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A study of student engagement with media in online training The University of Toledo The University of Toledo Digital Repository Theses and Dissertations 2013 A study of student engagement with media[.]
The University of Toledo The University of Toledo Digital Repository Theses and Dissertations 2013 A study of student engagement with media in online training Christian B Rogers The University of Toledo Follow this and additional works at: http://utdr.utoledo.edu/theses-dissertations Recommended Citation Rogers, Christian B., "A study of student engagement with media in online training" (2013) Theses and Dissertations Paper 188 This Dissertation is brought to you for free and open access by The University of Toledo Digital Repository It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of The University of Toledo Digital Repository For more information, please see the repository's About page A Dissertation entitled A Study of Student Engagement with Media in Online Training by Christian B Rogers Submitted to the Graduate Faculty as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Curriculum & Instruction _ Judy Lambert, Ph D., Committee Chair _ Tony Sanchez, Ph D., Committee Member _ Gregory E Stone, Ph D., Committee Member _ Savilla Banister, Ph D., Committee Member _ Dr Patricia Komuniecki, Ph D., Dean, College of Graduate Studies The University of Toledo May 2013 Copyright © 2013, Christian B Rogers This document is copyrighted material Under copyright law, no parts of this document may be reproduced without the expressed permission of the author An Abstract of A Study of Student Engagement with Media in Online Training Christian B Rogers Submitted to the Graduate Faculty as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction The University of Toledo May 2013 Many studies have been conducted where a face-to-face training environment is compared to an online training environment While some research has been conducted on the nature of online training in faith-based not-for-profit organizations, little to no research has been found on engagement The purpose of this study was to determine if the level of engagement of participants in a training course for new staff and interns with Campus Crusade for Christ would be increased by conducting training online instead of face-to-face and by utilizing multiple forms of media The survey that was utilized included questions adapted from the Student Course Engagement Questionnaire (Handelsman et al., 2005) and was analyzed utilizing the Rasch measurement model to understand whether the survey successfully met the requirements for measuring engagement The Rasch measurement analysis revealed that the survey was weak and did not measure engagement, thus the results of the survey revealed no significant differences in the level of engagement Further research is recommended with new questions being added to the survey that are considered to have a greater level of difficulty as well as research should be conducted that involve qualitative data collection iii This dissertation is dedicated to the memory of my grandmother, Jennie Rogers She believed in me from a young age that I could anything that I desire and she would be proud of me in whatever path God takes me Acknowledgements This dissertation would not be possible without the significant contribution of others My gratitude is beyond measure for their help and dedication Many thanks to my dissertation committee: To Dr Judy Lambert, who believed in the cause of my dissertation and worked with me on not only this study but my own development as a researcher and writer She took countless hours of her time to review my writing and gave suggestions that helped hone my study and give it direction To Dr Gregory L Stone, who made himself available on multiple occasions for the review of my methodology and for his coaching through the Rasch measurement process Dr Stone’s expertise in measurement was invaluable to this study To Dr Tony Sanchez, who provided a new perspective in reviewing of my writing with his many years of academic expertise and his willingness to sit with me and discuss multiple facets of my study To Dr Savilla Banister, who served as my coach and friend through this process I will always remember the extra care and time you took to help me in reviewing my writing and also providing me a healthy perspective on the doctoral process v Table of Contents Abstract iii Acknowledgments v Table of Contents vi List of Tables x List of Figures xi I Introduction A Statement of the Problem B Need for the Study C Purpose and Importance of the Study D Research Questions II Literature Review A Training in Organizations a Purpose of training b Theories for the development of training Adult learning theory Self-directed learning theory Constructivist learning theory 10 c Models for the development of training 11 d ADDIE 11 Morrison, Ross, and Kemp e Distance education training 12 14 Definition of distance education 14 History of distance education 15 vi Characteristics of distance education 19 Advantages of distance education 23 Disadvantages of distance education 26 f Evaluation of training 29 Kirkpatrick’s four levels 29 Course experience questionnaire 31 B Faith-Based Organizations 32 a Characteristics of faith-based organizations 32 b Training in faith-based organizations 33 c Campus Crusade for Christ 35 C Engagement During Training 35 a Engagement theory 36 b Media that promotes engagement 37 Multimedia 38 Tools for interaction 39 Tools for presentation 40 c Measurement of engagement D Summary 41 43 III Methodology 44 A Scope of the Study 44 B Data Collection and Instrumentation 45 C Data Analysis 45 a Overview of Rasch measurement vii 47 Rasch introduction 48 Concepts underpinning the Rasch model 48 Fit 50 D Limitations of the Study 50 IV Results 51 A Rasch Analysis 51 a Rating scale analysis 51 b Dimensionality analysis 53 Baseline statistics 53 Principle contrast analysis 56 c Item analysis 57 d Person Analysis 60 e Person-Item map 62 B Analysis of Variance 68 C Conclusion 69 V Discussion 71 A Research Question 71 a Findings 72 Rating scale analysis 73 Summary statistics 73 Dimensionality 76 B Research Question 77 C Conclusion 80 viii a Research Question 80 b Research Question 80 Unclear expectations 81 Lack of media 81 Lack of collaboration 81 D Future Research 82 a Items in training 82 b Survey adjustment 83 c Qualitative Data 84 References 87 Appendix A: Student Engagement Survey 95 ix Survey adjustment This study utilized survey questions from Handelsman et al (2005) While some of the questions functioned with higher difficulty level, some questions were weak In order for the survey to function properly, questions 2, 7, 10 and 11 should be replaced with questions of higher difficulty Each of these questions fell below the mean in level of difficulty for all five modules The questions should have a greater level of difficulty to answer positively Other surveys could be reviewed for questions such as the National Survey of Student Engagement (NSSE 2012) or the Course Experience Questionaire (CEQ) (Brennan, Brighton, Moon, Richardson, Rindl, & Williams, 2002) A few sample questions that could be utilized in a revised survey are given (see Table 25) Questions that could be considered provide specific feedback on whether one form of media is more engaging than another Other questions relate to the amount of time that participants were involved with each module 83 Table 25 Question Suggestions For Survey Questions Scale If the training were not required, I would still have wanted to participate Not characteristic of me, Somewhat Characteristic of me, Characteristic of me, Very characteristic of me During this module, about how many hours of reading and writing have you done? None, 1-4, 5-10, 11-20, More than 20 How many hours did you spend per week on this module? None, 1-4, 5-10, 11-20, More than 20 How many conversations relating to the materials did you participate in? None, 1-4, 5-10, 11-20, More than 20 I struggled to understand the materials in this module Not characteristic of me, Somewhat Characteristic of me, Characteristic of me, Very characteristic of me Reading the articles was my favorite part of this module Not characteristic of me, Somewhat Characteristic of me, Characteristic of me, Very characteristic of me The videos were my favorite part of this module Not characteristic of me, Somewhat Characteristic of me, Characteristic of me, Very characteristic of me The audio podcasts were my favorite part of this module Not characteristic of me, Somewhat Characteristic of me, Characteristic of me, Very characteristic of me The online interaction was my favorite part of this module Not characteristic of me, Somewhat Characteristic of me, Characteristic of me, Very characteristic of me Qualitative Data This study was also similar to Mandernach’s (2009) study in that it utilized questions from the Handelsman et al (2005) Student Course Engagement Questionnaire However, Mandernach included qualitative feedback which, if used in this study, may have strengthened the results Including qualitative data could allow for student response about their module experience and if their experience changed from module to module 84 This study used a poorly constructed survey and thus the questions were too easy for students to say they agreedment Regardless, much can be learned at the completion of this study A greater emphasis should be placed on the quality of questions that are asked in a survey instrument, specifically whether the question is difficult to agree with or not Survey questions should cause the participants to pause and consider their response Also, qualitative data should also be considered, as this was true of Mandernach’s (2009) study Lastly, obtaining secondary data from the participating organization, as was done in this study, can also lead to a lack of control of the survey instrument Had the survey been created not by Cru, the survey may have been more challenging and thus yielded sufficient results for Rasch measurement Because of the nature of the survey instrument, it can not be stated with any certainty what differences existed between Cru’s face-to-face and online training groups in the level of engagement With a more valid and reliable instrument that measures the specific activities or media that tend to lead to higher levels of engagement, Cru may be more able to discover which training format is more successful Online training courses are being utilized more each year and sometimes without a plausible reason or purpose behind choosing one method or another Often the purpose for online training that is considered is cost savings While research is being conducted in the field of corporate and not-for-profit online training, more research in regards to the engagement of participants in online training, specifically in faith-based organizations must be considered The purpose of doing so will 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