Assessment onground vs online

Main Description

This is a 1-year study comparing online-student vs. on-ground-student knowledge gained (value-added) in 2 areas: computer skills and methodologies for using technology in 7-12 grade classrooms. The Middle Tennessee State University students (N < 106) were pre-service teachers seeking Tennessee certification in various subjects. Online students were screened and admitted based on having adequate computer skills to complete the course without on-ground instruction. The instructions were web-based and were the same for both delivery modes. The only difference was that on-ground students were given on-ground step-by-step instructions for using their computer to complete the coursework while the online students worked at their own-pace using only the website instructions for the course. The course grading was criterion-based with the final output being an online portfolio that was posted on the student's university website. T-tests and/or rank-sum tests were used to determine if there was a significant difference between knowledge gained in Òcomputer skillsÓ and Òmethodologies for using technology.Ó The knowledge gained (value added) in both areas was measured by a pretest/posttest self-reporting form design. On beginning scores there was no significant difference in 7 of the 8 categories and the online students were higher in Òemail skills.Ó On the ending scores the on-ground students had significantly higher value-added scores in only 2 of the 6 Òcomputer skillsÓ categories and there was no significant difference in the 2 Òteaching methodologyÓ categories. The online students performed as well as the online students in 6 of the 8 categories.

Introduction

Online, web-based learning has been heralded as the future of education; however, do online students learn more than or as much as students with traditional instructional methods? The Educational Leadership Department at Middle Tennessee State University (MTSU) which provided education certification courses for preservice-teachers for grades 7-12 has been offering a web-based online ÒTechnology in the ClassroomÓ course since the since 1996. This technology course, required of every preservice teacher, also has been offered in a web-enhanced, on-ground format. This course instructs in how to use computer technology to aid student learning inside and outside of the classroom, and it provides the prospective teacher with computer skills that assist in lesson-planning, record-keeping, presentation skills, and communication skills. The course website is located at mtsu32.mtsu.edu:11008/322-on.htm. Since its inception there has been concern about whether the web-based, online methodology was as effective as the traditional lecture, on-ground instruction mode. This year long study sought to answer that question.

Literature Review

Even though there are numerous articles published about the virtues of computer-aid instruction and the various mode of online instruction, there have been relatively few studies done that actually measure its effectiveness as opposed to the traditional lecture, on-ground instruction. Most of the research has found that computer-aided instruction was no more effective that traditional methods.

However, Green and Sanders (2004) found in a pretest/posttest designed Spanish I study (N < 53) that students in the experimental group performed significantly better than students in the control group. A t-test was used to compare the studentÕs academic gain over the 12-week period. The experimental group's pace was faster than the control group and they were able to finish a basic unit of instruction in half of the time required by the control group. Students in the experimental group showed interest and a positive attitude toward computers and a foreign language. Nichols (1993) found that computer-assisted instruction seemed to affect the acquisition of problem-solving skills. A study conducted with 7th graders showed that classes provided with computer assistance showed an increase in creativity, critical thinking and self-esteem. The sixth graders' attitudes towards classes and computers were positive at the same level as the local students.

Germain, Jacobson and Kaczor (2000) in their study (N < 587) of 2 library instructional methods (traditional on-ground and web-based interactive) found that both methods were equally effective. The study also found that library instruction, regardless of method, made a significant difference in the number of correct answers between the pretest and posttest. Holman (2000) in her pretest/posttest design study of first-year university English composition students found that there was no significant difference between the posttest scores for the Òonline tutorialÓ and Òtraditional classroomÓ students. The web-based students performed as well as the traditional on-grounds students.

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Submited by : Bajar Libros

Moving to online delivery requires that we re-evaluate learning objectives and what we're assessing. Audio assessments can be valuable where course goals include ability to communicate information orally.

Audio assessment tools do allow an additional method to assess. How do we "authenticate" in that audio environment?

One obvious difference between online and onground is the ability to proctor an assessment session. Whereas students write and submit papers in the same way, regardless of modality, any assessment that requires an on-the-spot performance is problematic. Online testing platforms usually have a timing restriction and controlled access through an ID code or authentication. However, these technical controls may create a level of implementation complexity that is undesireable, or discouraging.