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Li Cao Counseling & Educational Psychology

Promoting Learning through Interactive On-line Activities: Examining Effects of the RICG Model for Designing Blended Classes. Li Cao Counseling & Educational Psychology. Theoretical Framework. Elements of Successful Cooperative Learning Individual Accountability Group Rewards

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Li Cao Counseling & Educational Psychology

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  1. Promoting Learning through Interactive On-line Activities:Examining Effects of the RICG Model for Designing Blended Classes Li Cao Counseling & Educational Psychology

  2. Theoretical Framework Elements of Successful Cooperative Learning • Individual Accountability • Group Rewards • Positive Interdependence • Improvement Johnson, D. W., & Johnson, R. T. (2002). Meaningful assessment and cooperative process. Boston: Allyn & Bacon.

  3. RICG Instructional Model • Read the assigned material • Individual responses and posting on line • Chatroom discussion with the group • Group synthesis and sharing with the class

  4. Research Literature • Educational technology offers unique features to benefit teaching and learning • Focus shifting from developing infrastructure to using technology as a cognitive tool (Lajoie, 2000) • Current research yields conflicting results: • No difference was found in classroom performance between traditional, completely online, and hybrid course delivery (Rivera & Rice, 2002) • Blended class outperformed face-to-face class in physiology ( Taradi, Taradi, Radić, & Pakrajac, 2005)

  5. Purpose Compare student performance in the traditional classes versus the blended classes in psychology and research Traditional class=12 face-to-face classes Blended class=8 face-to-face + 4 on-line classes (2 before and 2 after the midterm) On-line class=RICG • Read the assigned material • Individual responses and posting on line • Chatroom discussion with the group • Group synthesis and sharing with the class

  6. Research Design

  7. Results • Significant difference was found on the means of the final exam in psychology and research between traditional and blended classes F(1, 264)=13.75, p=.001, η²=.05.

  8. Figure 1. Means of student performance on the final exam by year and subject

  9. Figure 2. Means of student performance on the final exam by subject and instructional methods

  10. Discussion • Our results confirm Taradi et al.’s (2005) finding that students in blended classes outperformed students in traditional face-to-face classes. • Our data show that student performance benefited from the blended instruction only on the final exam but not on the midterm. • This finding suggests that students may need more experience using on-line class structure to benefit their learning.

  11. Future Study • Consider a larger sample and from different subject areas and disciplines • Control the instructor effects • Reverse and/or alternate the traditional and blended instruction

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