Evaluation: Interactive English

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Evaluation Interactive English

• By Kevin R. Morgan
• Cluster 11

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Interactive English

• A computer-mediated composition program
• Learning modules direct writing process
• Student-directed and self-paced learning
• Streamed-video instruction
• Writing program and digital tracking

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Setting for this Study

• Community College located in the most densely
• populated county on the West-coast of Florida.
• New, high-technology campus with computer
• commons and networked computer classrooms.
• Electronic Campus online classes and programs.
• Composition classes online and on-campus.

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Writers Role

• Design of English Curriculum using technology in
  composition program
• Implementation of Interactive English
• On-campus use of Interactive English
• Supplemental use of WebCT
• Off-campus use of Interactive English
• Supplemental use of WebCT and Smarthinking
• Evaluation of Interactive English
• Production Evaluation Interactive English
• Implementation Evaluation online delivery

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Problem Statement

• The problem is the college has adopted a product,
  Academic Systems Interactive English, that is of
  unproven effectiveness.
• It is one of the first three colleges in the
  state to use Academic Systems Interactive
  English.
• No studies have been published on this product.
• The products effect needs to be measured in
  learning outcomes- student writing.
• The implementation needs to be evaluated for
  student interaction with the program- student
  surveys and instructor surveys during and after
  implementation.

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Solution Evaluation Study

• Evaluation of product
• Accountability Learning outcomes
• Comparison to traditional delivery
• Evaluation of implementation
• Formative data to improve implementation
• Summative data for decision-making

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Literature Review

• Technology and Composition Studies
• Media Comparison Studies
• Meta-Analyses and Clarkes Response
• Learning Theories CBL Research
• Learner Control Research, Learning Styles
• Research on Design (CBL)
• Evaluation Research and Models

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Product Evaluation

• Traditional Delivery
• Instructor
• Textbook
• Treatment or Intervention
• Interactive English
• Instructor
• Online Implementation
• Interactive English
• WebCT, Smarthinking

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Quasi-experimental Design

• Comparison of Writing Outcomes
• Pre-tests Timed Essays
• Posttests Timed Essays
• Comparison of Completion Rates
• Traditional on-campus classes
• Interactive English on-campus classes
• Interactive English on-line classes

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Hypothesis

• No significant difference in writing outcomes
  will occur between classes using Interactive
  English and classes not using Interactive
  English.

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Implementation Evaluation

• Online Surveys/Questionnaires
• Mid-Term Evaluation (formative data)
• Interactive English
• WebCT
• Smarthinking
• End of Semester Evaluation (summative data)
• Interactive English
• WebCT
• Smart inking

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Limitations of Study

• Isolating Interactive English as a variable
• Combined use with WebCT and Smarthinking
• Combination effect will be measured
• Instructor variable
• Same instructor for both groups needed
• Student and instructor perceptions
• Perceptions of product may be biased
• Technical problems during delivery
• Attitudes toward technology and learning

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Results

• Establish product accountability
• Comparison to traditional program
• Comparison criteria standard
• Improve implementation
• Formative feedback from students during and after
  implementation to enhance delivery
• Inform college decision-making
• Continued use in composition
• Modification of use
• Termination of use