Analysis of Patterns in Time for Evaluating Effectiveness of First Principles of Instruction

Autor/inn/en	Frick, Theodore W.; Myers, Rodney D.; Dagli, Cesur
Titel	Analysis of Patterns in Time for Evaluating Effectiveness of First Principles of Instruction
Quelle	In: Educational Technology Research and Development, 70 (2022) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frick, Theodore W.) ORCID (Myers, Rodney D.) ORCID (Dagli, Cesur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-10077-6
Schlagwörter	Time; Educational Principles; Instructional Design; Instructional Effectiveness; Intelligent Tutoring Systems; Plagiarism; College Students; High School Students; Mastery Learning; Learning Analytics; Bayesian Statistics; Student Certification; Tests; Electronic Learning; Indiana + Suchen Sie Ihr Suchwort? Zeit; Bildungsprinzip; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Intelligentes Tutorsystem; Plagiat; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulzeugnis; Examination; Prüfung; Examen
Abstract	In this naturalistic design-research study, we tracked 172,417 learning journeys of students who were interacting with an online resource, the Indiana University Plagiarism Tutorials and Tests (IPTAT) at https://plagiarism.iu.edu. IPTAT was designed using First Principles of Instruction (FPI; Merrill in Educ Technol Res Dev 50:43-59, 2002, https://doi.org/10.1007/BF02505024; First principles of instruction: identifying and designing effective, efficient, and engaging instruction, Wiley, New York, 2013; M. David Merrill's First Principles of Instruction, Association for Educational Communications and Technology, Washington, 2020). Students who used IPTAT were mostly from university and advanced high school courses taught in 186 countries and territories. Instructors expected their students to pass one of trillions of difficult Certification Tests (CT) provided through IPTAT. Each CT assessed student ability to classify samples of writing as word-for-word plagiarism, paraphrasing plagiarism, or no plagiarism--when given original source materials. In 51,646 successful learning journeys, students who were initially nonmasters and who later achieved mastery had viewed, on average, 89 IPTAT tutorial webpages designed with FPI. In the 23,307 unsuccessful learning journeys, students who were nonmasters and who had not (yet) achieved mastery had viewed an average of 52 tutorial webpages designed with FPI. Analysis of Patterns in Time (Frick in American Educational Research Journal 27:180-204, 1990) and Bayesian analysis revealed that students were nearly 4 times more likely to pass a CT when they selected one or more parts of IPTAT instruction designed with FPI. These results support the instrumental value of First Principles of Instruction for design of online learning in a massive, open, online course (MOOC). These findings further demonstrate the value of an innovative approach to modern learning analytics, Analysis of Patterns in Time, when coupled with Bayesian reasoning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01