Rutgers University CEUTT Project

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Rutgers University CEUTT Project

• Principle Investigator, Gary A. Gigliotti
• Director, Teaching Excellence Center and
  Professor of Economics
• Learning Outcomes Assessment Angela ODonnell
• Professor of Educational Psychology
• Cost Assessment Theodore Hollander,
• Professor of Accounting

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Instructional Technology Initiative

• Five projects funded in first year
• Life Science Virtual lab
• Geography virtual lab
• Communications web based course
• Spanish web based course
• Engineering web based courses

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Instructional Technology Initiative

• Five new projects in second year
• Human genetics online tutorial
• Habitat project in School of Communications
• Music online tutorial
• Mathematics online instruction
• Online language instruction

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Learning Outcomes

• Changes in Course Delivery
• Student Use
• Students Attitudes towards Technology
• Students Attitudes towards Courses
• Student Learning of Course Content
• Co-curricular knowledge

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Cost analysis

• One-time costs of design and implementation
• Operating costs per term
• Maintenance and redevelopment costs
• Infrastructure redesign costs

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Example 1 Geography

• Course delivery in 3 introductory Courses was
  changed significantly (total n 950)
• Students were required to complete online labs as
  part of course requirements
• Students were positive about their use of the
  labs and rated the course quality positively in 2
  of the 3 courses.
• There were gender differences in attitudes
  towards the use of the technology with men
  expressing more positive attitudes than women

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Geography (continued)

• Students who accessed the labs early had higher
  grades in the courses
• Students who were already comfortable with the
  use of technology signed on earlier
• Scores on online labs were significantly related
  to final grade
• Students reported they improved their computer
  skills and use of technology

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Example 2 Communications

• The course was delivered differently with
  students participating in online groups and
  completing exercises online
• Students reported having little difficulty in
  accessing the site or using the exercises
• Students were generally positive about their
  experiences
• Students reported feeling less anonymous in the
  class as a result of the online groups

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Communications (continued)

• Students in web-enhanced courses had slightly
  higher grades in the courses than when the same
  instructors taught the course without such
  enhancements
• 43 of students in one class reported that the
  exercises increased their understanding and
  interest in class material

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Continuations

• Analysis of remaining projects
• Completing analyses of qualitative data
• Linking usage to outcomes
• Ruling out alternative explanations
• Comparative cost studies