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Assessing an Instructional Technology Scaffold for Reinforcing Learning of Probability and Statistics Abstract

In order to facilitate active learning (i.e., student interactions) and emphasize real-world applications in an introductory undergraduate biomedical engineering course on probability and statistics, we have developed a scaffold of multiple instructional technologies. These technologies include the course management system, BlackBoard®, non-linear (hyperlinked) PowerPoint® notes, Classroom Performance System (CPS) technology, and “real-world” MATLAB®-intensive problems. Based on three semesters of student data, we revised the scaffold model and assessed the impact of the component instructional technologies in reinforcing student learning and critical thinking.

1. Introduction

For three semesters we gathered pre- and post-class student survey data, observational data, technology usage data, and classroom performance results in BME 335 (Introduction to Probability, Random Processes, and Statistics.) Students solve homework assignments using the assessment tools within BlackBoard® in addition to using this course management tool for obtaining course notes and announcements. The class structure provides lectures using non-linear (hyperlinked) PowerPoint®, interspersed with active learning activities via Classroom Performance System (CPS). The CPS technology consists of remote controls for each student and a receiver that records student answers to questions posed by the instructor. In smaller groups, students work on “real-world” MATLAB® problems in a computer lab section. In this paper, we will provide assessment results on how these instructional technologies influence students in developing basic content understanding and also in the development of critical thinking and reasoning skills.

Our initial scaffold of instructional technologies was presented at ASEE 2005 [1]. Based on two additional semesters of experience and data, we have revised the scaffold (Figure 1). We experimented with running the computer lab section in both a traditional dedicated classroom and by using a laptop cart system (mobile classroom technology) in a regular classroom. In our experience, the differences between these two formats did not appear to significantly impact student learning. Thus, we revised our conceptual scaffold to eliminate any apparent dependency on the particular computer arrangement used for solving the “real-world” MATLAB® problems. With the assistance of the UT Center for Instructional Technologies, we developed a set of interconnected non-linear PowerPoint® presentations to encourage a flexible lecture style that is responsive to students’ learning needs, help students see the connections between topics, and provide a learner-driven resource for self-study and review. Our first version of the non-linear presentations was developed in spring 2005 through the support of a UT Austin Faculty And Student Teams for Technology (~FAST Tex) grant and deployed for the first time in fall 2005. The hyperlinks were used extensively during the lecture and self-report surveys indicated that students also navigated the course notes using the hyperlinks when reviewing the material outside of class time [2]. Also, surveys from fall 2004 indicated that students did not make a

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Schmidt, K., & Markey, M. (2006, June), Assessing An Instructional Technology Scaffold For Reinforcing Learning Of Probability And Statistics Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--79