ascommon as an oncoming stroke orheart attack/
Betty and ordon Moore 'oundation 'ocus roup %tudy, 3??
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ritical Thin"ing De&inition
Critical thinking is a purposeful, results@oriented process that focuses ondecision making, pro7lem sol#ing, and
clinical udgment/
Brunt 13??2
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ritical Thin"ing ompetencies
'accione=s 1.SS?2 Critical Thinking Competencies< Interpretation
< &nalysis
< +#aluation
< Inference< +!planation
< %elf@Regulation
.
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ourse ontent
< MaternalH*e07orn *ursing< %imulated online clinical scenarios
< Multi@media and te!t
< &synchronous learning, a#aila7le #iaWe7CT
< %tudents completed 0ritten
responses #ia We7CT< &ssignments returned 0ith faculty
comments #ia We7CT
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esearch 'ypothesis
%tudents 0ho complete the onlineclinical scenarios 0ill demonstrate alarger increase in their post@test
critical thinking skills o#er their pre@test critical thinking skills than thosestudents 0ho do not complete theonline clinical scenarios/
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Research Group Pre-Test
(first day of course)
Treatment
(4 times duringcourse)
Post-Test
(last day of course)
Experimental(n=1)
! " !
#omparison(n=1)
! !
Study Design
U Critical Thinking &ssessment Instrument
U %imulated nline Clinical %cenarios
'ormal sur#ey administered on the last day of
class to e!perimental students to gatherfeed7ack on students= perceptions of theonline assignments/
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Demographics ,y esearch-roup
< ender: predominantly female
< +thnicity: e!perimental group&sianH'ilipino 1>QV2, comparison groupCaucasian 1>QV2
< Median age 53
< Direct patient care e!perience:
e!perimental and 8 comparison students
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linical Scenario ssignment
%.ample
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< The patient is a 3 year oldra#ida 3 Para . ) 3Q0eeks gestation/
< Fer Krst pregnancy anddeli#ery 0ere normal/
< %he takes prenatal #itamins/
< Today=s fundal heightmeasurement is 3Qcentimeters/
+atient ssessment
Sample Online Clinical Scenario slide using picture and text.
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The patient=s BMI 7eforepregnancy 0as 3./
Fer prepregnant 0eight
0as S" 1.5?2/
Fer 0eight today is >Q"1.?2
+regnancy !eight -ain
Sample Online Clinical Scenario slide using a graph and text.
+ i / 0 i
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The patient is complaining offreLuent Xleg cramps= of hercalf area/
The patient asks the nurse,OWhat can I do to stop thismuscle cramping of mylegsE
+atient/s 0uestion
%ample nline Clinical %cenario slide 0ith patient=s Luestion/
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./ Fo0 0ould you ans0er the patient=s
LuestionE
3/ What 0ould 7e pertinent nursing diagnoses,starting 0ith the highest priority and 0hyE1This may include risk for///2
5/ Descri7e appropriate nursing actions andHorinter#entions for the patient/ Descri7e yourrationale for these actions andHorinter#entions/
ssignment
Nou are the nurse caring for this patient today inthe clinic/ Based on the information pro#ided
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ritical Thin"ingssessment Instrument
3EVE+OP6E<4<%tandardiGed Critical Thinking Instrumentsnot adeLuate for nursing
<Instrument de#eloped to measure criticalthinking competencies in a nursingen#ironment
<Re#ie0ed 7y )*+ sta6 and nursingfaculty
<Piloted on pre#ious students
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ritical Thin"ingssessment Instrument
S#OR<G<%cored 7y t0o faculty 7lind to purpose ofresearch proect
<Re#ie0ers agreed 0ith maority of scores
<When scores di6ered, a 5rd facultyassigned Knal score, al0ays agreed 0ith
one of pre#ious scores
lt
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esults
Mean %cores for Critical Thinking Pre and Post@ Tests 7y Research roup
< Both groups mean indi#idual scores sho0 an increase in eachof the critical thinking competencies
< T0o students in each group demonstrated a decrease in theirpost@test scores o#er their pre@test scores
< The maority of students in each group impro#ed their scores
S
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Survey< The clinical scenario assignments impro#ed my
a7ility to analyGe multiple assessments in acomplicated patient/
J AQV strongly agreed
J 33V agreed
< The clinical scenario assignments 7etterprepared me to 7ase my nursing care on soundnursing theory/
J >AV strongly agreed
J 55V agreed
S
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Survey< %tudents spent considera7le time completing
assignments, 55V reported spending hoursor more on each assignment
< 'aculty feed7ack 0as important in learning
< OThe most helpful thing is the patient=sLuestion/
< OPictures made it real life/
< OIt pro#ided me a chance to practice criticalthinking/
l i
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onclusion
While the performance of 7oth groupsimpro#ed signiKcantly o#er time, the
e!perimental group sho0s asigniKcantly larger impro#ement inmean critical thinking test scoresfrom pre@test to post@test/
I li ti
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Implications
< Construct #alidity of critical thinkingassessment instrument needs to 7eesta7lished
< Instrument speciKc to maternalHne07orn
nursing, could easily 7e adapted to otherareas of nursing
< Cost@e6ecti#e alternati#e to supplementstudents= clinical internship hours
< %tudents e!pressed satisfaction 0ithcomputer 7ased clinical scenarios< %tudents thought assignments should 7e
part of course curriculum
t h
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uture esearch
'urther research may determine 0hat componentof these clinical scenario assignments impro#ed thestudents= critical thinking skills/ Was it:
<the technology tool,<the faculty feed7ack,
<the patient=s Luestions,
<or possi7ly all of these factors com7inedE
0 ti ?
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0uestions?
Michelle Barton MBarton)palomar/edu 1A>?2 A88@..? e!t/35>?
Darla Cooper dcooper)#cccd/net 1Q?2 SQ>@
Q?? e!t A>SA"el#in $eeds leedsYkel#in)sac/edu 1A.82 >8@
>A5A
%ue $ongacre slongacr)ccsf/edu 18.2 [email protected]
(ohn Whitmer 0hitmer)cccone/org 18?Q2 335@>AQQ
#ontact $nformation