Instructional media issue proposal

Editor's Notes

• #3: Instructional Media Issue Proposal This instructional media issue proposal has been created to make changes to the current introduction to music class. Students who have not chosen to take an online class are being forced to take the class because the face-to-face class is full. These students may drop out of the class because they are not suited for the class. Creating changes on the online class will hopefully create a better environment for all students taking the introduction to music online class.
• #4: Problem StatementStudent with an external low locus of control and low comfort with technology are taking online music classes to fit a class into their schedule. An internal locus of control has been shown as a key factor in success of students in online classes (Kramarski & Gutman, 2006). Student’s preference for online courses has shown to increase if the student had a higher comfort with technology (Smith-LaBrash, 2010).  Online classes need to be converted on help students with an external locus of control and a low comfort with technology to succeed in online classes.
• #5: Purpose StatementThe purpose of this instructional media proposal is to enhance an online class that is better suited for students with an external locus of control and low comfort with technology. The results of this proposal are to create an online class that is suited for different types of students to succeed. Educational or instructional gains from the implementation of the media include less student dropout, and less loss of taxpayer money to educational dropout of students in online classes. Dropout rates are as high as 50% from distance education classes in undergraduate work (Lorenzetti, 2002). Creating a class that is better suited for students should lower dropout. Student dropout of full-time students seeking a bachelor’s degree but failed to graduate in six years cost the nation about $3.8 billion in lost income and more in lost taxes (Lorenzetti, 2002). Online classes should be accessible and tailored to many different types of students.
• #6: Explanation of the IssuesThe two issues in online classes that will be discussed are students comfort with technology and students with an external locus of control who are taking online classes. “Technophobia is a term used to denote a fear of using technology.” (Ben-Jacob, & Liebman, 2010, p. 36). Many students are using technology in the online classes of higher education institutions. Students may be unfamiliar with some technologies in the class. The more external a student was the less comfort the student felt about technology (Specht, 2008). Julian Rotter is a psychologist that created social learning theory and locus of control that is dependent on a person’s thought that a reward will be given after a task is complete; the difference occurs based on whether the participant believes that the reward was because of the behavior or separate from it (Rotter, 1966). Students with an external locus of control were shown to be better suited for face-to-face classes (Parker, 2003). These students may be taking online classes. Identifying external locus of control students and giving them support in online classes is one way to help these students (Uguak et. al.2007).
• #7: Action Plan Based on Literature ReviewChanges will be made in the online classroom to help students with low comfort with technology and an external locus of control score. The online class will be changed to help with comfort with technology issues by increasing support from staff, creating a positive learning environment, and creating a hierarchy in the class. To help student with external locus of control issues the class will include color coding and a student-centered approach to learning. The goal of these changes will be to decrease student dropout in online classes.
• #8: Comfort with Technology The three actions that will be taken to help students with low comfort with technology in online classes are to increase support staff, create a positive learning environment and to follow a hierarchy in the online class. Support is needed for anxious students because of technology (Ben-Jacob, & Liebman, 2010, p. 36). Creating an environment with support from staff may help students in online classes. The library staff can help students in online classes by providing technology support. A 24-hour help desk will be available to help students with technology difficulties. Students will be able to take classes on the learning management system before the class begins to help them understand the online classes before they learn any content. Support staff, a 24-hour help desk, and introductory classes should help increase students comfort with technology in online classes.
• #9: A positive environment helps students overcome computer anxiety once identified (Sivakumaran, & Lux, 2011). A positive learning environment is a place that is free of computer anxiety for students. The learning environment will be help positive by having student a student code of conduct for the discussion rooms. Students in the class will respect others. Teachers can also create a positive learning environment by encouraging students though positive feedback.
• #10: The last item that will be changed in the online class is to create an easy to follow structure. The class will be set up with easy an easy to follow hierarchy. Students will be able to easily go though from the introduction to the last assignment. Elaboration theory states that providing a hierarchal structure will make learning easier (Wang, & Gearhart, 2006). The linguistic usage as well as the style should be correct to avoid distracting the readers (Pettersson, 2010). Reviewing the class to make sure that the usage and the style is correct will be completed. Completing these tasks in the online class should increase students comfort with technology in the online class.
• #11: Locus of ControlThe two action steps to helping students with an external locus of control who are taking an online class include color coding images and text and adding a student-centered approach to the class.
• #12: Results of a study indicate a significant main effect in favor of the color-coded materials for specific educational objectives (Moore & Dweyer, 1998). Color coding will be completed in the class for text. Research and cognitive load theory states that images and text should be together (Clark, & Mayer, 2008). The online class with be completed with these methods.
• #13: Appling a student-centered approach will include adaptive test, giving students more time, and including story telling. Students will be given tests with an adaptive testing approach with more time. Item response theory allows students to be led to different test questions based on their response to questions that were already asked (Wang, & Gearhart, 2006). As Briggs, Gustafson, and Tillman (1991) state, "in mastery learning environments - where time is allowed to vary - studies have shown most students can achieve the objectives" (p. 4). Using Story Telling is one way to give students control of a lesson for students with an external locus of control (McLellan, 1992).
• #14: Timeline of Activities, Objectives and TasksChanges will need to be made by working together with teacher and instructional designer. The instructional designer will make changes to the class in summer 2012. The class will then be reviewed by the instructor. A pilot test of the class will be done in Fall 2013. Changes will then be made by the instructional designer and the teacher during winter break. The instructor will need to be trained on the new material in the class. Instructor will need to grade and understand new training materials. Assessment from the students on the pilot test as well as student achievement will be reviewed. The new class will then go live the Spring of 2013 to all students. The teacher will then be able to understand if students are learning more though comparing test scores.
• #15: ConclusionStudents with different skill sets are taking online classes. This includes students with a low comfort with technology and an external locus of control. Creating online classes that can help these students may decrease student dropout. With less students dropping out of online classes more learning with occur, and less taxpayer money will be wasted. The action steps that will take place include to increasing support staff, creating a positive learning environment, to follow a hierarchy in the online class, color coding, and having a student centered approach. Final implementation of these changes will occur by spring of 2013.