Khusro Kidwai

Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Adults in an Online Class on Geographic Information

This study investigates the counter-intuitive observation that older students tend to thrive better than younger students in online classes. We use a variety of measures to compare performance and attitudes of undergraduates and continuing adult professionals in separate but nearly identical class sections led by the same instructor at a US university during the same nine-month study period. Findings are consistent with theoretical predictions about differences in readiness of younger and older adults for self-directed learning experiences. Results also suggest that online educators should be proactive in stimulating younger students participation in class discussions, and should find ways to evaluate explicitly the tacit learning that online discussion can foster.

The effect of different chunking strategies in complementing animated instruction

The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes.

The Effect of Verbal Advance Organizers in Complementing Animated Instruction

Abstract This investigation explored the instructional effect of verbal advance organizers used as enhancement strategies to complement animated instruction. Eighty-nine college students were randomly assigned to three treatment groups: (1) control group, (2) verbal descriptive advance organizer group and(3) verbal question advance organizer group. Four independent criterion tests were used to measure students’ achievement of the different educational objectives. Results indicated insignificant differences in achievement among the three treatment groups on each of the criterion measures indicating that the use of verbal advance organizer treatments used to complement the visually-animated instruction did not instigate deeper levels of information processing than did the animated instruction alone.

The Impact of an E-Portfolio Program in a Music Education Curriculum

The electronic portfolio (e-portfolio) program at the Pennsylvania State University, initiated to assist students find employment upon graduation, quickly evolved into a 4-year sequential process for the documentation of, and reflection on, becoming a music educator. After 6 years of development, it seemed decision making for the program would benefit by being data driven. Six stakeholder groups were identified and surveyed as to their perceptions of the e-portfolio program (current students, student teachers, alumni, mentor teachers, employers, and music education faculty). Based on the questionnaire responses, a prevalent theme among undergraduate students was the importance of the ease of using technology. Alumni in general seemed to perceive greater value in the e-portfolios than current students, whereas mentor teachers and employers had minimal awareness, interest, and/or involvement in the e-portfolio process or outcomes. Questions about the possibilities, impact, and future of e-portfolios in the curriculum are raised based on the results.