Library 2.0

1. The Impact of Delivery on
Research & Technology
Course Outcomes
at Kean University
LINDA CIFELLI
DAWN M. DOWD
DR. ROXIE JAMES
DR. CLAUDIA KNEZEK
BRIDGET LEPORE
DR. MELDA YILDIZ

2. INTRODUCTION
Undergraduate Degree Programs General Education
Requirements
 GE 1000: Transition to Kean
 ENG 1030: College Composition
 COMM 1402: Speech Communication as
Critical Citizenship
 GE 202X: Research and Technology
 MATH 1000: College Level Math

3. COURSE DESCRIPTION
This course will introduce students to research design and
methodology, as well as to disciplinary and interdisciplinary
perspectives on the research process. Students will learn how
to design and implement a research project appropriate for
the discipline of education. Students will learn how to use
technology for research and for the communication of
research results. Students will also learn how to critically
evaluate the validity, reliability, and limitations of research
results. Emphasis will be placed on adherence of the
university’s standards and academic integrity.
Typical Course Research Assignment: Students must choose a
research topic, then search for and locate 12-15
articles on the topic from scholarly or professional journals. Ultimately
students will write a 15-page research paper with at least 12 primary
references cited using the APA format.

4. BACKGROUND
2007-2012 Strategic Plan Directed Kean to Provide a
Broad and Challenging General Education Component
 Collaboration With the Office of Academic
Assessment Collaboration with the Library and
General Education Administration on Project SAILS
(Kent State University)
 Expand On-line Learning Opportunities for Research
and Technology
 Address Challenges of Millennial or Digital Natives

5. SOLUTION
Siemens & Tittenberger (2009)
Augmented Blended Online
(Traditional) (Hybrid) (Distance Learning)
The use of technology Technology partly Technology replaces
to extend the physical replaces in classroom face-to-face classroom
classroom (e.g. learning (e.g. initiate a learning or paper-
incorporating power class with lectures and based distance
points, online remaining sessions are education (e.g. learning
assessments, and web completed online using management system for
quests or online synchronous tools such as grades, interaction, and
discussion forums into Blackboard) content delivery
the classroom activities) including online tools
such as Blackboard,
Blogs, Wikis, Skype, and
Jing)

6. METHODOLOGY
Franzoni & Assar (2009)
Several hypermedia models were Adaptive
examined but most contained limited
dimensions on learning styles Teaching
Taxonomy
Researchers developed an adaptive
taxonomy using Felder & Silverman’s
learning styles an adapting them to TS
appropriate electronic media sources
MEDIA
Reliability and Validity of the
Learning Styles Instrument had
already been documented (2005 & 2007) LSD
Adaptive Teaching Taxonomy was
successfully piloted in undergraduate Description
computer courses Appropriate Methods
Media Characteristics

7. Fall 2010 Research & Tech Learning
Styles Pilot Results
35
30
25
Percentage
20
Online
Hybrid
15 Science Majors
Augmented
10
5
0
Sensitive Intuitive Visual Verbal Active Reflexive Sequential Global

8. TRADITIONAL ADAPTIVE TEACHING
STRATEGIES
Teaching Strategies Activities
Games & Simulation Qualitative vs. Quantitative
Research Game
Problem Solving Research Proposal Project
Role Play Research Interviewer Role Activity
Presentations Research Study Defense (peer
review)
Discussion Panel Rio Grande vs. North Platte
Pollution Study
Brainstorming Grant Proposal Writing Assignment
Case Study Ethics in Research Case Studies
Question and Answer Method Expert Interview and Data Collection
Survey
Project Design Method Major Discipline Research Study

9. ELECTRONIC MEEDIA ADAPTIVE
TEACHING STRATEGIES
Media Strategies Activities
Audio Skype Substitute (24/7 availability)
Collaboration Blog (partners, class, instructor)
Communication Chat, E-mails
Diagram Graphics, Diagrams
Reading Digital Journals, On-line Library Text
Search Internet Research
Tutoring Blackboard (class/instructor)
Video Skype, Webpage Development, Library
Web Seminar

10. Results
Standardized Course
Content
Identification of
Student Learning Styles
Adjusted Course
Activities
Augmented, Hybrid &
Online Learning

11. Pilot Results
 Compare SIRII Overall Evaluation Means
and Class Averages of Pilot Groups
 Compare SIRII Overall Evaluation Means
for Control and TA Groups
 Conduct Comparison of Overall Class Grade
Averages for Control and TA Groups

12. Pilot Results
Categories Augmented Hybrid On-line
Delivery Delivery Delivery
Course 2.76 2.86 3.58
Grade Point
Average
Quality of 4.27 4.12 3.86
Instruction
Overall
Score

13. STUDY RESULTS
 Compare SIRII Overall Evaluation Means
for Control and TA Groups
 Conduct Comparison of Overall Class Grade
Averages for Control and TA Groups

14. Comparison Between Adaptive
Learning & Control Groups
45
40
35
30
Percentage
25
Adaptive
20 Control
15
10
5
0
Sensitive Intuitive Visual Verbal Active Reflexive Sequential Global

15. STUDY RESULTS
Table 5. T-Test: Two-Sample Assuming
Unequal Variances
Control Adaptive
Mean 3.339869 3.328476821
Variance 0.546361 0.488183664
Observations 153 151
Hypothesized Mean Difference 0
Df 301
t Stat 0.138113
P(T<=t) two-tail 0.890243
t Critical two-tail 1.967876

16. NEXT STEP
Next Step: Continue to Conduct
Comparison of Overall Class Grade
Averages for Control and AL Groups

17. QUESTIONS?
Dawn Marie Dowd
Managing Assistant Director
General Education Program
ddowd@kean.edu
908-737-0352
Dr. Claudia Knezek (Prin. Investigator)
Safety Program Director, Gen. Education
cknezek@kean.edu
908-737-0366
Dr. Melda Yildiz (Faculty)
Professor, School of Global Education &
Innovation
myildiz@kean.edu
908-737-7152