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Social Context as a Mechanism
in New Learning Spaces:
A Cross-Cultural Research Project
D. Christopher Brooks, EDUCAUSE
Feng-Kuang Chiang, Beijing Normal University
北京师范大学未来教育高精尖创新中心Beijing Advanced Innovation Center for Future Education
Overview
01. Active Learning Classroom (ALC) Research- University of Minnesota
- Beijing Normal University
02. AICFE Project- Research question- Research design
03. Preliminary Results- Survey pilot- Next steps
01.
Active Learning Classroom (ALC) Research
OverviewActive Learning Classrooms (ALCs)
• Round tables
• LCD display screens
• Laptop plug-ins
• Projector(s)
• Marker-boards
• Microphones
Impact of ALCs on Student LearningQuasi-experimental design results
75.76%
71.77%
80.96%80.73%
76.49%
85.50%
60.00%
65.00%
70.00%
75.00%
80.00%
85.00%
90.00%
PSTL 1131*** BIOL 1003**** FSOS 3101****
Expected Actual
Active Learning Classroom PublicationsUniversity of Minnesota
Active Learning ClassroomThe Beijing Normal University Connection
Future Learning SpaceBeijing Normal University
02. AICFE Project
Social ContextA Possible Explanation for How ALCs Work
Measuring Social ContextSocial Context and Learning Environments (SCALE)
Social Contex
t
Student-student general
Student-instructor
formal
Student as
instructor
Student-instructor informal
Comparing Social ContextsALCs versus Traditional Classrooms
3.12 3.16 3.15
2.762.77
2.45
3.03
2.15
1
2
3
4
Student as instructor*** Student-studentgeneral***
Student-instructorformal***
Student-instructorinformal***
ALC Traditional
(ALC classes only. N = 300; R2 = .402)
Predicting Learning with Social Context Data
Student as instructor***
Student-student general***
Student-instrutor formal***
Student-instructor informal
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
Sta
nd
ard
ize
d O
LS
Co
eff
icie
nts
(ALC classes only. N = 300; R2 = .402)
AICFE Research Questions
01. Can social context be measured in thesame way among students in the US and in China?
02. Are the levels of social context the same or different in classes taught in different sorts of learning spaces in the USA and in China?
03. Does social context have the same relationship to student learning in classes taught in the US and in China?
AICFE Research Design
01. Comparative factor analysis to see if a similar factor structure obtains in both environments
02. Compare SCALE results in different classroom types at both USA and Chinese institutions to see if the levels of social context vary in similar ways
03. Examine how much social context explains in terms of learning outcomes (e.g., standardized exam scores; course grades).
04. Establish a theoretical model of social context as mechanism of change in Active Learning Spaces
03. Preliminary Results
Exploratory ResultsFactor Comparisons
UMN
ITEM
1 2 3 4 5 6 7 8 910
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
BNU
Next Steps
01. November 2016- Troubleshoot & revise instrument translation- Secondary analysis of exploratory results
02. Fall 2016 - Complete first round of data collection
03. Spring 2017- Complete first round of data analysis- Complete second round of data collection
Thank you!
D. Christopher Brooks, Ph.D.Senior Research Fellow
EDUCAUSEEmail: [email protected]
Twitter: @dcbphdWeChat: DCBPhD
谢谢!