Personalized instruction has long been a goal of behavior analysis in the education of typically developing populations, one important element of which is the delivery of lectures in new formats. This study tested feasibility of online lecture delivery by comparing online and in-class delivery of lectures using an adapted alternating treatments design. Each week, the lecture component of a unit of an introductory behavior analysis course was presented either online or in-class, alternating week to week. The alternation was counterbalanced between two sections, where one section saw the lecture for a given unit -online while the other did it in-class, allowing for comparison between lectures of a given unit as well as across units within a section. First attempt quiz scores were measured. No significant difference in the trend of quiz scores between conditions was detected, averaging 73.1% (range, 50.4% to 83.4%) for online and 72.8% (range, 54.8 to 84%) for in-class conditions. This suggests that online lectures are a feasible alternative lecture delivery in this introductory behavior analysis course. This experimental methodology may also be used to test other instructional techniques as well. The ability to place lectures online, opens the door to further, more refined, experimentation with modern instructional methods such as the “flipped classroom.”
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc500139 |
| Date | 08 1900 |
| Creators | Kellerstedt, Brett G. |
| Contributors | Cihon, Traci, Carriveau, Ronald |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Kellerstedt, Brett G., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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