ICDE/CADE 2002 Calgary, Canad ICDE/CADE 2002 Calgary, Canad a Developing and Evaluating Paper- Developing and Evaluating Paper- based and Onscreen Instructional based and Onscreen Instructional Material for a Distance-based Material for a Distance-based Introductory Financial Accounting Introductory Financial Accounting Course Course David Annand David Annand [email protected][email protected]
21
Embed
ICDE/CADE 2002 Calgary, Canada Developing and Evaluating Paper-based and Onscreen Instructional Material for a Distance-based Introductory Financial Accounting.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Developing and Evaluating Paper-based and Developing and Evaluating Paper-based and Onscreen Instructional Material for a Onscreen Instructional Material for a
The University focuses on access and flexibilityThe University focuses on access and flexibility
Anytime, anywhereAnytime, anywhereOver 500 university courses Over 500 university courses No need to forego full- or part-time No need to forego full- or part-time employment, relocateemployment, relocateMore than 23,000 studentsMore than 23,000 students
Over 13,000 annual registrations in Over 13,000 annual registrations in undergraduate business courses during undergraduate business courses during 20022002
10% per year compounded growth over 10% per year compounded growth over last five yearslast five years
Individualized study in a Web-based Individualized study in a Web-based environmentenvironment• 6 months to complete6 months to complete• E-mail and telephone assistanceE-mail and telephone assistance• Combination of electronic study guides and Combination of electronic study guides and
eClass eClass ®® study in a Web-based study in a Web-based environment environment 15 week, paced online courses15 week, paced online courses Instructor-guided, mostly online instructional Instructor-guided, mostly online instructional
materialmaterial More interactive components, like group-More interactive components, like group-
based activities and assignments, and based activities and assignments, and discussion groupsdiscussion groups
September and January start datesSeptember and January start dates
Electronic reproduction rightsElectronic reproduction rights
Digitized files of high-quality textbookDigitized files of high-quality textbook
Text, study guide, assignment and solution Text, study guide, assignment and solution manuals converted to .pdf using Acrobat manuals converted to .pdf using Acrobat DistillerDistiller
Unused copyrighted material deletedUnused copyrighted material deleted
Process of ConversionProcess of Conversion(cont.)(cont.)
Free Acrobat Reader, installer, movie Free Acrobat Reader, installer, movie player software included on CDROMplayer software included on CDROM Search for terms, adjustable print sizeSearch for terms, adjustable print size Cut/paste capabilityCut/paste capability Security features (not used)Security features (not used)
On-demand download when bandwidth On-demand download when bandwidth permits (200 Mb)permits (200 Mb)
17 classroom students, September to 17 classroom students, September to December 2000December 2000
Purchase for about $75 or use free CD-Purchase for about $75 or use free CD-ROM ROM 5 used only the paper-based textbook5 used only the paper-based textbook 5 used only the CD-ROM5 used only the CD-ROM 7 switched to paper-based materials7 switched to paper-based materials
More computer time neededMore computer time needed
Reading from screen tiring Reading from screen tiring
Unable to print out material, make notes Unable to print out material, make notes (enabled in next iteration)(enabled in next iteration)
Correlation between choice of medium and Correlation between choice of medium and student performance could not be student performance could not be established because of small sample sizeestablished because of small sample size
Further study undertaken September, 2000Further study undertaken September, 2000 400 AU student volunteers, randomly 400 AU student volunteers, randomly
assigned to print or CDROM versionsassigned to print or CDROM versions Pre- and post-tests to assess differential Pre- and post-tests to assess differential
student learningstudent learning Post-completion questionnaire to assess Post-completion questionnaire to assess
10% participation (94 to date)10% participation (94 to date) Historically, 50% non-completers in all modesHistorically, 50% non-completers in all modes On-line group can't keep their paper based On-line group can't keep their paper based
materialsmaterials 20% of CDROM users have withdrawn due to 20% of CDROM users have withdrawn due to
inconvenience of working on-lineinconvenience of working on-line
Quantifying differential learning effects is Quantifying differential learning effects is difficult, but at some point an analysis must difficult, but at some point an analysis must be attempted and the least costly be attempted and the least costly alternative selected (Clark, 1994)alternative selected (Clark, 1994)
Major comparative media concerns Major comparative media concerns addressedaddressed
What if learning outcomes are the same, What if learning outcomes are the same, CDROM affective factors are inferior, but CDROM affective factors are inferior, but costs reduced for institution? costs reduced for institution?
Student numbers may decrease, but what if Student numbers may decrease, but what if savings are passed on to students?savings are passed on to students?