Getting Valid and Useful Educational Results and Payoffs: We are what we Say, do, and Deliver

Kaufman, Roger; Watkins, Ryan; Guerra, Ingrid

doi:10.1177/105678790201100105

Cited by 6 publications

(5 citation statements)

References 11 publications

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“…The success of e-learning as an alternative or supplement to classroom instruction requires many changes to our currently accepted mindsets regarding education or training (see Kaufman, Watkins, & Guerra, 2002). These changes include, but are not limited to, our perceptions regarding the responsibilities of educators and trainers to ensure that learners are adequately prepared to be successful in the learning environments we create.…”

Section: University Of Phoenixmentioning

confidence: 99%

Assessing Readiness for E-Learning

Watkins

Leigh

Triner

2008

Performance Improvement Quarterly

Self Cite

174

129

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Today, e‐learning is a common delivery media for education and training within many organizations. Yet, while both the supply and demand for e‐learning opportunities has risen in recent years, many professionals are beginning to question whether e‐learn‐ers are prepared to be successful in an online learning environment (e.g., Gug‐lielmino & Guglielmino, 2003; Watkins & Corry, 2005). After all, a learner's demonstrated success in a conventional education and training classroom may not be an adequate predictor of success in an e‐learning classroom. One way of gauging a potential online learner's readiness is through self‐assessment. As a first step in defining an instrument that measures an e‐learner's readiness, with the cooperation of volunteer participants from the U.S. Coast Guard, this study looked into the validity and internal consistency of items within a self‐assessment of e‐learning readiness that is under development, and provided data for the continuing development and revision of the instrument. Having demonstrated evidence of internal consistency and construct validity, the self‐assessment now provides a tool for continuing research into the prediction of e‐learning performance. Funding for this study was provided by the International Society for Performance Improvement.

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Section: University Of Phoenixmentioning

confidence: 99%

Assessing Readiness for E-Learning

Watkins

Leigh

Triner

2008

Performance Improvement Quarterly

Self Cite

174

129

View full text Add to dashboard Cite

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“…An obvious approach to more efficient curriculum design is to first assess student needs by identifying areas of problematic understanding (known as “needs assessment” in management terminology) [ 21 ]. The results from this and other applications of the BCI [ 54 ] have stimulated an initiative to rethink the biology curriculum with respect to the educational needs students have when entering university.…”

Section: Discussionmentioning

confidence: 99%

“…The BCI can be used for an educational needs assessment, i.e. to evaluate the gap between a problematic (misunderstanding of students) and the expected (an authentic conceptual understanding) situation [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment

et al. 2017

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Concept inventories, constructed based on an analysis of students’ thinking and their explanations of scientific situations, serve as diagnostics for identifying misconceptions and logical inconsistencies and provide data that can help direct curricular reforms. In the current project, we distributed the Biological Concepts Instrument (BCI) to 17-18-year-old students attending the highest track of the Swiss school system (Gymnasium). Students’ performances on many questions related to evolution, genetics, molecular properties and functions were diverse. Important common misunderstandings were identified in the areas of evolutionary processes, molecular properties and an appreciation of stochastic processes in biological systems. Our observations provide further evidence that the BCI is efficient in identifying specific areas where targeted instruction is required. Based on these observations we have initiated changes at several levels to reconsider how biological systems are presented to university biology studies with the goal of improving student’s foundational understanding.

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“…For this study, a close-ended concept inventory was developed for a quantitative survey to explore the misconceptions. Biological concept inventories were effective to identify the misconceptions in students and teachers in the US (Klymkowsky et al, 2010;Queloz et al, 2017) and can also be used to assess essential educational needsby probing the gap between a student's misconceptions and the authentic conceptual understanding (Kaufman et al, 2002). Following the work of Adesoji and Babatunde (2008), the design for the given study employed the schema of ATE, where, A: arbitrariness among the sample population, T: treatment of the students with the concept inventories, E: examination of the student responses followed by an interview.…”

Section: Research Design and Hypothesesmentioning

confidence: 99%

A Gender-based Investigation of Indian Senior Secondary Students’ Misconceptions about Plant Reproduction through Concept Inventory

Roy

Mohapatra

2022

INTERDISCIP J ENV SCI ED

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The central objective of this study was to unveil the misconceptions and their sources through the responses of Indian senior secondary (n=102; 54 boys and 48 girls) students about plant reproduction. A concept inventory with correct and incorrect statements was designed to elicit the misconceptions among class XII students. A semi-structured interview of selected students followed this exercise to report the sources of misconceptions from students' perspectives. Descriptive statistics like mean and percentages determined the extent of misconceptions through frequencies of incorrect responses-overall, 40.392% of students bore misconceptions in this sub-concept with statements like "no difference between vegetative propagation and vegetative reproduction" getting a higher frequency of incorrect responses. Gender-based differences were investigated through inferential statistics like Chi-square and Kruskal-Wallis tests, more misconceptions were observed in boys than girls in plant reproduction. Qualitative analysis of the interview responses revealed the ambiguities in everyday classroom transactions and textbook explanations as to the major sources behind misconceptions. The study concluded with suggestive measures-and possible pedagogical tools-to help teachers identify and eradicate student misconceptions.

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Getting Valid and Useful Educational Results and Payoffs: We are what we Say, do, and Deliver

Cited by 6 publications

References 11 publications

Assessing Readiness for E-Learning

Assessing Readiness for E-Learning

Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment

A Gender-based Investigation of Indian Senior Secondary Students’ Misconceptions about Plant Reproduction through Concept Inventory

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