SSHRC
2007-2011

Technology: the educational tsunami. A designed and scaled, empirical examination of what works, and more importantly, why

Schmid, R. (Concordia University), Abrami, P.C. (Concordia University), & Bernard, R.M. (Concordia University)

In the wake of advances in computer technology, new tools for teaching and learning are arriving at an accelerated pace. No longer must college and university “classrooms” resemble the lecture halls of previous centuries, but they can now function as interactive knowledge laboratories, where students and faculty can actively engage in technology-supported meaningful learning. To use technology wisely for learning means that we must understand and transfer knowledge on educational technology so that, for example, a PowerPoint presentation will not be perceived as just another slide show. Rather than using technology to replicate old practices, we must exploit its potential to undertake new and more effective practices; practices that encourage meaningful and transferable learning and performance.

The primary purpose of this program of primary research is to examine the role that computer technology plays in the learning process in postsecondary education. Specifically, we will consider the relationship between variables such as computer-technology use, course structure, learning tasks, student characteristics, and feedback (i.e., course pedagogy) with respect to achievement, intrinsic motivation, perceived effectiveness of the course, and perceived competence. While a considerable body of literature is developing that addresses the effectiveness and efficiency of computer-based strategy use, few studies have closely examined the complex web of variables that impact on the learning process in a controlled, yet authentic setting. We will examine how, when and why particular strategies work.

This program of research has three phases. Year One will involve the development and pilot testing of course prototypes designed explicitly to utilize learning principles for technology integration derived from the research literature and our own studies and meta-analyses. Years Two and Three will involve a mixed methods approach to testing these prototypes, ranging from experimental comparisons to qualitative explorations of student and instructor uses of technology to achieve course objectives. The results of Year Two will inform potential re-design for Year Three. Participants/content will include students from approximately eight sections of a two-term course in educational psychology, averaging 50 students per section, in each of Years Two and Three. The course delivery methods will range from standard, in-class approaches to 100% distance education (DE), with variations of hybrid (or blended) methods. The design process enjoys a unique advantage in that the PI is a co-author of a new Canadian adaptation of an educational psychology textbook, with the publisher as a Partner. We will thus be able to design both the text, and the broader course delivery and management system to maximize best practices in the form of experimentally manipulated treatment variables. The course prototypes will then serve as experimental test beds, with design features studied in-depth, drawing on pre-, process-, and post-data on selected variables. The design/independent variables include task structure, learning strategies, student characteristics, feedback and computer use. The control variables will include content prior knowledge and perceived competence/preferences in technology and strategy use. The dependent variables will address cognitive/meta-cognitive and affective objectives of the learning systems, with special emphasis on the relationship between design features and achievement/motivation. Both within-student/instructor analyses (how technology supports the promotion of learner-centered strategies from both perspectives), and cross-section/years comparisons (examining student and instructor variables shown to interact with achievement) will be examined.

The outcomes of this research will support the development of empirically validated design principles and implementation models of successful practices in technology integration. A growing majority of faculty is making use of various forms of technology, yet many do so without knowledge of how the technology can support pedagogy. We will thus examine the nature/extent of professional development required, utilizing team-based course design/development, and “just-in-time” support.