Academics Forum

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American Society of Safety Engineers
Academics Forum
June 15, 2010
Assessment of Student Learning Experiences in Two
Different Modes of Course Delivery
By
Hamid Fonooni, Michael Behm, David Batts MS,
Occupational Safety Program Department of
Technology Systems East Carolina
University Greenville, North Carolina
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East Carolina University Some Demographics

• ECU is a part of UNC System with approximately
  27,000 students and accredited by the Commission
  on Colleges of the Southern Association of
  Colleges and Schools (SACS)
• ECU consists of ten (10) Colleges, plus School of
  Medicine and a brand new School of Dental
  Medicine
• ECU is the lead school in online course delivery
  among all UNC System campuses
• MS, Occupational Safety (MSOS) program is a
  graduate program and is housed in the Department
  of Technology Systems with an average of 35
  students (80 online and 20 on-campus). MSOS
  has been predominantly an on-line program since
  early 90s.
• Two full time faculty and three part-time or
  adjunct faculty

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MSOS Program Curriculum and Course Delivery
Methods

• 36-39 credit hours with two tracks Thesis Track
  (39 cr. hrs) and Practicum Track (36 cr. hrs.).
• Learning objectives for online and on-campus
  students are identical. Experiential learning
  through projects is the prevalent teaching
  technique.
• The two course delivery methods are through
  Centra (online conference) and Global Classroom
  (streaming video)
• MS, Occupational Safety (MSOS) program needs to
  reach both online and on-campus students in the
  most effective way.
• Two full time faculty and three part-time or
  adjunct faculty teach the curriculum.
• Since 2006, the on-line track exclusively is
  available to working professionals in the SHE
  profession or closely related fields.
• MSOS is preparing to seek ABET Accreditation in
  2012-2013.

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Purpose of This Study

• This presentation will discuss two modes of
  delivery of courses in the MS Occupational Safety
  (MSOS) Program.
• Students are surveyed to assess their learning
  experiences using two methods of delivery
• Global Classroom, streaming video
• Centra, online conference

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Global Classroom
Purpose

• The Global Classroom is a state-of-the-art
  teaching and learning center which supports
  internet-based video conferencing and other
  collaboration tools for groups up to 100 persons.
  
• The Global Classroom is designed to host
  asynchronous and synchronous online activities.

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Global Classroom
Purpose

• Global classroom will capture both the video and
  voice of the instructor, as well as the computer
  screen of the computer. The instructor can choose
  to display both the video of the instructor and
  the computer screen, or switch among them.
• Distance education students also need to be aware
  that they can ask questions during a live
  streaming class as well as e-mail the instructors
  with questions after the web cast is archive
• Students can login to the Mediasite server for
  the courses they are registered and use Mediasite
  player to view the archived video. Lectures of
  the entire semester will be made assessable to
  students during the semester.

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Centra
Purpose

• A web conferencing program which enables a group
  of people to interact with one another in a
  virtual online meeting environment.
• Centra can be accessed "live" anytime from
  anywhere attendees have access to a computer and
  an Internet connection.
• All meetings using Centra are automatically
  recorded, so those unable to make the live
  meeting are able to playback the meeting at a
  later time.

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Centra Screen
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Purpose of This Study

• Assessment of Student Learning Experiences in Two
  Different Modes of Course Delivery
• Global Classroom, streaming video
• Centra, online conference

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Methodology

• An anonymous survey in two parts was conducted.
• Part A the over all expectations of students
  from an on-line delivery course was assessed.
• Part B students direct experience with each
  method of delivery was assessed.
• IRB approval was obtained.
• The survey was delivered to the MSOS program
  students, including current students and
  graduates within past three years.
• 35 completed responses were received (61).

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Methodology (Continued)

• For this study, four attributes for an on-line
  course delivery method were defined as
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• Technology
• Environment
• Communication
• Quality of Learned/Acquired Knowledge
• In Part A, students were asked to rank 7 features
  in each category, based on their importance,
  personal expectations and preference.
• In Part B, using the same features in each
  category, students were asked to rate (1-5) their
  experience using Centra and Global Classroom.

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SURVEY
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Results
Incomplete or erroneous responses were excluded.
35 completed response were analyzed (61 Response
rate).
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Results for Part 1
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Technology Technology Technology
1 Compatibility (e.g., system compatibility, Mac or any types of MS Windows) 22
2 Archiving system (e.g., easy access to archived materials, always available, up-to date) 16
3 Accessibility (e.g., internet connection requirements, low bandwidth) 16
4 Easy to use technology (e.g., friendly technology, surf around easily and quickly) 13
5 Suitable for communication (e.g., clear real time two way communication, video capability) 11
6 Availability (e.g., archived materials, archived lectures, structured scheduling) 11
7 Participation (e.g., communicate with class live, instant response, interactive dialogue) 10
Environment Environment Environment
1 Ambient (e.g., classroom like with human touch, inviting) 21
2 Relaxed (e.g., anywhere anytime, can do multi tasking while listening to the lecture) 17
3 Available video, audio and text chat 16
4 Audibility (e.g., easy to hear with clear sound) 13
5 Visual contact (e.g., being able to see class, presentation materials, share Web information) 12
6 Inviting and conducive for communication/learning (e.g., presentation and exchange of ideas) 11
7 Feeling as being in class without being in the classroom (e.g., participate instantly, follow the pace easily, communicate effectively) 10
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Communication Communication Communication
1 Video contact and interaction (individual pictures) 18
2 Instant interaction and/or time delay 18
3 Streaming video (live) 16
4 Audio and text chat (real time) 15
5 New concepts, theories, and applications can be presented effectively 13
6 Interaction (easy to converse to make your point, easy to text chat) 10
7 Clear (e.g., superb quality of audio and video, effective reception) 9
Quality of Learned/Acquired knowledge Quality of Learned/Acquired knowledge Quality of Learned/Acquired knowledge
1 Guest speakers 18
2 Archiving materials and sessions 18
3 Availability (any time any where) 17
4 Presentation of materials (e.g., PowerPoint, video clip, whiteboard) 14
5 Exchanging ideas with class-mates 13
6 Interaction with teammates 12
7 Interaction with instructor 8
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Results for Part 2
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Suitable for communication (e.g., clear real time
two way communication, video capability)
5
Participation (e.g., communicate with class live,
instant response, interactive dialogue)
7
Archiving system (e.g., easy access to archived
materials, always available, up-to date)
2
Availability (e.g., archived materials, archived
lectures, structured scheduling)
6
Compatibility (e.g., system compatibility, Mac or
any types of MS Windows)
1
3
Accessibility (e.g., internet connection
requirements, low bandwidth)
Easy to use technology (e.g., friendly
technology, surf around easily and quickly)
4
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3
Available video, audio and text chat
Inviting and conducive for communication/learning
(e.g., presentation and exchange of ideas)
6
Relaxed (e.g., anywhere anytime, can do multi
tasking while listening to the lecture)
2
Feeling as being in class without being in the
classroom (e.g., participate instantly, follow
the pace easily, communicate effectively)
7
Visual contact (e.g., being able to see class,
presentation materials, share Web information
5
Audibility (e.g., easy to hear with clear sound)
4
1
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4
3
2
1
Interaction (easy to converse to make your point,
easy to text chat)
6
New concepts, theories, and applications can be
presented effectively
5
7
Clear (e.g., superb quality of audio and video,
effective reception)
30
Guest speakers
1
7
Exchanging ideas with class-mates
Presentation of materials (e.g., PowerPoint,
video clip, whiteboard)
4
3
5
Interaction with class
6
2
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Very Effective
Moderately Effective
Average Effective
Somewhat Effective
Not Effective
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Conclusion

• Annual survey of students is an essential part of
  a continuous improvement process
• With the fast pace and growth of IT, it is
  important to stay on the top of the new tools
• New Student Orientation sessions are helpful to
  set the tone and assure the system compatibility

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Thank You For Your Attention!