1. A first Step towards the Implementation of an E-learning Environment using Interactive Technology Nouhad Rizk University of Houston, Computer Science department, Houston, USA

2. Interactive technology Interactivity is the key to successful on-line learning as it allows real time gathering of information. Gap has formed between the knowledge and skills.  the implementation of an E-learning environment through the assessment of CPS use. ICELW 2009 June 10th-12th, New York, NY, USA 2 Dr. Nouhad J. Rizk

3. Introduction Students must have a range of skills to express themselves. Students must have the ability to crunch, compare, and choose among the flood of data now available Web-based. Each technology is likely to play a different role in students’ learning ==> Use of CPS to promote interactions,to improve teaching and learning, and to develop curriculum. ICELW 2009 June 10th-12th, New York, NY, USA 3 Dr. Nouhad J. Rizk

4. How? By engaging students By motivating students By using new technologies By breaking learning into small packages By training teachers  By identifying students’ and teachers’ perceptions of using CPS in teaching and learning. ICELW 2009 June 10th-12th, New York, NY, USA 4 Dr. Nouhad J. Rizk

5. Method This study was undertaken at University of Houston. Participants: 45 students, full time, different levels (freshman, sophomore, junior, senior) and different degrees. Students respond to questions presented in a power point using response pads by sending an answer, and the host computer keep track of each participant responses. After the responses are recorded, the host computer displays a histogram of answers. ICELW 2009 June 10th-12th, New York, NY, USA 5 Dr. Nouhad J. Rizk

6. Two classes small-size class (11), referred as s_class: COSC 4390, Internet computing. – One time per two chapters – 1.5 hours per week preparing CPS questions mid-size class (34), referred as m_class: COSC 2320 data structure. – One time per three chapters – 0.5 hours per week preparing CPS questions ICELW 2009 June 10th-12th, New York, NY, USA 6 Dr. Nouhad J. Rizk

7. Results Students background information Students’ perceptions ICELW 2009 June 10th-12th, New York, NY, USA 7 Dr. Nouhad J. Rizk

8. Students background information Questions_classm_class Prefer learning by doing70%54% See the immediate feedback is important 100%90% Attention span last about 30-40 minutes 60%32% Like getting regular information about their performance 80%82% Prefer interactive classes80%85% less willing to speak in a large group 60%30% Use computers in classroom70%58% ICELW 2009 June 10th-12th, New York, NY, USA 8 Dr. Nouhad J. Rizk

9. Students’ perceptions Questions_classm_class Clickers helped them understand the contents 55%50% Clickers effectiveness to measure student comprehension 64%54% Clickers effectiveness to take quizzes 70%64% Clickers enhance student learning80%63% Clickers website enhances satisfaction rate 90%70% ICELW 2009 June 10th-12th, New York, NY, USA 9 Dr. Nouhad J. Rizk

10. Average satisfaction and dissatisfaction. 40 % (only) like to use a set of remote control units to answer questions posed by the instructor; 34% percent reported being dissatisfied or very dissatisfied with the fact that clickers enhanced their learning; 27 % percent reported that attendance is not important to succeed; 44% reported that clickers did not increase the frequency of their participation in the class. ICELW 2009 June 10th-12th, New York, NY, USA 10 Dr. Nouhad J. Rizk

11. Why ? The lack of harmonization between class size, technology, pedagogy and the time invested in administering and managing the CPS  DISSATISFACTION The limited time assigned to each question The frequent batteries failures ICELW 2009 June 10th-12th, New York, NY, USA 11 Dr. Nouhad J. Rizk

12. IMPLICATIONS FACTOR TO CONSIDER Class size might affect students’ engagement Inexperienced instructor leads to ambiguity in some questions. Strategy used to assign points for correct and wrong answers. Cost  Early faculty involvement and training are keys to course development in order to fully incorporate clickers’ resources. ICELW 2009 June 10th-12th, New York, NY, USA 12 Dr. Nouhad J. Rizk

13. Conclusion Specifying educational goals, Providing professional development for teachers and adequate technical support to help them focusing on the content not on the technology tool itself, Assuring a continuous evaluation process of students achievement. ICELW 2009 June 10th-12th, New York, NY, USA 13 Dr. Nouhad J. Rizk

14. Future development Explore students’ perceptions of an online curriculum to help decision makers and researchers determine whether they would pursue the use of such a tool to support online curriculum development Answer the question: what are the pedagogical benefits of clickers’ use? ICELW 2009 June 10th-12th, New York, NY, USA 14 Dr. Nouhad J. Rizk