Abstract:
An important experience for educators is learning to
use computer technology as a teaching and learning tool. A
requirement in many education programs is a course in
educational technology. In Florida, a course for
undergraduates and a similar graduate class fulfill that
requirement. The courses include an overview of educational
hardware, software, multimedia, Internet, and ethical and
legal issues. Both courses have two main goals: building
technology skills, and background for students to become
integrators of technology into teaching. This year, six
simultaneous sections of the courses were offered using a
range of approaches. Two course sections were taught fully
face-to-face. Three course sections were taught with students
meeting in person for 50% of the time, and working in a
web-based environment the rest of the time. One course
section met only online. Surveys of all students were
conducted at the beginning and the end of the course, and
student performance on class activities and assessments was
tracked. Comparisons were made on student attitudes and
self-reported technology abilities, as well as course grades.
The results of the comparisons will be used to determine the
most effective teaching approach, and to incorporate that
knowledge into planning for future semesters.
Comparison of face-to-face and online for introduction to
educational technology courses for preservice and inservice
educators
Reports from
businesses, standards documents from ISTE, and educational
accreditation policies from NCATE underscore the importance
of technology as a teaching and learning tool. Studies
indicate that there are new and veteran educators who do not
have the skills for using technology in the teaching and
learning process (Barron & Roblyer 1993; Market Data
Retrieval 1999; Southeast and Islands Regional Technology
Consortium, SERVE, Inc. 1998). An important experience for
both preservice and inservice educators is learning to use
computer technology effectively as a teaching and learning
tool. Higher education programs that prepare professional
educators address the need for technology experience in
several ways. Educational technology courses may be required,
or technology may be integrated throughout other required
courses.
In
Florida’s state university system, students in education
programs leading to initial teaching certification take a
required educational technology course. Undergraduate
programs include the sophomore level Introduction to
Educational Technology. Graduate programs include Computers
in Education. Both courses have twin goals: building student
skills as technology users, and providing background for
students to become integrators of technology into teaching.
The beginning course in educational technology, mandated by
the state of Florida in 1996, is critical in the education of
preservice teachers because it is the only required
technology course. Web sites and conference presentations
confirm that there are multiple approaches to teaching this
course.
The courses
cover the following topics: educational hardware, application
software, multimedia, Internet, and ethical and legal issues.
Each course is a three-semester hour class. Traditionally the
course has been offered fully face-to-face in a classroom.
The class has been web-enhanced with online assignments. This
year a group of faculty taught the course using a continuum
of approaches ranging from fully classroom-based to fully
online. The purposes of employing the continuum of approaches
was to determine whether there is a balance of classroom and
online learning that is most appropriate for the students in
the courses. Six simultaneous sections of the courses were
offered: two sections were taught fully face-to-face, three
sections were taught with students meeting in person for 50%
of the time and working in a web-based environment the rest
of the time, while one section met only online. Three
instructors were involved with the six sections, teaching a
total of 115 students.
In order to
evaluate the success of the approaches, several measures were
used. At the beginning of the Fall 2000 semester, all
students in the courses took online surveys. The surveys and
survey methods were identical. The surveys captured baseline
information about the students regarding their views of their
technology experience, attitudes and skills. The survey items
are described in the appendix. The surveys were repeated at
the end of the semester. During the course, students
participated in similar learning experiences to receive
course grades. Students also completed university course
evaluation forms at the completion of the course.
Using the
surveys, course grades, and course evaluations, results were
compared to answer the following questions:
- Do
students who opt for an online course initially
differ from those who choose a classroom course in
their skills and attitudes toward instructional
technology?
- Do
graduate students initially differ from undergraduate
students course in their skills and attitudes toward
instructional technology?
- Do
students experience a positive change in their skills
and attitudes toward instructional technology as a
result of participation in a course, and if so, does
that change relate to the teaching approach of the
course?
- Are
changes in skills and attitudes toward instructional
technology related to the student’s graduate or
undergraduate standing?
- Is
student class performance related to the teaching
approach of the course?
- Is
student course evaluation related to the teaching
approach of the course?
The results
of the comparisons will be used to determine the most
effective teaching approach, and to incorporate that
knowledge into planning for future semesters. The survey
completed at the beginning of the semester provided a
baseline of student status, and a comparison of technology
experience and attitudes among classes. At the start of the
term, the undergraduate students rated their computer skills
and experience at a significantly higher level than the
graduates students did (p value of 0.001867). Using the
5-point scale, the undergraduates gave themselves a score of
2.15, averaged over the experience questions for all students
in the undergraduate classes. The graduate students rated
themselves at 1.75 on average. When comparing the students
according to the teaching method, the graduate students who
chose to take the fully online course rated their skills at a
significantly higher level (2.34) than students in both the
fully classroom-based (1.67), and hybrid classes (1.63) (p
value 0.019356). The skill ratings of undergraduate
students in the fully classroom-based classes (2.32) did not
differ significantly from those in the hybrid classes (2.06)
(p value 0.152215).
References
Barron, A., & Robyler, M. D.
(1993). Are Florida universities preparing teachers to use
technology? Presentation at the Florida Educational
Technology Conference (FETC), Tampa, FL.
Market Data
Retrieval. (1999). New teachers and technology: Examining
perceptions, habits, and professional development
experiences. Shelton, CT:
SouthEast and
Islands Regional Technology Consortium. SERVE, Inc.
(1998). Integration of technology in preservice teacher
education programs: The SouthEast and Islands regional
profile. Orlando, FL: Instructional Technology Resource
Center.
Appendix of Survey
Questions
The first set
of questions asks students to choose from among a set of
options to: Identify your course instructor, your gender,
your class standing at the university, your age range, and
whether you are taking this class as a requirement. The set
of questions related to computer experience ask students to
rate their level of experience on a scale from 1 indicating
no experience to 5 indicating extensive experience. Students
rate their experience using operating systems (Unix, Linux,
Windows, Macintosh OS), web publishing software, presentation
software, digital video, word processing, web browsing,
email, animation, search engines, databases, spreadsheets,
digital audio, digital graphics, gradebook software, FTP. The
set of questions related to computer attitudes ask students
to rate their level of agreement with statements on a scale
from strongly agree to strongly disagree. The questions
relate to students’ comfort or anxiety with computer
applications, and feelings about the importance and
usefulness of computers. Questions ask about student’s
confidence with email, word processing, and databases.
Results
Skills Results
- Answers to each survey question were averaged, Likert
scale 1-5
- Averages were aggregated for comparison using ANOVA
- Comparisons:
- Graduate vs. undergraduate
- Fully distance, hybrid, enhanced design
- Graduate distance, hybrid, enhanced
- Undergraduate hybrid, enhanced
Preliminary Survey
- Undergraduate students rated their skills and
experience at a higher level than did graduate
students (p<0.01)
- Students selecting fully distance delivery rated
their skills rated their skills more highly than
others (p<0.05)
- Skill ratings of hybrid vs. enhanced students did not
differ (p>0.15)
Skill Change by Delivery System
- Final skill ratings of fully distance students were
higher than either hybrid or enhanced students
(p.0.25)
Skill Change by Level
All students rated their skill more highly at the end of
the course than they did initially (p<0.001) when taken
together and when separated by standing and delivery method
Student Performance
- All course sections had very similar grade
distributions
- Conclusion: We feel that when students are
able to choose the delivery method that they prefer,
student performance and skill will improve
significantly in either enhanced, hybrid or fully
online introductory educational technology courses.
Terence
W. Cavanaugh Ph. D. 
