Steven M. Crooks

Academic Integrity in Web Based Distance Education

ConclusionThis paper has identified a major gap in the research revolving around academic integrity/dishonesty and WBDE. Statistical evidence and empirical data are almost nonexistent. However, the evidence and data that do exist, strongly challenge many widespread assumptions related to the lack of integrity and the widespread dishonesty that are assumed to exist in WBDE today. Considering the continuing unprecedented growth of distance education, the extremely limited amount of statistical data available on this topic and the implications associated with the (possibly incorrect) assumptions of academic integrity in this environment, it seems that there is a critical need for further study. In the meantime, educational institutions can feel confident about the academic security of their WBDE programs by implementing the few safeguards suggested in this article to protect against dishonesty

Distributed problem-based learning at Southern Illinois University School of Medicine

SIU School of Medicine piloted a Distributed Problem-Based Learning (DPBL) project in Spring 1999 to support the authentic PBL method used in the curriculum. The pilot included face-to-face (FTF) tutor group sessions augmented by DPBL in which the group participated from distributed sites.The pilot provided a list of observations including: the changes in the role of the facilitator, the feeling by students that information presented during DPBL was more likely to be more well thought-out and articulated than in face-to-face sessions, the value of being able to review session transcripts and whiteboards from any time and place, and the feeling that all students could respond to queries.Technological issues include Internet Service Provider (ISP) responsibility, collaborative software functionality, presentation of the problem in a way that supports free inquiry, submission of resources to the web site, and data collection.Future plans include platform-independent software, a database for collection of data as information is entered on the whiteboard, a database that presents the problem in a more intuitive, responsive manner, and a web page that allows resource submission by group members.

Modality and cueing in multimedia learning: Examining cognitive and perceptual explanations for the modality effect

The purpose of this study was to investigate the effects of modality (written text vs. spoken text) and visual cueing (low cueing vs. high cueing) on the learning and mental effort of participants studying a computer-based static diagram at their own pace. Participants were randomly assigned to four versions of the computer-based materials formed into a 2x2 factorial design by crossing modality with cueing. The results revealed a reverse modality effect, wherein participants studying written text outperformed those studying spoken text on tests of free recall, matching, comprehension, and spatial recall, but not mental effort. Information cueing did not significantly affect either performance or mental effort. These findings are discussed in the context of two popular explanations of the modality effect: the cognitive resources explanation and the perceptual resources explanation. The results were best explained from a perceptual resources viewpoint.

Online Notes: Differential Effects of Studying Complete or Partial Graphically Organized Notes

Abstract The authors investigated in this study the effects of two electronic notes conditions (complete vs. partial) and two testing conditions (immediate vs. delayed) on three types of tests (fact, structure, and application). A 2 × 2 factorial multivariate analysis of variance (MANOVA) yielded no significant main effects for notes conditions on the fact and structure tests. The results did show a significant main effect for notes conditions (partial > control) on the application test and for testing condition. Students tested immediately performed significantly better than those in the delayed condition on all three outcome measures. Results also show significant interactions between Notes Condition x Testing Condition on the structure and application tests. Implications and limitations of computerized notes are discussed.

Effects of Cooperative Learning and Learner-Control Modes in Computer-Based Instruction

AbstractThe purpose of this study was to investigate the effects of 2 instructional methods (cooperative and individual) and 2 approaches to learner control (full-minus and lean-plus) on practice-test performance, posttest performance, attitudes, option use, and student interactions. The participants worked alone or with a partner on a computer lesson that either provided a full program with the option to bypass instruction or a lean program with the option to request additional instruction. Those participants who worked alone used significantly more optional practice items and had better attitudes toward the instruction than those who worked cooperatively. Participants using the full-minus program used significantly more optional practice, summary, and review than those using the lean-plus program. Full-minus learners also had significantly higher practice-test scores than lean-plus students. However, posttest performance was not influenced by either learner-control mode or instructional method. Implicat...

Effects of Cooperative and Individual Learning during Learner-Controlled Computer-Based Instruction

The purpose of this study was to investigate the effects on the achievement, option use, attitudes, and interactions of college students of instructional method (cooperative vs. individual) and learner control of options during computer-based instruction. The students worked alone or with a partner to complete a computer lesson that provided either a full program with the option to bypass instruction (full-minus condition) or a lean program with the option to select additional instruction (lean-plus condition). The students in the full-minus condition used significantly more optional practice items and spent more time on practice than the students in the lean-plus condition did. The cooperative dyads spent significantly longer on practice items and selected significantly more elaborative feedback items during selected-response practice than the students working alone did. However, no significant achievement differences were found for instructional method or learner-control mode. The results suggest that the achievement benefits of cooperative learning found in previous research may not apply to situations in which mature students are provided with an instructional environment with many learner-controlled options.

Faculty Perceptions of Web-Based Resources in Higher Education

Recent increases in the use of Web-based resources by faculty in higher education appear to be reaching a plateau. To better understand how to encourage the use of Web resources a survey was designed to examine faculty perceptions about the navigability and content of a specific Web-based resource and their attitudes about the instructional use of Web-based resources in general. Results of the survey indicated that faculty with more years of experience and those teaching at research and doctoral institutions expressed the most favorable attitudes toward the provided Web resource. In addition, gender differences were found pertaining to the factors most likely to influence the use of Web resources. These findings are discussed in terms of their implications for increasing the use of Web-based resources in higher education.

Examining Online Learning Patterns with Data Mining Techniques in Peer-Moderated and Teacher-Moderated Courses

The student learning process is important in online learning environments. If instructors can “observe” online learning behaviors, they can provide adaptive feedback, adjust instructional strategies, and assist students in establishing patterns of successful learning activities. This study used data mining techniques to examine and compare learning patterns between peer-moderated and teacher-moderated groups from a recently completed experimental study (Zhang, Peng, & Hung, 2009). The online behaviors of the students from the Zhang et al. study were analyzed to determine why teacher-moderated groups performed significantly better than peer-moderated groups. Three data mining techniques—clustering analysis, association rule analysis, and decision tree analysis—were used for data analysis. The results showed that most students in the peer-moderated condition had low participation levels and relied on student-content interaction only. On the other hand, teacher presence promoted student interaction with multiple sources (content, student, and teacher). The findings demonstrate the potential of data mining techniques to support teaching and learning.

Differences in Computer Attitudes and Performance Among Re-entry and Traditional College Students

AbstractThis article describes a study conducted to compare the attitudes and performance of re-entry and traditional college students enrolled in a computer literacy course. The attitudes of these students toward learning about computers were assessed before participation in the course, and the students’ computer knowledge and their performance of computer skills were examined after they participated in the course. Results suggest that re-entry students have greater confidence and somewhat more interest in learning about computers than do traditional students. In addition, re-entry students outperformed their traditional-student counterparts on computer knowledge objectives. Both groups performed equally well on computer skill objectives. Implications for educators who teach college computer courses are discussed.

Learning Effects of Print and Digital Geographic Maps

Abstract Two research studies were conducted to determine if the benefits of studying print geographic maps along with related factual information (i.e., map, order, and edge effects) also apply to studying digital geographic maps with factual information. Both experiments confirm that the learning benefits associated with print maps also apply to digital maps. In addition, the studies reveal that a medium attribute associated with digital maps (computer rollover effect) provides learning advantages beyond what is possible with traditional maps due to the constraints of the print medium. The results are discussed in terms of recommendations for classroom teaching and education in general.