Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teacher Professional Development
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Presentation on using MOOCs as part of a professional development program for K-12 Computer Science teachers. Presented to the Learning With MOOCs conference on October 6, 2016 at the University of Pennsylvania in Philadelphia. Presentation and research by: Carol L. Fletcher, Ph.D., The University of Texas at Austin W. Wesley Monroe, The University of Texas at Austin Jayce Warner, The University of Texas at Austin Kristin Anthony, Planview
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Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teacher Professional Development
- 1. 1 Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teacher Professional Development Carol L. Fletcher, Ph.D., The University of Texas at Austin W. Wesley Monroe, The University of Texas at Austin Jayce Warner, The University of Texas at Austin Kristin Anthony, Planview October 6, 2016
- 2. 2 Overview of CS Education Landscape In Texas Preparing Teachers for CS Certification: Face to Face Workshops Scaling the Program with a MOOC Research Question Analysis Conclusions and Thoughts on Future Research
- 3. 3 All High Schools in Texas are Required to Offer CS Curriculum Requirement
- 4. 4 CS In Texas High Schools What do you think these dots represent?
- 5. 5 CS In Texas High Schools These high schools had no CS course offerings in the 2014-2015 school year!
- 6. 6 CS In Texas High Schools These high schools did have CS offerings in 2014-15
- 7. 7 Only 2% of TX graduates take a CS course CS Facts Only 14 teachers completed a pre-service teacher certification program in CS in 2014-15. Only 27% of TX high schools even offer a CS course
- 9. 9 Teachers Must: pass a State administered test covering 9 core competencies across 3 domains Teacher Qualifications
- 11. 11 Online Course Design 1. Use pseudo code for coding examples. 2. Create a Diagnostic Quiz at the start of the course to establish current understanding. 3. Gather base level information about teachers demographics, experience and interest. 4. Six week course with a weekly quiz at the end of each week. 5. There must be a full practice exam at the end of the course. 6. Use 80% as the passing grade: the same as required for the actual certification exam. 7. Spend more time on the more difficult topic areas.
- 17. 17 Research Questions 1. What background or contextual factors are related to the likelihood of getting certified to teach Computer Science?
- 18. 18 Research Questions 1. What background or contextual factors are related to the likelihood of getting certified to teach Computer Science? 2. How do the online, face-to-face and hybrid professional development formats compare in terms of the likelihood of participants getting certified in Computer Science?
- 19. 19 Hypothesized Factors Related to Success in Attaining Certification We grouped the variables into 4 separate models in order to test whether each model was related to obtaining CS certification above and beyond other factors: 1 – Education and Certification Background 2 – Prior Experience and Interest in Programming 3 – Connection to the CS Community 4 – Type of Certification Prep Participation
- 20. 20 Hypothesized Factors Related to Success in Attaining Certification Model 1 Education and Certification Background - Hypothesis: Teachers with STEM, advanced degrees, or Math/Science/Tech Apps Certification might be more likely to get certified.
- 21. 21 Number of Participants Hypothesized Factors Related to Success in Attaining Certification
- 22. 22 Model 2 Programming Background and Interest - Hypothesis: Teachers with experience and interest in programming are more likely to get certified. Hypothesized Factors Related to Success in Attaining Certification
- 23. 23 Hypothesized Factors Related to Success in Attaining Certification Number of Participants Experience and Interest in Programming
- 24. 24 Hypothesized Factors Related to Success in Attaining Certification Number of Participants Experience and Interest in Programming
- 25. 25 Model 3 Connection to the CS Community – Hypothesis: The likelihood of getting certified is related to whether teachers are connected to the CS community or teach at a school that offers CS. Hypothesized Factors Related to Success in Attaining Certification C S
- 26. 26 Hypothesized Factors Related to Success in Attaining Certification Number of Participants
- 27. 27 Model 4 Participation in Certification Prep - Hypothesis: Teachers that participate in the Certification Prep training are more likely to get certified. Hypothesized Factors Related to Success in Attaining Certification
- 28. 28 Hypothesized Factors Related to Success in Attaining Certification
- 29. 29 Research Questions: 1. What background or contextual factors are related to the likelihood of getting certified to teach Computer Science?
- 30. 30 Conclusions Research Question 1: Participants were more likely to get certified if they: • Had a current math certification • Had a STEM degree • Had an advanced degree • Had a connection to the CS community • CS was NOT offered at their school.
- 31. 31 Conclusions Research Question 1: We found no relationship between the following factors and obtaining CS certification. • Science or technology apps certifications. • Teacher programming background.
- 32. 32 Research Questions: 1. What background or contextual factors are related to the likelihood of getting certified to teach Computer Science? 2. How do the online, face-to-face and hybrid professional development formats compare in terms of the likelihood of participants getting certified in Computer Science?
- 33. 33 Conclusions Research Question 2: • Participation in any of the 3 PD models increased the likelihood of certification. • There was no significant difference in the odds of getting certified between online and F2F models of PD. • Participants who engaged in both online and F2F were more likely to get certified than those that only participated in one or the other alone.
- 34. 34 Limitations and Future Research • Self-reporting of CS experience rather than objective diagnostic measure • Insufficient data regarding PD and experience outside of WTCS • Results are still coming in: participating teachers continue to obtain certification • Have we accounted for all the important factors related to teacher motivation?
Hinweis der Redaktion
- Presenters Notes
- Here is map showing the zipcode of ¾ of the HS’s in Texas.
- What’s disappointing is that this figure is showing all of the HS’s that Do NOT offer CS in High School.
- Content and Order is the same. The only difference is in the interaction model and the amount opportunities for practice. In the class the instructor works problems with the class while in the online class there are 100’s of practice questions and the only opportunity for interaction is in the discussion boards. We did NOT see many questions in the discussion boards.
- Diagnostic Quiz – 20 questions instructed not to guess Survey gathers info that we use in this study as predictors
- We developed a design guide for the kinds of video’s used, and interleaved video and text content with many practice assessments.
- Females are slightly under represented vis-a-via Texas at large, but they still outnumber the males in the study.
- Females are slightly under represented vis-a-via Texas at large, but they still outnumber the males in the study.
- More aferican american and Asian than in Texas at large.
- We grouped factors that might be related to the outcome into 4 groups. We did basic univariate and bivariant stats to identify outliners and make sure there were not any patterns of missing data. We then performed a linear regression analysis with each group of predictors entered as separate blocks. We did sensitivity analysis with sets of predictors to make sure that each set of predictors was effecting the outcome. So what follows is a description of the groups of predictors and a look at the actual data.
- 1/3 of teachers had STEM and Advanced Degrees. We really thought that Teach Apps teachers would be more likely to succeed because of the computer literacy background.
- The way we studied these factors was we After controlling for Ed BG, none of these variables were related to the outcome of getting certified.
- The way we studied these factors was we After controlling for Ed BG, none of these variables were related to the outcome of getting certified.
- There were only a few people that took both but did not go on to take the certification exam. There have been 2 testing window since the course was offered, 1 was ½ way through the course. We decided to allow any that were taking the text before the end of the course to access the content early and in fact changed our model from releasing content weekly to releasing it all at once to avoid this issue going forward. 17% of the teachers that stated they intended to take the exam actually did.