Beginning the Dialogue on the e-Transformation: Behavior Analysis’ First Massive Open Online Course (MOOC)

Rehfeldt, Ruth Anne; Jung, Heidi L.; Aguirre, Angelica A.; Nichols, Jane; Root, William B.

doi:10.1007/s40617-015-0102-z

Cited by 15 publications

(9 citation statements)

References 13 publications

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“…Since MOOCs are mostly open and free to all, they have attracted millions of users' enrollment [2], which improve the modern education, disseminate science around the globe [3], and provide new sources of data and opportunities for large-scale experiments [4]. As the emergent popularity of MOOCs threatened the institution of higher education [5] [6], thousands of university students have been studying on MOOCs platforms [3], with the majority being from North America or Europe rather than from developing world regions such as Africa and Asia [64].…”

Section: Introductionmentioning

confidence: 99%

Task-technology Fit Aware Expectation-confirmation Model towards Understanding of MOOCs Continued Usage Intention

Ouyang¹,

Tang²,

Rong³

et al. 2017

Proceedings of the Annual Hawaii International Conference on System Sciences

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Section: Introductionmentioning

confidence: 99%

Task-technology Fit Aware Expectation-confirmation Model towards Understanding of MOOCs Continued Usage Intention

Ouyang¹,

Tang²,

Rong³

et al. 2017

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…Desde sus inicios el análisis de la conducta, que es una rama de la psicología comportamental, la cual cuenta con su propia epistemología, metodología y procedimientos de intervención, ha desarrollado varias tecnologías de enseñanza aplicadas a la educación superior. En los años 50s se realizaron las primeras aplicaciones de la tecnología operante al campo de la educación con el diseño y uso de las máquinas de enseñanza en la educación básica (Ferster, 2014), estas posteriormente evolucionaron hasta convertirse en elementos centrales en el proceso de formación académica (Kara & Sevim, 2013;Rehfeldt, Jung, Aguirre, Nichols, & Root, 2016). El eje fundamental de las máquinas de enseñanza ha sido la instrucción programada, la cual hace uso de varios procedimientos operantes (reforzamiento, moldeamiento, desvanecimiento, etc.)…”

Section: Introductionunclassified

Comparación de dos procedimientos de enseñanza universitaria: Un ejemplo de interteaching

García¹,

Orozco²,

Martin³

2016

Psicol. Esc. Educ.

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ResumenEl objetivo de ésta investigación fue comparar dos procedimientos de enseñanza universitaria en el rendimiento académico. Un total de 11 estudiantes fueron evaluados en las dos condiciones experimentales, interteaching con discusión por pares (ICDPP), e interteaching sin discusión por pares (ISDPP). Se utilizó un diseño de tratamientos alternantes para comparar ambas condiciones. En cada condición los participantes completaban unas guías de estudio, en la condición de (ICDPP) los estudiantes discutían en parejas los temas de las guías y seleccionaban los de la siguiente clase. Posteriormente el docente revisaba los temas de la clase anterior y administraba un quiz al final. La condición de ISDPP fue idéntica a la anterior, con la excepción que no se presentaba la discusión por pares. Los resultados muestran que las notas más altas en los quices ocurrieron en la condición de ICDPP. Se discuten los resultados y se presentan alternativas de investigación.Palabras Clave: Métodos de enseñanza; análisis de la conducta; educción superior. Comparison of two procedures of college teaching: An example of interteaching AbstractThe objective of this study was to compare two methods of college teaching in increasing quizzes scores. A total of 11 students were tested in the two experimental conditions, interteaching with peer discussion (IWPD) and interteaching without peer discussion (IWOPD). An alternating treatment design was used to compare both procedures. In each condition participants completed study guides before class, then in the IWPD students meet in groups to discuss and selectt eaching topics for class. This condition ended with a quiz. The other condition, IWOPD was similar to the above, except students did not meet in groups to discuss the study guides. The results show that quiz scores were higher in the ICWPD.Some educational implications are presented and futures research described.Keywords: Teaching methods; behavior analysis; higher education. Comparação de dois procedimentos de ensino universitário: Um exemplo de interteaching ResumoO objetivo desta investigação foi comparar dois procedimentos de ensino universitário relativos ao rendimento acadêmico. 11 estudantes foram avaliados em duas condições experimentais: interteaching com discussão por pares (ICDPP) e interteaching sem discussão por pares (ISDPP). Foi utilizado um delineamento de tratamentos alternados para comparar ambas as condições. Em cada condição os participantes completavam guias de estudo; na condição de ICDPP os estudantes discutiam em pares os temas das guias e selecionavam os da aula seguinte.Posteriormente o docente revisava os temas da aula anterior e administrava um questionário ao final. A condição de ISDPP foi idêntica à anterior, com a exceção que não se apresentava a discussão por pares. Os resultados mostram que as notas mais altas nos questionários ocorreram na condição de ICDPP. Discutem-se os resultados e se apresentam alternativas de investigação. Palavras

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“…In the field of applied behavior analysis (ABA), 33% of universities with verified course sequences do so through distance education, and 17% offer hybrid courses (Malkin, Rehfeldt, & Shayter, 2018 ). Online ABA courses offer several alternatives, such as a Massive Open Online Course (MOOC) (Rehfeldt, Jung, Aguirre, Nichols, & Root, 2016 ), online teacher consultation (Frieder, Peterson, Woodward, Crane, & Garner, 2009 ), parent training (Jang et al, 2012 ), and continuing education units offered through web-based training.…”

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confidence: 99%

Towards a Modern-Day Teaching Machine: The Synthesis of Programmed Instruction and Online Education

Root

Rehfeldt

2020

Psychol Rec

Self Cite

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The 21st century has seen rapid enrollment in online courses and environmental and biological determinates, such as COVID-19, that challenge how universities respond to education. However, this “new way of doing things” has empirical support from the past. Skinner ( 1968 ) laid out a science of teaching derived from operant conditioning principles and provided methods for adopting programmed instruction into what he termed a “teaching machine.” This series of investigations evaluated the validity of programmed instruction in online courses, as measured by quiz performance, the frequency of discussion posts, instructor time commitment, generalization, and student perceptions of the online modalities used. Results are discussed for the synthesis of programmed instruction and group learning towards a modern teaching machine.

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Beginning the Dialogue on the e-Transformation: Behavior Analysis’ First Massive Open Online Course (MOOC)

Cited by 15 publications

References 13 publications

Task-technology Fit Aware Expectation-confirmation Model towards Understanding of MOOCs Continued Usage Intention

Task-technology Fit Aware Expectation-confirmation Model towards Understanding of MOOCs Continued Usage Intention

Comparación de dos procedimientos de enseñanza universitaria: Un ejemplo de interteaching

Towards a Modern-Day Teaching Machine: The Synthesis of Programmed Instruction and Online Education

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