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Rutgers University CEUTT Project

Rutgers University CEUTT Project. Principle Investigator, Gary A. Gigliotti Director, Teaching Excellence Center and Professor of Economics Learning Outcomes Assessment: Angela O’Donnell Professor of Educational Psychology Cost Assessment: Theodore Hollander, Professor of Accounting.

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Rutgers University CEUTT Project

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  1. Rutgers University CEUTT Project • Principle Investigator, Gary A. Gigliotti • Director, Teaching Excellence Center and Professor of Economics • Learning Outcomes Assessment: Angela O’Donnell • Professor of Educational Psychology • Cost Assessment: Theodore Hollander, • Professor of Accounting

  2. Instructional Technology Initiative • Five projects funded in first year: • Life Science Virtual lab • Geography virtual lab • Communications web based course • Spanish web based course • Engineering web based courses

  3. Instructional Technology Initiative • Five new projects in second year • Human genetics online tutorial • Habitat project in School of Communications • Music online tutorial • Mathematics online instruction • Online language instruction

  4. Learning Outcomes • Changes in Course Delivery • Student Use • Students’ Attitudes towards Technology • Students’ Attitudes towards Courses • Student Learning of Course Content • Co-curricular knowledge

  5. Cost analysis • One-time costs of design and implementation • Operating costs per term • Maintenance and redevelopment costs • Infrastructure redesign costs

  6. Example 1: Geography • Course delivery in 3 introductory Courses was changed significantly (total n = 950) • Students were required to complete online labs as part of course requirements • Students were positive about their use of the labs and rated the course quality positively in 2 of the 3 courses. • There were gender differences in attitudes towards the use of the technology with men expressing more positive attitudes than women

  7. Geography (continued) • Students who accessed the labs early had higher grades in the courses • Students who were already comfortable with the use of technology signed on earlier • Scores on online labs were significantly related to final grade • Students reported they improved their computer skills and use of technology

  8. Example 2: Communications • The course was delivered differently with students participating in online groups and completing exercises online • Students reported having little difficulty in accessing the site or using the exercises • Students were generally positive about their experiences • Students reported feeling less anonymous in the class as a result of the online groups

  9. Communications (continued) • Students in web-enhanced courses had slightly higher grades in the courses than when the same instructors taught the course without such enhancements • 43% of students in one class reported that the exercises increased their understanding and interest in class material

  10. Continuations • Analysis of remaining projects • Completing analyses of qualitative data • Linking usage to outcomes • Ruling out alternative explanations • Comparative cost studies

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