Assignment 4, Lauer Chapters 5 and 6

Aviv, R., Erlich, Z,. Ravid, G., (2005). Response neighborhoods in online learning networks: A quantitative analysis. Journal of Educational Technology and Society. 8, 90-99

http://www.ifets.info/journals/8_4/10.pdf

The purpose of this quantitative study is to examine relationships within a network specifically the elements of cohesiveness and transitivity. The research tool used was SNA or Social Network Analysis. Networking is analyzed by counting the number of times contact occurs between individuals and extrapolating the data to include secondary and tertiary contact specifically as it relates to triads. A Response Neighborhood (RN) is a sub-set of actors (three), characterized by a set of prescribed possible response ties between them, all of which are pair-wise statistically dependent. First neighborhoods, Second neighborhoods, and Third neighborhoods are all identified by their interactions.

Two online networks of students from the Open University of Israel were analyzed through transcript records of an online business course. Although both were established as a broadcast network, the networks had different purposes, one was a collaborative team, the other a question and answer forum. The major common thread of the broadcast network was the tendency of the class for non-response. This is assumed to be due to the effort required and the absence of social response. While both networks showed low numbers of responses, they developed differently because of their differentiated goals. Eventually, an exchange mechanism developed in the team network, but not in the forum network caused presumably by the requirement of the team to accomplish a goal.

There are limitations to the study. First, only two teams were studied and they had different purposes and limited numbers. Large networks used for many purposes would have to be studied to gain a clearer idea of the relationships within them. It was noted that the ‘actors’ in these networks began to take on personae and tasks similar to real life roles. It would be interesting to see if the same individuals took on similar roles in further social network situations.

Despotakis, T.C., Palaigeorgiou, G E., & Tsoukalas,, I.A. (2007). Students’ attitudes towards animated demonstrations as computer learning. Journal of Educational Technology and Society. 10, 196-205.

http://www.ifets.info/journals/10_1/18.pdf

The purpose of this qualitative study was to measure the attitude of users toward animated demonstrations (AD) in learning new computer programs. Interviews were conducted to identify students with extensive computer familiarity who had no prior experience with AD. These subjects were introduced to a web developmental tutorial using AD and their responses were recorded. Prior to the experiment, subjects completed questionnaires on their computer experience and how they gained that experience.

Next, students were shown demonstration of web page design, presumed to be a high interest area, using AD. Students were then encouraged to explore the program and use the AD tutorials as they wished for 30 minutes. After this, semi-structured interviews were conducted assessing student reaction to the AD use. Students also completed a questionnaire regarding their initial attitudes. Students were then shown a new set of AD instructions on the same program and asked to comment on them in comparison to the initial AD. Interview audio were transcribed and compared.

Semi structured interviews focused on students’ beliefs about AD quality and its appropriateness for learning web design. Questions were organized across two axes, the first being students’ perceived attitudes in advantages or disadvantages of AD, while the second explored the cause of those attitudes.

Questions (Agree/Disagree):

Ø AD’s enabled me to learn about applications in a more efficient way than other means.

Ø The use of AD’s make computer learning faster

Ø AD’s make computer learning more authentic.

Ø AD’s make computer learning more pleasant.

Ø I would prefer to learn about the functionality of computer applications using Ads

Ø I am very satisfied with the AD’s I selected and watched

Ø I would recommend AD’s to my friends who wanted to learn about a new software.

The results showed their positive attitudes towards ADs as computer learning tools. Most students evaluated ADs as pleasing and the overwhelming majority indicated that they would like to learn about computer applications using such demonstrations. ADs were accepted with greater enthusiasm by females who evaluated more positive the efficiency, the speed and the authenticity of learning through ADs.

I think the questions were biased in that they were all stated in the positive. I believe the accuracy of measuring attitudes quantitatively is limited, and the small number of questions would lead to skewed results.

A quantitative approach to answer the question: What is the effect of using only a podcast for content transmission on student learning in graduate classes would be to choose a professor who teaches two sections of the same graduate class. One class would be taught by traditional direct instruction and would be the control group. The other class would be instructed through the use of podcast only. Both groups would be given a pre and post test to quantify their levels of understanding before and after the class. Data would be compared to look for trends.

A qualitative approach to answer the question: What are the effects of using podcast for content transmission on student learning in graduate classes would be similar to the one above using two classes, one as a control. The qualitative study would collect data using observation, and interviews to determine students’ attitudes towards podcasting. They would include questions such as, ‘Do you feel podcasting was a more or less effective way of learning?’ and ‘Would you be likely to use a format of podcasting in your own teaching?’ and ‘Would you be more or less likely to sign up for another class knowing it was conducted through the use of podcasting?”