EDTEC 544 - Chapter 3

Question 1

Coherence Principle

Answer 1

Keep the lesson uncluttered: Avoid adding material that does not support the instructional goal.

Question 2

Weeding

Answer 2

To uproot words, graphics, or sounds that are not central to the instructional goal of the lesson.

Question 3

Evidence-based practice

Answer 3

Base instructional techniques on research findings and research-based theory

Question 4

Instructional effectiveness

Answer 4

Identifying instructional methods or features that have been shown to improve learning

Question 5

Three Approaches to Research on Instructional Effectiveness

Answer 5

What works?

When does it work?

How does it work?

Question 6

What works?

Answer 6

Example: Does an instructional method cause learning?

Research method: Experimental comparison

Question 7

When does it work?

Answer 7

Example: Does an instructional method work better for certain learners?

Research method: Factorial experimental materials, or environment comparison

Question 8

How does it work?

Answer 8

Example: What learning processes determine the effectiveness of an instructional method?

Research method: Observation, interview, questionnaire

Question 9

What to Look for in Experimental Comparisons:

Answer 9

Focus on:

Step 1: situations like yours.
Step 2: studies that use the appropriate research method.
Step 3: experimental comparisons that meet the criteria of good research methodology

Question 10

Three criteria to look for in experimental comparisons

Answer 10

1. experimental control
2. random assignment
3. appropriate measures

Question 11

How to interpret “no effect” in experimental comparisons

Answer 11

1. Ineffective treatment
2. Inadequate sample size
3. Insensitive measure
4. Inadequate treatment implementations
5. Insensitivity to learners
6. Confounding variables

Question 12

Ineffective treatment

Answer 12

Does not influence learning (no statistical improvement shown)

Question 13

Inadequate sample size

Answer 13

Not enough learners in study (sample size < 25)

Question 14

Insensitive measure

Answer 14

Not enough experimental items to detect differences in learning outcomes

Question 15

Inadequate treatment implementations

Answer 15

Treatment and control group conditions were not different enough

Question 16

Insensitivity to learners

Answer 16

Learners were not sensitive enough to the treatment

Question 17

Confounding variables

Answer 17

Treatment and control groups differ on another important variable

Question 18

Interpreting research statistics (look for):

Answer 18

1. Probability is less than .05 (p < .05)
2. Effect of .5 or greater

Question 19

What does p < .05 signify?

Answer 19

There’s less than a 5% chance that a result is NOT statistically significant

OR

There’s a 95% chance that a result IS statistically significant

Question 20

What does effect size >.5 signify?

Answer 20

A result will have an effect of greater than half of a standard deviation.

Question 21

How to identify relevant research

Answer 21

1. How similar are learners in research to my learners?
2. Are conclusions based on an experimental research design?
3. Are the experimental results replicated?
4. Is learning measured by tests that measure application?
5. Does the data analysis reflect practical significance as well as statistical significance?

Question 22

What to look for in experimental e-learning research

Answer 22

1. Were subjects randomly assigned to treatments?
2. Were there enough subjects to detect differences in learning?
3. Were treatments similar except for the instructional method being tested?
4. Was the outcome measure appropriate to measure relevant learning
   differences?
5. Were the results statistically and practically significant?
6. To what extent did the learners and lesson features (content, length, etc.)
   reflect your own environment?
7. Hove several experiments been conducted that supported the same
   conclusions?