David Garza
Lesson 11 Articles

"The Mediated Learning Approach to Computer-Mediated Instruction, Learning, and Assessment" By Warren Baker, Thomas Hale, and Bernard Gifford.

This was a study that compared students enrolled in conventionally taught courses to students that were provided well-created computer mediated instruction (CMI). The results generally showed that students who took CMI classes typically scored higher which meant enhanced learner success, learned their lesson in less time which meant superior learner efficiency, and liked and felt more positive about their classes which meant greater student involvement and interest in subject. Despite the researched effectiveness of CMI, the article states that most universities and college don't incorporate CMI because most CMI was poorly constructed. Characteristics of poorly created CMI included: material developed by one person (lone ranger), limited in their scope, theoretically chaotic, material was bolted down to existing classroom methods, and rarely contained user manuals that describe teaching methods and learning strategies. However, Academic Systems, founded by Bernard Gifford, created effective CMI for California Polytechnic State University (CSU) that confirmed that CMI could be more effective than traditionally taught courses. Results from this collaborative effort between Academic Systems and CSU showed that students taught college algebra using computer mediated learning courses did as well and better than students taught in traditionally taught courses. Over several years, increased passing rates and enduring impact was proven using CMI at CSU. Future goals included using CMI in other academic disciplines and placing effective CMI on the Internet. Results from this study are very clear and convincing. Student learning is more efficient and successful using CMI.

"Methods of Assessing Learning in Distance Education Courses" By Jamie Morley.

This article states that both synchronous and asynchronous assessment methods can be used to effectively evaluate distance education. It states that issues like subject matter, dishonesty, cost, and course layout must be considered when selecting an evaluation method. Synchronous evaluation is when the instructors test their students in some type of real time environment. Synchronous evaluation can be an instructor asking students to answer a series of questions during chat or witnessing students answering questions using compressed digital video. On site student-service center approach to testing students could also be used as a synchronous evaluation method but it is way to expensive for students who had to travel from all over the country. The article states that any synchronous method legitimizes DE because dishonestly is minimized. Asynchronous evaluation is where the assessment is done outside the presence of the instructor and is the most communally used evaluation method in DE. Asynchronous evaluation can be written assignments, on-line testing, research projects, group projects and portfolios. Asynchronous assessment gives the students time to absorb and reflect on the material before answering. This type of assessment is better at determining learning and understanding. Whatever the evaluation method chosen, it is important to remember that any evaluation of DE must be a legitimate and consistent measure of competence so that DE will continue to be legitimized and accredited.

"On the Necessity of Grassroots Evaluation of Educational Technology: Recommendations for Higher Education" By Stephen Ehrmann.

This article is about why educators should use a grassroots diagnostic evaluation to evaluate their uses of technology. Evaluation should mean how an educational process produces certain results. Diagnostic should mean information that helps teachers and administrators improve instructional programs. Grassroots means that the practitioners using the evaluation have something to do with the creation of the evaluation. In order for web-based instruction to be effective, web-based instruction must continue to re-examine its educational goals, instructional content, organization, its ever-changing student population, and its support for staff and students. The article states that a grassroots evaluation of web-based instruction can produce programmatic improvements in the process and outcomes in education. Furthermore, the article states that more research is needed on the possibilities and hazards of using the web for instruction. Results from these studies could be used to help educators detect and deal with barriers to on-line collaboration.

"Evaluation is Not Necessarily the Solution" By Michael Theall

What is more effective? A paper-based course evaluation surveys or electronic course surveys? The author disputes Keith Hmieleski and Matthew Champagne findings that electronic course surveys are more effective evaluations than paper-based surveys because they are cheaper to use and quicker to use. Theall states that Keith Hmieleski and Matthew Champagne used an over-simplified method of determining the on-line survey cost (total cost of processing 327 on-line evaluations will be 18.75 to 568.60 to paper-based evaluations) and how to correctly utilize the results from these surveys. He states that putting course evaluation on-line for the sake of efficiency will do nothing to improve the poor state of evaluation practices. It will only allow bad information to be misinterpreted and misused quicker than those who use paper-based systems. Theall states that evaluation is a complex problem and that it can't be corrected just by placing the evaluation process on-line.