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Ted J. Branoff, Ph.D. North Carolina State University College of Education

Large Course Redesign of GC120 Moving the Foundations of Graphics Course from a Face-to-face to a Blended Learning Format. Ted J. Branoff, Ph.D. North Carolina State University College of Education Department of Mathematics, Science and Technology Education. GC120 - Content.

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Ted J. Branoff, Ph.D. North Carolina State University College of Education

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  1. Large Course Redesign of GC120Moving the Foundations of Graphics Course from a Face-to-face to a Blended Learning Format Ted J. Branoff, Ph.D. North Carolina State University College of Education Department of Mathematics, Science and Technology Education

  2. GC120 - Content

  3. Previous Structure of GC120 • Daytime sections taught by full-time faculty • Met 2 times per week for 110 minutes • 2-3 sections rotated into a computer lab during these meetings • Night sections taught by part-time faculty • Met once per week for 3.5 hours • Typically had their own dedicated computer lab

  4. Issues with GC120 • Consistency between sections • SolidWorks instruction • Evaluating SolidWorks assignments • Proportion of sketching and SolidWorks assignments • Access to SolidWorks help outside of class • Large number of students on wait list (about 130 each semeter)

  5. Large Course Redesign Grant • Summer 2008 - Submitted proposal for DELTA Large Course Redesign Grant. • Proposed moving all sections of GC120 to a hybrid or blended format. • Proposed more laptop sections. • Proposed help sessions in Elluminate. • Proposed an automated SolidWorks grader.

  6. Moving Sections to Blended Format • During the Fall of 2008 content was moved from WebCT to Moodle. • Currently all day-time sections of GC120 are blended. • Continue to train night faculty.

  7. New Course Structure • Daytime sections meet in class once per week • Answer students’ questions • Talk about key concepts for the week • Check homework • Online content completed outside of class • Voiced-Over PowerPoint Presentations • Voiced-Over SolidWorks Demonstrations • Videos of an instructor sketching • Study Guides • Low-stake Online Assessments in Moodle – 10-20 questions – 2 Attempts

  8. More Laptop Sections • Gradually moving to more laptop sections. • Have renovated Poe 106 to handle 60 students. • Still have many issues to overcome with student owned computers.

  9. Online Help Sessions • Offered some help Elluminate help sessions during the Fall 2008 semester for exam reviews and project help. • Students still seem to prefer face-to-face help sessions. • We have started offering face-to-face help sessions each semester.

  10. Automated SolidWorks Grader • Began programming in Fall 2008. • Made some improvements during Fall 2009 with departmental funding. • Still have issues with ease of use for faculty.

  11. Fall 2008 Survey • Prior to moving to Moodle, compared 3 pilot sections of blended structure to F2F sections. • Materials were organized in open web pages. • Conducted in the 13th week of semester. • Questions about: • Previous experience with online or hybrid courses • Instructional preference • General order when navigating through online materials

  12. Fall 2008 Results • Some previous experience with online and blended courses. • Prefer blended over face-to-face. • Prefer face-to-face over online. • Students navigated through material in many different ways.

  13. Fall 2008 Results • No differences between face-to-face and blended sections on the midterm exam. • Significant difference between the groups for the final exam.

  14. Moving to Moodle • We can now look at how students are actually navigating through materials. • What are the best strategies for success?

  15. Fall 2009 Study Research Questions • In what order did students progress through the materials related to the textbook? • What was the typical number of attempts at each assessment? • Did students who attempted all of the online assessments perform better on the midterm and final exams than students who only attempted a few assessments?

  16. Participants

  17. Participants – Academic Year

  18. Participants – Academic Major

  19. Moodle LMS

  20. Moodle Lesson Format

  21. Voiced-Over Presentations

  22. Sketching Videos

  23. Results In what order did students progress through the materials related to the textbook?

  24. Results – Order of Navigation

  25. Results What was the typical number of attempts at each assessment?

  26. Results – Number of Assessment Attempts

  27. Results Did students who attempted all of the online assessments perform better on the midterm and final exams than students who only attempted a few assessments?

  28. Results – Midterm Means by Assessment Attempts

  29. Results – Exam Means by Assessment Attempts

  30. Analysis – Correlation between Midterm Examand Online Assessment Attempts

  31. Analysis – Correlation between Final Examand Online Assessment Attempts

  32. Discussion / Conclusions • While a number of students followed the explicitly recommended order of material use (i.e., view the streaming video before attempting the quiz), many students took alternate approaches to usage order. • In addition, this usage order also changed over the course of the semester.

  33. Discussion / Conclusions • The weekly online quiz assessments were only worth a total of 10% of students’ final grade and the midterm and final worth collectively 40% of the grade. • It is our assumption that students primarily saw the value in the weekly assessments as preparing them for the larger summative assessments of the midterm and final.

  34. Discussion / Conclusions • The data collected seem to support the conclusion that those students who attempted more weekly assessments (and/or made use of the streaming videos) did better on the midterm and final exams.

  35. Discussion / Conclusions • Probably the most important finding of this study is that the logging tools provided in Moodle provides a powerful tool for instructors to gather and analyze data on how students make use of the resources provided online. • It is now easier to chart student trends and performance in a more accurate way than in past incarnations of this course.

  36. Discussion / Conclusions • This provides instructors with better information to use in the redesign of course materials for the future. • Since the production of the multimedia learning resources is a labor-intensive practice, this formative data provides valuable evidence as to whether such material is being used by students and whether it provides real educational value.

  37. Future Research • Develop methods for more fine-grained analysis of log data. • More data points over the semester to better understand trends • Analysis of first versus second tries on quizzes • Use of SCORM-compliant learning resources in conjunction with Moodle that allow richer data collection usage (e.g., how long did they view a video and how many times did they stop and start it)

  38. Questions?

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