learners & learning environments: comparison of cognition level between lecture-based classroom...
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LEARNERS & LEARNING ENVIRONMENTS:Comparison of cognition level between
lecture-based classroom and experiential study abroad assessment
Abigail J. Lynch and William W. TaylorMichigan State University, Department of Fisheries and Wildlife, Center for Systems Integration and Sustainability
30 April 2013FAST Fellowship Symposium
Research need Research approach Preliminary results Implications
Fostering learning environments which result
in learning.
What is our objective as instructors?2
Evaluating effectiveness of learning environments to
ensure learning.
What is our objective as scholars?
Research need
Research approach
Preliminary results
Implications
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Study abroad: not available on campus
“My study abroad gave me tools and experiences that studying on campus could never provide. In fact, without studying abroad, I would never have known how valuable the experiences were.”
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Study abroad: experiential learning
“Most of the time they not only told us about their work and knowledge, but took us out into the field to show us too. This alone made this program a unique educational experience, because rather than just talking about what we were learning, we actually went to see where policy making or science and environmental restoration work takes place.”
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Study abroad: experience with impact
“This learning did not happen in a classroom and there was barely any lecture time…These people had devoted their lives to fish and water preservation, so at no point were they teaching us. They were actually physically showing us the things they were most passionate about. This is a type of learning that makes an impact on students.”
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Learning Environments
Lecture-based Experiential
Traditional Classroom Study Abroad
zaidlearn.blogspot.com
How can you compare?
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Comparing learning environments Foreign language competency
Segalowitz et al. (2004): U.S. classroom vs. study abroad in Spain Study abroad students: significantly greater
gains in oral proficiency, oral fluency but not grammar or pronunciation.
Cognitive thresholds for second language learning readiness (regardless of location)
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Foreign language competency Segalowitz et al. (2004): U.S. classroom vs.
study abroad in Spain Freed et al. (2004): U.S. classroom vs.
summer immersion vs. study abroad in France Immersion students: significant gains in oral
proficiency Study abroad students: significant gains in speech
fluidity Classroom students: no statistically significant
gains Gains related more to hrs/week speaking and
writing French than anything else
Foreign language competency Segalowitz et al. (2004): U.S. classroom
vs. study abroad in Spain Freed et al. (2004): U.S. classroom vs.
summer immersion vs. study abroad Other subject areas?
Limited opportunities for paired design
Foreign language competency
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Paired comparison: FW 481Global issues in Fisheries and Wildlife
Classroom: Spring 2010, Spring 2012
Study abroad: Summer 2011, Summer 2013 Same learning objectives
Same essay assignments Similar number of students Similar demographics
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Research approach
Classroom: Spring 2010, Spring 2012
Study abroad: Summer 2011, Summer 2013
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To compare cognition level between lecture-based students and experiential study-abroad students
Teaching-as-Research Objective
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Research approach
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Cognition level
Bloom’s Taxonomy (1956): hierarchical classification of thinking skills
Most assessment is at lower levels of the taxonomy
Students remember more when they handle a topic at the higher levels of the taxonomy
Garavalia, Hummel, Wiley, & Huitt (1999)
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Research approach
edweb.sdsu.edu
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“Blooming”
Scored essay assignments using Bloom’s Taxonomy (1956) Coded for highest competence at the
sentence, paragraph, and paper level 1: knowledge 2: comprehension 3: application 4: analysis 5: synthesis and evaluation
Standardized by number of sentences, paragraphs
Weighted by each level 0.5: sentence 0.3: paragraph 0.2: paper
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“Blooming” example12
Research approach
cognitive level sentences paragraphs
paper
knowledge 72 ⨯ 1 = 72
comprehension 38 ⨯ 2 = 76
application 22 ⨯ 3 = 66
analysis 15 ⨯ 4 = 60 4 ⨯ 4 = 16
synthesis and evaluation
8 ⨯ 5 = 40 3 ⨯ 5 = 15 1 ⨯ 5 = 5
sum 292 31 5
Scored essay assignments using Bloom’s Taxonomy (1956) Coded for highest competence
at the sentence, paragraph, and paper level
Standardized by number of sentences, paragraphs
Weighted by each level
full score
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Is there a difference between cognition level between:
• Classroom and study abroad students?
• Students the beginning and end of the course?
• Students with stated preference for active over lecture-based pedagogy?
Research Questions13
Research approach
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Learning environment effects Could learning environment affect
demonstrated cognition level? T-test for learning environment effects:
Is there a difference between demonstrated cognition level in the final essay between study abroad and classroom students?
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Preliminary results
t = 4.0933df = 13.947
p-value = 0.001105
study abroad classroom
study abroad essay mean significantly higher cognition level than classroom essay mean
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Student effects
Could the course influence demonstrated cognition level? Self-selection? T-test for prior effects: Is there a
difference in the cognition level between the beginning and end of the study abroad course?
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Preliminary results
t = -3.1145df = 7p-value = 0.01697
initial final
final essay mean significantly higher cognition level than initial essay mean
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Student effects
Could the course influence demonstrated cognition level? Self-selection?
Could pedagogical preference affect demonstrated cognition level? T-test for pedagogical effects: Is there a
difference in demonstrated cognition level between students who prefer active vs. lecture-based pedagogy?
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Preliminary results
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Lecture vs. active learning preferences
Conducted a unit of the 2012 classroom course (three class periods) using different pedagogical styles Lecture Active learning
jig-saw and problem-based learning Distributed survey on pedagogical
preferences Likert scale Open ended questions
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Preliminary results
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Lecture vs. active learning preferences
“Greater trust in [lecture] information because it comes from the TA/professor instead of classmates.”
“I like small group discussions because you hear multiple viewpoints and interpretations to better comprehend the material”
Lecture Active learning
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Preliminary results
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Student effects
Could the course influence demonstrated cognition level? Self-selection?
Could pedagogical preference affect demonstrated cognition level? Test for pedagogical effects: Is there a
difference in demonstrated cognition level between students who prefer active vs. lecture-based pedagogy?
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Preliminary results
t = 1.7805df = 7.999
p-value = 0.1129
active lecture
preference for active learning mean NOT significantly higher cognition level than preference for lecture mean
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Implications
Evidence that learner preference does not impact demonstrated cognition level Small sample size
Evidence that experiential study abroad learning environments can promote higher order thinking Final assignment mean cognition score:
Significantly higher than initial assignment Significantly higher than classroom final
assignment Need to compare initial assignments from both
learning environments to isolate effects
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Implications
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Next steps
Add 2010 and 2013 students, 2012 initial essay
Add second reader to ensure reproducibility
Consider regression analyses? Consider publication?
Any recommendations? Journal of Natural Resources and Life Sciences
Education?
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Implications
THANK [email protected]
Abigail J. Lynch and William W. TaylorMichigan State University, Department of Fisheries and Wildlife, Center for Systems Integration and Sustainability
30 April 2013FAST Fellowship Symposium
ACKNOWLEDGEMENTSFW 481 studentsFAST Fellowship Steering CommitteeFAST Fellows