Sunday, November 25, 2007

Assignment 11, Results

Data collection was taken between the dates of October 29, 2007 and November 5, 2007. Once all data was received, incompleted surveys were excluded from the data studied. All complete remaining data was entered into a statistical analysis program called SPSS to determine the existence of correlates to help answer the three questions to our research questions.

Research Question 1: Is there a relationship between previous non-music

portable media (podcasts) consumption and receptiveness for portable media

use in online learning?

To answer research question 1 we are going to examine the correlation between item 2

and the three items directly related to using podcasts in courses items 3, 6 and 9.

Correlations
Would not paste properly

** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).

Reporting the correlations:

Correlation coefficients were computed between the items related to respondent prior use of non-music podcasts and use of portable podcasts for course related purposes. All three correlations were significant at the .05 level. The correlations between prior non-music podcast use and instructional use of podcasts were positive meaning that as respondents reported more use of non-music podcasts they also reported higher preference for use of podcasts in classes. The results of the correlations are presented in table 1.
_____________________________________________________________________
Podcast/Tasks Player Enhanced
_____________________________________________________________________

Prior Use .609* .465* .293*

* P<.05
_____________________________________________________________________

Table 1 Correlations Between Prior Non-Music Podcast Use and Preference for Portability in Class Podcast Use (N = 64)


Research Question 2: What media types do students prefer to use for

different course activities related to instructor-student interaction,

student-student interaction, and student-context interaction?



To answer Research Question 2 we will examine the mean results for items 11-52 which were the items we developed for the use of different technologies for common course related communications. Included in the table are the number of participants who completed the survey (N=64), the range and mean (average) of the Likert scales for each question, and the standard deviation for each question for which data was collected.

Descriptive Statistics

Would not paste properly

Another way to look at this is to look at the means for each technology across all the

items.

Email items 11, 18, 25, 32, 39, 46
Video Conference items 12, 19, 26, 33, 40, 47
Blog items 13, 20, 27, 34, 41, 48
Podcast (audio only) items 14, 21, 28, 35, 42, 49
Podcast (enhanced) items 15, 22, 29, 36, 43, 50
Threaded discussion items 16, 23, 30, 37, 44, 51
Voice over internet items 17, 24, 31, 38, 45, 52

Descriptive Statistics

Would not paste properly

Reporting these data:

Means were computed for each of the technology items across the various course related communication tasks. Email was rated as most preferred (M=4.45, SD=.62), threaded discussion was next preferred (M= 3.30, SD =1.10) with blogs almost being rated almost as highly (M=3.15, SD=1.13) and near the middle of the scale. Enhanced podcasts (M= 2.79, SD=1.04), video conferencing (M=2.77, SD=1.03), audio only podcasts (M=2.50, SD=.93) and voice over Internet (M=2.52, SD=1.02) were below the middle of the 5 point Likert scale indicating that they were not preferred for course related communication. These means are reported in table 2.
_____________________________________________________
Technology Mean Standard Deviation
_____________________________________________________

Email 4.45 .62
Threaded Discussion 3.30 1.10
Blogs 3.15 1.13
Enhanced Podcasts 2.79 1.04
Video Conferencing 2.77 1.03
Audio Only Podcasts 2.50 .93
Voice Over Internet 2.52 1.02
______________________________________________________
Table 2 Means and Standard Deviations of Technologies Used for
Course Related Communication (N=64)




Research Question 3: What level of involvement in planning, organizing,

grading, and making media choices do adult online learners desire?

To answer Research Question 3 we will examine means for items 53-56 which

were the items we developed related to andragogy.

Descriptive Statistics

Would not paste properly

Reporting the data:

For items 52-56, the number of parcipants is included (N=64), the range and mean (average) of the Likert scores are provided, and the standard deviation of the responses for each question is calculated. These questions focused on factors directly to andragogy. In this area, the greatest consideration was given to having a choice of what media communication forum would be used for the class (M=4.41, SD=.886),. The second most important factor included what assignments would be done in class (M=4.28, SD=.983). This was followed by due dates for assignments (M=3.80, SD=1.198), and grading of assignments (M=3.77, SD=1.165), which were statistically very close. These means are reported in table 4. _______ Data collection was taken between the dates of October 29, 2007 and November 5, 2007. Once all data was received, incompleted surveys were excluded from the data studied. All complete remaining data was entered into a statistical analysis program called SPSS to determine the existence of correlates to help answer the three questions to our research questions.

Research Question 1: Is there a relationship between previous non-music

portable media (podcasts) consumption and receptiveness for portable media

use in online learning?

To answer research question 1 we are going to examine the correlation between item 2

and the three items directly related to using podcasts in courses items 3, 6 and 9.

Correlations

Would not paste properly


** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).

Reporting the correlations:

Correlation coefficients were computed between the items related to respondent prior use of non-music podcasts and use of portable podcasts for course related purposes. All three correlations were significant at the .05 level. The correlations between prior non-music podcast use and instructional use of podcasts were positive meaning that as respondents reported more use of non-music podcasts they also reported higher preference for use of podcasts in classes. The results of the correlations are presented in table 1.
_____________________________________________________________________
Podcast/Tasks Player Enhanced
_____________________________________________________________________

Prior Use .609* .465* .293*

* P<.05
_____________________________________________________________________

Table 1 Correlations Between Prior Non-Music Podcast Use and Preference for Portability in Class Podcast Use (N = 64)


Research Question 2: What media types do students prefer to use for

different course activities related to instructor-student interaction,

student-student interaction, and student-context interaction?



To answer Research Question 2 we will examine the mean results for items 11-52 which were the items we developed for the use of different technologies for common course related communications. Included in the table are the number of participants who completed the survey (N=64), the range and mean (average) of the Likert scales for each question, and the standard deviation for each question for which data was collected.

Descriptive Statistics would not paste properly.

Another way to look at this is to look at the means for each technology across all the

items.

Email items 11, 18, 25, 32, 39, 46
Video Conference items 12, 19, 26, 33, 40, 47
Blog items 13, 20, 27, 34, 41, 48
Podcast (audio only) items 14, 21, 28, 35, 42, 49
Podcast (enhanced) items 15, 22, 29, 36, 43, 50
Threaded discussion items 16, 23, 30, 37, 44, 51
Voice over internet items 17, 24, 31, 38, 45, 52

Table would not paste.

Reporting these data:

Means were computed for each of the technology items across the various course related communication tasks. Email was rated as most preferred (M=4.45, SD=.62), threaded discussion was next preferred (M= 3.30, SD =1.10) with blogs almost being rated almost as highly (M=3.15, SD=1.13) and near the middle of the scale. Enhanced podcasts (M= 2.79, SD=1.04), video conferencing (M=2.77, SD=1.03), audio only podcasts (M=2.50, SD=.93) and voice over Internet (M=2.52, SD=1.02) were below the middle of the 5 point Likert scale indicating that they were not preferred for course related communication. These means are reported in table 2.
_____________________________________________________
Technology Mean Standard Deviation
_____________________________________________________

Email 4.45 .62
Threaded Discussion 3.30 1.10
Blogs 3.15 1.13
Enhanced Podcasts 2.79 1.04
Video Conferencing 2.77 1.03
Audio Only Podcasts 2.50 .93
Voice Over Internet 2.52 1.02
______________________________________________________
Table 2 Means and Standard Deviations of Technologies Used for
Course Related Communication (N=64)




Research Question 3: What level of involvement in planning, organizing,

grading, and making media choices do adult online learners desire?

To answer Research Question 3 we will examine means for items 53-56 which

were the items we developed related to andragogy.


Reporting the data:

For items 52-56, the number of parcipants is included (N=64), the range and mean (average) of the Likert scores are provided, and the standard deviation of the responses for each question is calculated. These questions focused on factors directly to andragogy. In this area, the greatest consideration was given to having a choice of what media communication forum would be used for the class (M=4.41, SD=.886),. The second most important factor included what assignments would be done in class (M=4.28, SD=.983). This was followed by due dates for assignments (M=3.80, SD=1.198), and grading of assignments (M=3.77, SD=1.165), which were statistically very close. These means are reported in table 4. ____________________________________________________
Factors Mean Standard Deviation
_____________________________________________________

Types of Media Used 4.41 .886
Assignments for Class 4.28 .983
Due dates for Assignments 3.80 1.198
Grading of Assignments 3.77 1.165
______________________________________________________
Table 4: Factors related to andragogy in adult learning environments. (N=64)
_____________________________________________
Factors Mean Standard Deviation
_____________________________________________________

Types of Media Used 4.41 .886
Assignments for Class 4.28 .983
Due dates for Assignments 3.80 1.198
Grading of Assignments 3.77 1.165
______________________________________________________
Table 4: Factors related to andragogy in adult learning environments. (N=64)

1 comment:

ٌRebecca said...

Hi Jeff,
Thanks for your kind comments on my blog. I really like your introduction... especially this point that you made:
"some may make the erroneous assumption that a new technology will be the best one adapted for their online classroom. Only the completion of such research will allow the best possible instructional environment for people to effectively learn."
The whole introduction reads really smoothly, I liked the transition you made to talking about andragogy too.
Doesn't it feel good to have it done?
Congratulations!
Rebecca