Robin Kay

Examining the benefits and challenges of using audience response systems: A review of the literature

Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts.

Evaluating Strategies Used to Incorporate Technology into Preservice Education: A Review of the Literature.

Abstract The following paper is based on a review of 68 refereed journal articles that focused on introducing technology to preservice teachers. Ten key strategies emerged from this review, including delivering a single technology course; offering mini-workshops; integrating technology in all courses; modeling how to use technology; using multimedia; collaboration among preservice teachers, mentor teachers and faculty; practicing technology in the field; focusing on education faculty; focusing on mentor teachers; and improving access to software, hardware, and/or support. These strategies were evaluated based on their effect on computer attitude, ability, and use. The following patterns emerged: First, most studies looked at programs that incorporated only one to three strategies. Second, when four or more strategies were used, the effect on preservice teacher’s use of computers appeared to be more pervasive. Third, most research examined attitudes, ability, or use, but rarely all three. Fourth, and perhaps most important, the vast majority of studies had severe limitations in method: poor data collection instruments, vague sample and program descriptions, small samples, an absence of statistical analysis, or weak anecdotal descriptions of success. It is concluded that more rigorous and comprehensive research is needed to fully understand and evaluate the effect of key technology strategies in preservice teacher education.

An exploration of theoretical and practical foundations for assessing attitudes toward computers: the Computer Attitude Measure (CAM)

Over the past 10 years, researchers have assessed over 15 different constructs with respect to computer attitudes, making it difficult to interpret and compare studies using these attitude measures. An absence of theoretical justification for many constructs further complicates interpretation. In this study, four theoretically distinct constructs (cognitive, affective, behavioral, and perceived control), based on over 45 years of general attitude scale development, are examined in the form of the Computer Attitude Measure (CAM). This measure, consisting of 50 items, was administered to 647 preservice teachers to assess cognitive (student, personal, general), affective, behavioral (classroom and home), and perceived control components of computer attitudes. The internal reliability coefficient for the full measure was .95. The alpha coefficients for each attitude subscale ranged from .70 to .97. The principal components factor analysis supported the a priori assumption that the four attitude dimensions and their subscales were structurally independent. Significant positive correlations (p < .001) among all attitude subscales and computer awareness, software skill, and programming provided support for the construct validity of the CAM. Strong theoretical foundations coupled with the promising statistical results of this study suggest that the four-dimension model may be one way to reorganize and assess the multitude of constructs already identified by computer attitude researchers.

Review: Exploring the use of video podcasts in education: A comprehensive review of the literature

The purpose of this article was to provide a comprehensive review of research on video podcasts from 2002 to 2011 in order to guide future studies and educational practice. Fifty-three, peer-reviewed articles were selected from an extensive search of the literature. Key topics included the history and growth of video podcasts, types of podcasts, previous literature reviews, benefits and challenges of using video podcasts, methodological concerns, and suggestions for future research. Key benefits included positive affective and cognitive attitudes toward video podcasts, control over learning, improved study habits, and increased learning performance. Key challenges included a variety of technical problems, preference of some students for lectures, and reduced class attendance. Methodological concerns involved insufficient description of video podcasts examined, limited sample selection and description, and the absence of reliability and validity estimates for data collection tools. Suggestions for future research include focusing on the quality and design of video podcasts, pedagogical strategies, viewing patterns and impact on learning effectiveness, and in individual differences in video podcast use.

Evaluating the use of problem-based video podcasts to teach mathematics in higher education

Problem-based video podcasts provide short, web-based, audio-visual explanations of how to solve specific procedural problems in subject areas such as mathematics or science. A series of 59 problem-based video podcasts covering five key areas (operations with functions, solving equations, linear functions, exponential and logarithmic functions, and trigonometric functions) were created as self-study tools and used by 288 higher education students to acquire pre-calculus skills over a three week period. The results indicated that a majority of students used the video podcasts frequently, rated them as useful or very useful, viewed them as easy to use, effective learning tools, and reported significant knowledge gains in pre-calculus concepts.

An Analysis of Methods Used to Examine Gender Differences in Computer-Related Behavior

A comprehensive review of the literature of gender differences in computer-related behavior reveals a myriad of conflicting results. A critical analysis of the empirical methods used to collect data is offered as one means of sorting out the numerous inconsistencies found. Nine areas are discussed where common mistakes are made, including 1) sample selection, 2) sample size, 3) scale development, 4) scale quality, 5) the use of univariate and multivariate analyses, 6) regression analysis, 7) construct definition, 8) construct testing, and 9) the presentation of results. It is concluded that although a number of researchers have fallen prey to making these mistakes, in most cases, easy remedies are available. Above all, researchers are encouraged to present more detailed and clear information regarding methods and results.

Evaluating the Learning in Learning Objects

A comprehensive review of the literature on the evaluation of learning objects revealed a number of problem areas, including emphasizing technology ahead of learning, an absence of reliability and validity estimates, over‐reliance on informal descriptive data, a tendency to embrace general impressions of learning objects rather than focusing on specific design features, the use of formative or summative evaluation, but not both, and testing on small, vaguely described sample populations using a limited number of learning objects. This study explored a learning‐based approach for evaluating learning objects using a large, diverse, sample of secondary school students. The soundness of this approach was supported by estimates of reliability and validity, using formal statistics where applicable, incorporating both formative and summative evaluations, examining specific learning objects features based on instructional design research, and testing of a range of learning objects. The learning‐based evaluation tool produced useful and detailed information for educators, designers and researchers about the impact of learning objects in the classroom.

Developing a comprehensive metric for assessing discussion board effectiveness

The use of online discussion boards has grown extensively in the past 5 years, yet some researchers argue that our understanding of how to use this tool in an effective and meaningful way is minimal at best. Part of the problem in acquiring more cohesive and useful information rests in the absence of a comprehensive, theory-driven metric to assess quality and effectiveness. Based on an extensive review of the research, the following variables were used to assess traditional discussion board use: thread, location of message within thread, author (student vs. educator), subject line clarity, time of posting, response time from previous message, number of times message was read, number of words, primary purpose, message quality, difficulty level of topic, knowledge level, processing level and use of external resources. These variables proved to be effective in assessing 12 key areas of discussion board use. It is argued that this kind of metric is essential if we wish to advance our understanding of online discussion boards for both educators and researchers.

A practical theoretical approach to assessing computer attitudes: the computer attitude measure (CAM)

AbstractIn this study, the Computer Attitude Measure (CAM) was administered to 383 student teachers to assess three relatively distinct dimensions of computer attitudes: cognitive, affective and behavioral. The alpha coefficients for each subscale (cognitive (α = .87), affective (α = .89), behavioral (α = .94) showed a high degree of internal reliability. The principal component factor analysis supported the a priori assumption that the three subscales were independent. Finally, significant positive correlations (p < .001) of all subscales with a high degree of computer literacy and experience, and an internal locus of control, supported the external validity of the Computer Attitude Measure (CAM).

Predicting Student Teacher Commitment to the Use of Computers

This study explored the effectiveness of computer attitudes, computer literacy, computer locus of control, and gender in predicting commitment to the use of computers. Three hundred and eighty-three education students, completed a survey about commitment to the use of computers (actual use, interest, and promotion), computer attitudes (affective and cognitive), computer literacy (experience, basic skills, application software, awareness, programming), and locus of control (specific to the use of computers). The results indicated that cognitive attitude, awareness, and application software ability were the best predictors of commitment to the use of computers. Less effective, but significant predictors, included affective attitude, locus of control and gender.