Margaret E. Ross

Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning.

The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.

Validatieon of Scores on the Psychological Empowerment Scale: A Measure of Empowerment for Parents of Children with a Disability:

This article reports the results of several psychometric analyses that were conducted to provide evidence of construct validity for scores on a measure of psychological empowerment, the Psychological Empowerment Scale (PES), for parents of children with a disability. Confirmatory factor analyses were conducted to evaluate the internal structure of the PES and the reliability of its scores. The results of the confirmatory factor analyses provided evidence of convergent and discriminant validity for the scores from the four subscales underlying the PES: (a) attitudes of control and competence, (b) cognitive appraisals of critical skills and knowledge, (c) formal participation in organizations, and (d) informal participation in social systems and relationships. Reliability coefficients for the subscale scores and total scale score ranged from .90 to .97. In addition, the PES scores were correlated with other empowerment-related measures. The results of these correlational analyses and group discrimination analyses provided additional evidence of convergent and discriminant validity of the PES subscale and total scale scores.

The Patterns of Adaptive Learning Survey: A Comparison across Grade Levels

The Patterns of Adaptive Learning Survey (PALS) was developed to assess a trichotomous achievement goal structure, which included the following subscales: Task Goal Orientation, Performance-Approach Goal Orientation, and Performance-Avoid Goal Orientation. The use of the PALS in making inferences about these goal orientations was originally validated with a middle school sample of students. In this study, the authors computed Cronbach’s alphas and employed confirmatory factor analytic procedures to provide statistical evidence of the reliability and validity of inferences based on scores from the PALS at the fourth-grade and college levels.

Implementing studio-based learning in CS2

This paper presents an experience in designing, implementing, and evaluating a studio-based learning model for CS2. Adapted from architecture and art education, as well as from collaborative problem-solving pedagogies, studio-based learning has shown great promise for computing education. Key elements of studio-based learning include exploring multiple solutions to a problem, justifying the choice of one solution, and being subject to, as well as providing, peer reviews. We describe the design, implementation, and revision of a studio model for CS2, and then present the results of an evaluation of the model when compared to traditional instruction in CS2.

Situated Self-Regulation: Modeling the Interrelationships among Instruction, Assessment, Learning Strategies, and Academic Performance.

To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance.

Reliability Generalization of the Patterns of Adaptive Learning Survey Goal Orientation Scales

A reliability generalization study was completed on the Patterns of Adaptive Learning Survey achievement goal orientation scales to assess the prediction of (a) the different orientation scales, (b) the adaptation of items to meet research needs, (c) the number of respondents completing the instrument, and (d) the publication date cited for the manual used on reliability variation in articles that reported sample specific reliability coefficients. The results of analyses suggested that the evolution of the scales has improved the consistency of the scores derived, lending more credence to inferences that are based on the scores from the more recent versions of the instrument. Nevertheless, examples of poor to marginal coefficients were observed in some cases.

Studio-based learning in CS2: an experience report

Recently there has been a surge of interest in making computer science education attractive to potential students, motivating to current students, and relevant to graduating students. We are exploring a new pedagogical approach called studio-based learning as a means to reinvigorate computer science education. Adapted from architectural education, this instructional model emphasizes learning activities in which students (a) design computational solutions to problems that lend themselves to multiple solution strategies, and (b) present and justify their solutions to their instructors and peers for critical review and discussion. In this paper we describe the studio-based approach, discuss how it was implemented in CS2, and present preliminary evaluation results.

Designing and Using Program Evaluation as a Tool for Reform.

The Auburn University Educational Leadership Team and its K-12 practitioner and community partners collaboratively developed a comprehensive, on-going evaluation plan to assess a newly implemented field-based graduate program. The purpose of the present manuscript was to describe the evaluation guidelines and plans. The leadership team and partners designed the assessment and evaluation plan to incorporate and integrate components from a variety of evaluation approaches to address various program, stakeholder, and governing body data needs. By drawing on a variety of evaluation approaches the team and partners generated an array of data or sources of knowledge to better inform decisions about program implementation processes and outcome effectiveness and, thereby, enhance the teams ability to reform and reshape the program to meet on-going and changing stakeholder and participant needs.

Performance at different stimulus intensities with the within- and across-channel adaptive tests of temporal resolution

Abstract Objective: The Adaptive Tests of Temporal Resolution (ATTR©) software provides within-channel (WC) and across-channel (AC) adaptive measures of temporal resolution that are feasible for clinical applications. The purpose of the present study was to obtain normative values for young adults on two of the ATTR tests: the narrow-band noise within-channel (NBN-WC) test and the narrow-band noise across-channel (NBN-AC) test, at different stimulus intensities. Design: Gap detection thresholds were measured at five sensation levels. A Latin square design was used to control for practice effects. Study sample: The NBN-WC group and the NBN-AC group each consisted of 25 young adults with normal hearing. Results: Gap detection thresholds for both conditions decreased with increasing stimulus intensity, and stimulus intensities above 20 dB SL were not associated with large improvements in performance. Variability was larger in the NBN-AC condition. Values obtained for the NBC-WC condition were very similar to previously reported ATTR results despite equipment and design differences. Conclusion: Results provide normative values for NBN-WC and NBN-AC performance on the ATTR and suggest that the ATTR is a robust test for clinical use.

COMPARISON OF SPEECHREADING TRAINING REGIMENS

The regimen selected for use in speechreading training is an important consideration for audiological rehabilitation purposes and may play a role in its success. Short-term improvement on a commercially available speechreading training program was compared for two training regimens (daily and weekly). Two groups of university student volunteers (ages 20 to 31 years) (12 students per group) were trained daily or weekly on a vowel speechreading task. Percent correct was recorded for each training session. Both groups showed improved performance across training sessions, but there was no significant difference in improvement by type of training regimen.