Daniel Staemmler

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Things about eLearning, Educational Technology, and more…

May 18, 2007 • 10:58 AM 0

European E-Communications household survey

“The results of a special Eurobarometer survey conducted by TNS Opinion & Social between 17 November 2006 and 19 December 2006 to measure the attitude of European households and individuals towards fixed and mobile telephony, Internet access, TV broadcast services, bundled offers, 112 emergency call number, telephone directories, privacy and security. The survey covers the 27 EU Member States together with Candidate countries (Croatia and Turkey) and the Turkish Cypriot Community, with an average of 1.000 households interviewed per country.“

Some of the key findings for the European Union are (taken from the E-Communications Household Survey):

  • On average, most European households have both fixed and mobile telephone access (EU27: 58%, EU25: 60%).
  • The level of use of mobile phones remains fairly stable (81% in EU27) while at the same time more and more households give up their fixed line.
  • For many households, the reason for keeping their fixed line is still the internet connection (22%).
  • The majority of European households (54% in EU27) have a computer, primarily a desktop computer (36%). 34% of EU27 households with internet access at home have a wifi router.
  • Most households access internet via an ADSL line (EU27: 53% of households with broadband access, EU25: 54%).
  • Over a quarter of households with internet access have suffered from significant problems caused by spam, viruses and spy ware. The main consequence appears to be a lowering in the functioning of the computer (40%) or even a breakdown (27%).
  • The use of service packages has increased slightly (EU27/EU25: 20%, +3 points), the most common combination being fixed telephony and internet access. Respondents are particularly satisfied with the fact that two services are invoiced at once and that the combined price is cheaper than that of two separate services.

Filed under: Evaluation, Technology , , , ,

December 28, 2006 • 12:37 AM 3

Learning Styles and Interactive Learning Programs

Cognitive Components of Learning Outcome within Virtual Learning Environments – Abstract
thesis book coverThe objective of this study is to examine the influence of hypermedia systems with different levels of interactivity upon the learning outcome of users with different learning styles. For this purpose, the areas of educational media and differential cognitive psychology have been combined. On one hand, interactive learning objects within hypermedia systems were researched with regards to their learning efficacy. Two learning programs with different levels of interactivity were used. On the other hand, users’ individual learning preferences were surveyed in terms of their learning styles.

To determine the individual learning style, an inventory based on Kolb’s Learning Style Inventory and the Learning Style Questionnaire from Honey & Mumford was developed. Psychometric properties were examined using a sample size of 191 students. Internal consistency of the alpha coefficients ranged from satisfactory to good. Empirical evidence of the construct validity could not be reported.

In an experimental study with a sample size of 84 students enrolled in public health, nursing and nutrition, and home economics courses at the University of Applied Sciences Hamburg was conducted. The influence of hypermedia systems with different levels of interactivity on the learning outcome of users with different learning styles was investigated. A general linear model with repeated measurement was chosen for the examination. Additionally, questionnaires were used to survey previous knowledge, learning outcome and learning styles.

The results demonstrate that learning took place regardless of the levels of interactivity and learning style. Users with a diverging learning style reached higher scores with a low level of interactivity. Subjects with an assimilating learning style achieved, though not significantly, a higher learning outcome in the learning program with higher interactivity. Users with a converging learning style tended to obtain a higher learning outcome with lower interactivity. Subjects with an accommodating learning style tended to achieve a higher learning outcome in the learning program with higher interactivity.

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This abstract is the summary of my thesis, which is only available in German for now. If anybody wants to know more about this publication please feel free to contact me. I also welcome very much your opinion if I should translate and publish it. You can do so by using the comment function on this page or using the email address mentioned above.

Filed under: Cognitive Psychology, Evaluation , , , , , , , ,

December 7, 2006 • 11:52 PM 0

Evaluating Online Learning Programs

I just ran across an article from Lisa Neal that gives some insights on how formative evaluation can provide guidance to verify design decisions in order to enhance the effectiveness. “Formative Evaluation: A Practical Guide” provides an easy to follow step-by-step guidance on how evaluation can contribute to the design of an online course up from a very early stage. The article gives a good point to start from or to check if this kind of evaluation is a fit for you purpose.

“Effectively Evaluating Online Learning Programs” is another pretty comprehensive article that falls into this category. I especially like the bullet points and their emphasize on what to avoid and what an alternative approach could look like. For example “evaluation is a part of the bigger picture. avoid: evaluation as episode; evaluation as autopsy; alternative: integrate evaluation in into ongoing practice”. The latter one goes back to the point Lisa Neal makes in here before mentioned article.

Filed under: Evaluation , ,

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