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 Introduction  Literature Review  Research Design and Data Collection Methods  Data Analysis Activities &Cognitive Test  Discussion of Results Cognitive Test  Data Analysis Survey & Open Comments  Discussion of Results Survey  Future Research  Questions & Comments 2

 Ubiquitous use of technology  National Science Board Internationalization of U.S. Curriculum  National Center for Education Statistics % of undergraduates had taken at least 1 distance education course 4% of undergraduates had take all classes online Research lacking Online learning and cultural diversity Geographical and educational technologies 3

 Pedagogically driven rather than technologically  Social alienation and lack of motivation(Rovai and Whiting 2005; Hurley, Proctor, and Ford 1999; Morgan and Tam 1999)  Social Constructivism  Digital Access Index (DAI) High access (0.70-1), Upper ( ), Medium ( ), Low (0.29-0) U.S. =0.78 CR=

Technology LO cLO constructivism Culturally sensitive Culture education Reeve et al. 2000Nurmi and Jaakkola 2006; Littlejohn 2003; Jonassen 2000 Nash 2005 Haigh

Social alienation Vygotsky Socio-cultural setting Constructivism Criticisms Assessment Prior Knowledge Breath for depth Cognitive Remember Understand Affective Pre and Post test Rovai and Whiting 2005; Hurley, Proctor, and Ford 1999; Morgan and Tam 1999 Schwartz, Lindgren and Lewis 2009 Zhang 2009 Rutherford 2000 Goodboy, Martin and Bolkan 2009 Schwartz, Lindgren and Lewis 2009 Hurley, Proctor, and Ford 1999 Schwartz, Lindgren and Lewis 2009 Schunk

 Evaluate learning process post-secondary using a technology enhanced lesson. Department of Geographical Sciences at the Universidad Nacional, Heredia, Costa Rica Department of Geography at CSULB 7

 Question 1. Is there any difference in student learning outcomes for cognitive learning using cLOs between student populations in Costa Rica and the U.S.?  Hypothesis 1. No difference exists between the Costa Rican and U.S. student populations with regard to their mean improvement test scores based on the updated Bloom’s taxonomy categories of remembering and understanding. 8

 Question 2. Is there a relationship between cultures; specifically a Costa Rican and U.S. student population, each using a cLO and affective learning?  Hypothesis 2. Culture and affective learning are independent 9

 Question 3. Is there a relationship between culture; specifically a Costa Rican and U.S. student population, each using a cLO and student attitudes toward technology, and student attitudes toward the facilitator?  Hypothesis 3. Culture and student attitudes toward the facilitator and student attitudes toward technology are independent. 10

 Quasi-experimental  Language  Non-parametric  Geographic education at tertiary level 11

Context/Setting Independent Variables Dependent Variables Online Constructivist Lesson Cultural Parameters Student Attitudes Facilitator Student Attitudes Technology Differences in: Test results multiple choice Test results essay Scores on activities Affective Learning 12

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 Shapiro-Wilk tests, with prob-values <0.001 for journal, wiki, and discussion scores.  Strongly non-normal data 14

 Data used only to indicate participation 15

 Normality Shapiro-Wilk test  Alpha level of 0.10 experimental nature  Shapiro-Wilk p values were 0.056, 0.002, and for the pre-test, post-test, and improvement scores, respectively, all <  Mann-Whitney-Wilcoxon test 16

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VariablesCRUS Pre-test4351 Post-test6572 Improvement2220 Average Percentage Scores Aggregate Group (n=192, z=-8.692, p=0.000). Costa Rica group (n=64, z=-5.568, p=0.000) and U.S. group (n=128, z= , p=0.000) computed separately. Pre- and Post- Test Significance Difference 18

 Normality Shapiro-Wilk test  post-test,improvement scores prob-values of and respectively  Mann-Whitney-Wilcoxon test 19

VariablesCRUS Pre-Test1737 Post Test5876 Improvement4140 Average Percentage Scores Pre- and Post- Test Significance Difference Aggregate group (n=186, z= , p=0.000) and significant differences in the Costa Rica group (n=64, z=-6.547, p=0.000) and U.S. group (n=122, z=-9.227, p=0.000). 20

 Student attitudes facilitator (pre and post survey)  Student attitudes technology (pre and post)  Affective Learning (post)  5 point Likert scale  Chi square contingency tables 21

 Literature content analysis-Qualitative  18 categories ◦ What did you like and dislike about using the plate tectonics computer unit? ◦ If you have any other comments please write them here. Thank you for your participation! 22

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 Negatively impacted post scores in Costa Rica. ◦ Access to Internet  Question 12- school only pre-survey  Question 13- home- post- 13% concern ◦ Technical Difficulties  23% impeding learning process.  Hyperlink 24

 Future Use ◦ I would like to see technology replace the standard lecture format. ◦ 42% of Costa Ricans agreeing compared to 27% of U.S. students. 25

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 Overall no significant difference between 2 facilitators.  The facilitator did not show a biased positive attitude toward technology. 27

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 Motivation 78% Costa Rican and 75% of U.S. cLO stimulated their interest.  Each group at least 50% of students felt it motivated them to spend more time with the subject than normal.  Personal Interview  Open comments 15 positive comments from Costa Rican.  Despite lower scores CR and secondary system on didactic amicable. 29

 Prominent use of English language  70% of Costa Rica students believed they could have done better if Internet material were in their native language.  Klein and Solem (2008) found language to be a weakness of collaboration between international groups participating in the CGGE (Center for Global Geography Education) project.  According to as of January 13, 2015, Spanish users comprise 7.9% of world-wide Internet users. 30

 Control group in each location.  How student-teacher and student-student interactions affect the learning experience in different cultural settings?  How language affects the learning experience for second -language learners?  What are the best training methods for instructors with a global audience?  How culture affects learning within the U.S. educational system regarding domestic minority populations? 31

Questions and Comments 32

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