Matching/mismatching revisited: an empirical study of learning and teaching styles

This paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadth-first and depth-first) with students' cognitive style (field-dependence/-independence) in a computer-based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research.     

Technological Education for the Rural Community (TERC) Project: Technical Mathematics for the Advanced Manufacturing Technician

ABSTRACT

Hopkinsville Community College’s Technological Education for the Rural Community (TERC) project is funded through the National Science Foundation Advanced Technological Education (NSF ATE) division. It is advancing innovative educational pathways for technological education promoted at the community college level serving rural communities to fill highly technical positions. Deficiencies in mathematics preparation and access to meaningful math program content were identified as barriers to educational attainment for the technician. Math courses were hybridized to deliver material in class with an online component. Didactic content was employed using portable media that students without Internet could use outside of class. Materials were contextualized using problem-based learning focusing on curriculum requirements relating to industry-specific problem solving with relevant examples that are of use to the technician. Interdepartmental and industrial collaborations were conducted to incorporate hands-on content from math, engineering, and technician fields.     

A cognitive model for non–linear learning in hypermedia programmes

In the past decade, hypermedia programmes have gained attraction for the purposes of teaching and learning. These programmes provide students with freedom of navigation. On the other hand, students are required to develop learning paths by themselves. Empirical evidence indicates that not all of learners can benefit from hypermedia learning. In particular, they have problems to deal with non–linear learning. Research into individual differences suggests cognitive styles have significant effects on student learning in hypermedia programmes. In this study, a cognitive model is presented to illustrate how students with different cognitive styles react to non–linear learning within hypermedia programmes by analysing the findings of previous studies. Implications for the design of adaptive hypermedia learning programmes are also discussed.     

The impact of cognitive styles on perceptual distributed multimedia quality

Multimedia technology has been widely used in web‐based instruction, but previous studies have indicated that individual differences, especially cognitive styles, have significant effects on users’ preferences with respect to presentation of multimedia content. However, such research has thus far neglected to examine the effect of cognitive styles on users’ subjective perceptions of multimedia quality. This study aims to examine the relationships among users’ cognitive styles, the multimedia Quality of Service (QoS) delivered by the underlying network, and Quality of Perception (QoP), which encompasses user levels of enjoyment and understanding of the informational content provided by multimedia material. Accordingly, 132 users took part in an experiment in which they were shown multimedia video clips presented with different values of two QoS parameters (frame rate and colour depth). Results show that, whilst the two QoS parameters do not impact user QoP, multimedia content and dynamism levels significantly influence the user understanding and enjoyment component of QoP.     

COMS Day as a communication senior capstone team project

Courses: Senior Seminar

Objectives: (1) To provide graduating students a semester-long capstone experience where they can apply communication theories/skills in a professional context. (2) To create a capstone project that contributes to programmatic assessment.     

Do No Harm—A Comparison of the Effects of On-Line vs. Traditional Delivery Media on a Science Course

This paper presents the results of a study designed to examine the effects of distance delivery on student performance and classroom interactions in an upper level science (Histology) course. Outcomes were assessed by comparing performance on content pre- and posttests for students enrolled in on-campus and on-line sections of the same course. Interactions were classified according to initiator, topic, and Bloom's taxonomy level for content interactions. The resulting patterns were analyzed to compare behaviors in different settings. It was found that although the groups were indistinguishable in content knowledge at the outset of the study, by the end of the semester, students in the on-line group significantly out-performed their peers in the on-campus section. The on-line settings had a greater proportion of high-level interactions (according to Bloom's taxonomy) than the on-campus setting.     

The prevalence and severity of injuries in field hockey drag flickers: a retrospective cross-sectional study

The drag flick is the preferred method of scoring during a penalty corner in field hockey. Performing the drag flick requires a combination of strength, coordination and timing, which may increase susceptibility to injuries. However, injury prevalence in drag flickers has not previously been investigated. Therefore, this study compared the injury prevalence and severity of lower limb and lower back injuries between drag flickers and non-drag flickers in field hockey. A total of 432 local, national and international adult field hockey players (242 males, 188 females) completed an online questionnaire to retrospectively determine the 3-month prevalence and severity of ankle, knee, hip and lower back injuries. Of this group, 140 self-identified as drag flickers and 292 as non-drag flickers. The results showed that drag flickers had significantly higher prevalence of hip (OR: 1.541; 95% CI: 1.014, 2.343) and lower back injury (OR: 1.564; 95% CI: 1.034, 2.365) compared to non-drag flickers. No significant differences were observed between drag flickers and non-drag flickers in injury prevalence at the ankle and knee. There were no significant between-group differences in injury severity scores. Overall, the prevalence of hip and lower back injuries was significantly higher in drag flickers compared to non-drag flickers.     

Community colleges maintain modest response rates to prospective student inquiry

None of the community colleges in this study responded with a text message, as requested in the prospective student’s inquiry. Only 1.38% (n = 3) of the institutions responded to the inquiry with a telephone call. This research realized a slightly higher rate of e-mail response within five working days; 54.98% (n = 116) as opposed to the 2009 results of 50.5% (n = 110) in Shadinger’s (2014) study. More community colleges (n = 12, 5.5%) also had e-mail addresses or information request forms (n = 182, 83.5%) than in the original study (n = 170, 78.0%). Nearly 100% of community college websites had social media links, even when an e-mail address or information request form was not available. In an expansion of previous statements about communication, Noel-Levitz (2014a) reported prospective students were “more likely to consider schools that use e-mail, text messages or social media to communicate” (p. 4). Concurrently, the underutilization of e-mail, social media, and cell phones will simply exacerbate communication and recruiting issues for community colleges.