Chapter 2: Evidence-Based Practice

As the name suggests, evidence-based practice is ensuring that instructional techniques are based on evidence from research findings. As is the case with any other venture that one might attempt to pursue, whether it is a trip to the moon, or an attempt at eradicating some disease, it could not be done without research (Clark & Mayer, 2011). It is important to know that the instruction will work, and a look at the vast expanse of existing research is probably the best place to start. The purpose of evidence-based practice, or at least its main purpose, is to find out what works in helping children learn. There are various aspects to be considered in examining the relevance of evidence-based practice. When the goal is to determine what works, the preferred method should be an experimental comparison, in which the user can compare test performance of people who learned with or without an instructional feature. In performing experimental comparison, it is necessary to choose good research. To ensure that the research is good, one should first ensure that situations, leaning environments, materials, and learners involved are all similar to his/hers, and that he/she is genuinely interested in the method chosen. It is also important in selecting good research, to ensure that the research method is the appropriate one for the study. Likewise, to determine the effectiveness of the instructional method, one should focus on research that emphasizes experimental comparison. Determining whether experimental comparison meets the standards of good research methodology requires three considerations: experimental control, random assignment, and appropriate measures. Experimental control involves setting up an experimental group and a control group for comparison on a number of features. In random assignment, learners are assigned randomly, possibly on the basis of choice, excluding an important criterion, in which case the research is likely to be ineffective. In appropriate measures, the research report outlines the mean, standard deviation, and sample size for each group. However, if it does not measure learning effects, the research is also ineffective. The second criterion in determining instructional effectiveness is the condition under which the instructional method will work (with a particular learning group, in a particular learning environment, or with certain learning objectives). In this case, the research method is the factorial experimental comparison, which compares test performance of people who learned with or without an instructional feature, but varies the learning conditions. Equally important is determining the effectiveness of the instructional method, and by what process it works best. When such is the goal, the preferred research method is observational analysis, questionnaire, or interview, in which case results are coming directly from the learner, whether by observation or direct response. Reflection I find the description of information included in Evidence-Based Practice to be important because of the similarity, to instructional matters such as learning styles and approaches, factors which also help in determining how students learn and how instruction should be applied to bring about that learning. The research methods are comparable to assessments used in diagnosing and determining the knowledge level and ability of the learner. Through observation or interview, direct diagnosis, which is likely most accurate, can be accomplished in both cases. Other methods of assessment, including testing, are used to determine effectiveness of instruction, as is also the case of observational analysis. This information did not change my mind or views about distant education. Instead it will serve as reinforcement to my instructional approach, particularly the approach of ‘direct diagnosis’ in which the information is received directly from the learner. Research involves particular attributes such as control groups and specific conditions, and is designed with certain limitations and expectations in place. Classroom instruction, on the other hand, is designed for all learners involved, without the various particulars attributed to research. In spite of the obvious differences, however, it seems safe to conclude that a few similarities do exist between these two systems, both of which goals are to help determine the best method for achieving successful student learning. The information contained in chapter two may be beneficial to my ISD project because of its emphasis on researching for evidence before putting certain instructional techniques into practice. With that knowledge available, teachers are better able to plan or modify the techniques and strategies needed for effective instruction to occur. My post-graduation plan is to seek a teaching position in a lower socioeconomic urban school, where many children are at an educational disadvantage. I believe that the method of Evidence-Based Practice will be helpful in trying to understand each student’s educational standing, and will hopefully open the door to instructional planning that will generate greater success in student achievement. Reference Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: John Wiley & Sons, Inc.

Online and Mobile Assessment

Online education, and more recently, mobile education, have become for many learners, the dawn of a new day. When online education was first proposed as a viable alternative to traditional classroom education, many threatening predictions were made by doubtful individuals who thought it virtually unlikely. Many saw the proposal as leading to the downfall of traditional colleges and universities. They thought that the ability of students to study anywhere and anytime meant the replacement of brick-and-mortar-classrooms by virtual anywhere institutions.
In spite of varying perceptions toward online education, however, online learning has not only grown at a tremendous pace; it has occurred in a revolutionary way as most students have now added online learning as part of their classroom-based curriculum.
Online and mobile education has been revolutionized by many unforeseen factors. Contrary to prior concerns of groupings by income, race, or ethnicity, students enrolled in online courses are like their traditional classroom peers in all three areas. But online students do tend to be older than traditional classroom peers. Online students are also more likely to be female, and most students are independent, compared to the number of dependent students attending traditional classrooms.
Among the many concerns of critics of online education were issues regarding how students would fare, and where students would choose to study. Many predicted the possibility that students would suffer because of the absence of face-to-face communications between and among students and instructors. But contrary to that prediction, two thirds of all students simply utilize the internet as a supplement to the classroom, and not as a replacement. As to the choice of study locations, critics who predicted that students would take online classes at distant institutions, have been proven to have been inaccurate in their predictions as, surprisingly, years of research have shown that a vast majority of students take online courses from institutions that are within close proximity to home.
Although there is a variety of online and mobile assessment, among methods available for measuring student learning, some experts continue to decry both the quantity and quality. Online/mobile assessment methods should be effective for measuring student outcome as well as application of knowledge, but some believe that current methods are lacking in effectiveness to determine students’ learning success
Online and mobile learning are here to stay, and are quickly replacing much of classroom instruction and changing the way teachers teach. Roles have changed so that the student is now the more active participant. That calls for self-discipline, motivation, and learning through discovery.
Current online methods of assessment are tools that have been devised to provide useful feedback, accountability, and opportunity to demonstrate quality instruction. They are designed to monitor student learning, improve academic programs, and enhance the process of teaching and learning. Current online assessment methods include the development of practical scenarios for learning; alignment of learning objects with practical scenarios and the prompt use of accessible software. There is also the added benefit of the availability of an online mentor to provide assistance and to help make learning occur, and the delivery of an on-site, instructor-based training responsive to individual student learning differences.
The use of effective assessment techniques is essential to online teaching and learning. Based on the adult learning theory and the adult learning process, on learners should be assessed by means of learning objectives lined up with realistic scenarios. This method allows for critical thinking and practical application, combined with learning through discovery. This method is also congruent with online and mobile assessment since it takes away the activity from the instructor and places both the activity and the responsibility to acquire and apply knowledge on the student.

References

Doyle, W.. (2009). Online Education: The Revolution That Wasn't. Change, 41(3),
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Horton, W. (2012). E-learning by design. San Francisco, CA: John Wiley and Sons,
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Jorge Gaytan & Beryl C. McEwen (2007): Effective online instructional and
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Robles, M. & Braathen, S. (2002, December). Online assessment techniques. Delta Pi
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