Me Frank Weissman Lecturer quantitative research methods and statistics Coordinator intake assessment (selection new students) Member of the university.

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Me Frank Weissman Lecturer quantitative research methods and statistics Coordinator intake assessment (selection new students) Member of the university testing comity Weissman.f@nhtv.nl Phone: 0031765332428 Linked in https://nl.linkedin.com/in/fweissman Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

NHTV university of applied science Our University ( of applied science) (HBO) NHTV (Breda) (7000 students) Academy for Digital Entertainment (1500 students) International Media and Entertainment Management (700 Students) Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Build up of our Research courses GE 3 English Academic Writing GE4 Introduction to Research/Research Proposal GE5 Statistics/SPSS GE10 Quantitative Research 2/ Practice research GE11 Qualitative Research/ Practice research GE13 Research Methods Extended GE14 Advanced Research Methods Graduation Project Year 1 Year 2 Year 3 Year 4 Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

How is this in our other Academies All academies struggle with research education Most students are practical oriented It is not the main reason to do the NHTV study Tourism management, Logistics, Hotel management, Urban development, Leisure management Abstract and logical think not well developed yet Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Deconstructing the topics for NHTV Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Teaching (past) Topics were taught in lectures and tutorials Topics in general were addressed once during the course. Assignments were assigned after one time topic discussion For most students topic was not clear yet at that moment High fail rate caused by all elements discussed before After the course knowledge was lost and forgotten. Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Solutions New learning environment just for research www.researchmethods.imem.nl New structure of the course Continues teaching line Re-use of previous information/teaching Knowledge Clips Improved feedback Video feedback on assignments and exam Try to have feedback done within 3 working days (instead of 10 working days) Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Environment (still building) Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Structure Choose a topic at the start and continue investigating the topic over the courses Emotions in TV shows Brand placement Include article(s) Choose own topic Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Re-use of materials Video Knowledge clips (available over the courses) On own initiative of student Online lessons (use of knowledge clips) As addition to the course taught Knowledge clips as preparation for a tutorial Flip the class room ( at the moment for Statistics/SPSS) Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Knowledge Clips Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Knowledge Clips Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Online lessons Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Online lessons Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Online lessons Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Improved feedback Feedback after MC exam Feedback on assignments Directly after finish of MC exam the feedback is available on each question in a video Feedback on assignments Paper feedback Video feedback ( all remarks are supported by a broader oral video feedback) Oral feedback ( extra if needed) Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Immediate Feedback The treatment effect showed that students in the immediate feedback condition were significantly superior on measures of passage comprehension and composite comprehension (Samuels & Wu, n.d.) The results show that when given feedback immediately students learned more than when receiving the same feedback delayed (Kehrer, Kelly, & Heffernan, n.d.) Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Feedback after MC Exam Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Feedback on assignments Video feedback is experienced positive by students. (Mathisen.P, 2012) There is reason to assert that video is a important supplement to written comments.(mathisen.P, 2012) Video feedback was viewed as most benificial because it gave an indepth analysis on their performance(Mccarthy.J,2015) Text students scored slightly higher on average, but the Video students reduced the performance gap over the course of the semester, and eventually scored better on the final assignment(Hilton & Rague, 2015) Finally, the findings indicate that students' methods of revising their papers based on the feedback they receive may impact their preference for one modality over the other (Cavanaugh & Song, 2014, p. 122) Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

Feedback on assignments Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017

References Cavanaugh, A., & Song, L. (2014). Audio Feedback versus Written Feedback: Instructors' and Students' Perspectives. Journal of Online Learning and Teaching, 10, 122-138. Hilton, S., & Rague, B. (2015). Is video feedback more effective than written feedback? 2015 IEEE Frontiers in Education Conference (FIE). doi:10.1109/fie.2015.7344235 Kehrer, P., Kelly, K., & Heffernan, N. (n.d.). Does immediate feedback while doing homework improve learning? Paper presented at proceedings of the twenty sixth international Florida artificial intelligence research society conference, Florida. Mathisen, P. (2012). Video feedback in higher education- acontribution to improving the quality of written feedback. Nordic journaal of digital literacy, 02. McCarthy, J. (2015). Evaluating written, audio and video feedback in higher education summative assessments tasks. Issues in educational research, 25(2). Samuels, S., & Wu, Y. (n.d.). The Effects of Immediate Feedback on Reading Achievement. Voettekst wijzigen via menu > Invoegen > Koptekst en voettekst vrijdag 28 april 2017