The Impact of Instructional Design Methodology on Achievement in Alternative Course Delivery Formats: Two Field Evaluations Drew Parker, Faculty of Business Administration Cher Hill, MA Student, Faculty of Education Simon Fraser University Burnaby, British Columbia, Canada Vivian Rossner-Merrill University of Waterloo, Ontario, Canada
Introduction F The Parameters: Format Place-Based Virtual Seminars Learning Objective Technique Concept Learning Models Congnitive Flexibility Problem Solving Dual Coding
Interactive, Online Tools to Support Virtual Seminars F Seminar / Conferencing Support FirstClass Virtual University F Web Resources html F Interactive ‘Chat’ Facilities The Palace (
Two Projects from the LohnLab F LohnLab for Teaching Technologies F F Facilitator: for course design for technology selection implementation support meeting instructional objectives
Course One F Introduction to Educational Psychology The Parameters Course Description Learning Objectives Learning Models Situated Learning Theory Collaborative Learning
Course One F Introduction to Educational Psychology Internet Resources Conferencing System Web Resources
Course One F Introduction to Educational Psychology Hypotheses
Course Two FSystems Analysis and Design Place Based and Virtual Formats Offered FLearning Objectives 1.Conceptual roles, steps, and procedural challenges 2.Technique-Oriented charts, graphs, exhibits, models
Redesign F Redesign into three models of instruction Cognitive Flexibility control group Problem Solving increasingly challenging problem sets to solve Dual Coding Text Graphics Audio Support
Hypotheses 1. Cognitive Flexibility F Highest Conceptual Scores 2. Problem Solving FHighest Confidence Scores 3. Dual Coding FHighest Technique Ability 4. Virtual versus Place-Based 1.Virtual will see technique abilities improve 2. Place-based will see conceptual abilities improve
Research Objectives F Improved Fit Among: Format of Offering Learning Objectives F New Design Alternatives Mixed Modes Multimedia Offerings