Designing SoTL Studies—Part I: Validity

Bartsch, Robert A.

doi:10.1002/tl.20073

Cited by 10 publications

(9 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The academy, and in particular pharmacy education, must be vigilant in its pursuit of excellence within health science education and higher education at large. As such, we provide suggestions to potential authors and reviewers including some "do's and don'ts" (see references [7][8][9][10][11][12][13] ) to enhance the quality of future publications in the Journal.…”

Section: Introductionmentioning

confidence: 99%

Insights, Pearls, and Guidance on Successfully Producing and Publishing Educational Research

Persky

Romanelli

2016

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

It is the collaborative responsibility of authors, reviewers, and editors to produce high-quality manuscripts that advance knowledge and educational practice. Experience with manuscript submissions to the American Journal of Pharmaceutical Education reveal several areas for improvement that authors can make to increase their submission success rate during the review process. These improvements include research question justification, improved clarity and details regarding methodology, concise data and results, and a discussion that frames research findings in the context of what is already known. This paper summarizes common flaws we see in submitted manuscripts and makes suggestions on how to address these areas and improve publication success.

show abstract

Section: Introductionmentioning

confidence: 99%

Insights, Pearls, and Guidance on Successfully Producing and Publishing Educational Research

Persky

Romanelli

2016

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…A procedure described by Bartsch () was followed to minimize any potential bias due to students' expectations (the “Hawthorne effect,” namely, research outcomes might be influenced by increased attention being placed on the intervention groups) or to greater interest shown by the professor‐researchers that may distort the validity of outcomes: first, students were not informed of the purpose of the experiment and at the end of semester were assessed using the same written examination as the students in the control group and, second, the research phases were distributed in a “triangular” fashion; professors who performed the experiment using clickers were not the same professors that designed the tests, developed the database, applied the econometric model and obtained the results.…”

Section: Methodsmentioning

confidence: 99%

Does pressing a button make it easier to pass an exam? Evaluating the effectiveness of interactive technologies in higher education

Castillo‐Manzano¹,

Castro‐Nuño²,

Díaz³

et al. 2015

Brit J Educational Tech

View full text Add to dashboard Cite

The aim of this paper was to evaluate how audience response system (ARS) technology may increase improvements in academic performance in higher education, using the first year of the Administration and Business Management degree course at the University of Seville (Spain) as a case study. The experiment assesses whether the use of ARSs increases the likelihood that students will pass the final examinations in the subject of Principles of Economics. An econometric model is applied to a sample of 119 students in an intervention group, with a control group of 322. The statistically significant results show that at the very least, ARSs improve performance in the theoretical examination, albeit with certain limitations. It is concluded that ARSs should be used frequently to optimize outcomes, not just as a sporadic event during the course.

show abstract

“…However, some decisions regarding study design undermine the study's conclusions. For example, the decision to compare two different sections of students that took place at different points in the year diminishes the study's internal validity (Bartsch, 2013). More detail on the length of each term (i.e., what made the Spring section "express") and a clear statement that both sections were taught by the same instructor would help readers determine how comparable the two groups truly were.…”

Section: Commentarymentioning

confidence: 99%

Increasing the Authenticity of Group Assignments in an Online Research Course may Lead to Higher Academic Achievement

Merkley

2015

EBLIP

View full text Add to dashboard Cite

the terms of the Creative CommonsAttribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-ncsa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -To explore what impact assigning authentic tasks to students deliberately grouped by their majors in an online library research course has on student perceptions of teaching quality (teaching presence) and satisfaction.

show abstract

Designing SoTL Studies—Part I: Validity

Abstract: This chapter discusses how to improve validity in SoTL studies through generating appropriate measures and using designs that examine causality between an activity and students' performance.

Cited by 10 publications

References 30 publications

Insights, Pearls, and Guidance on Successfully Producing and Publishing Educational Research

Insights, Pearls, and Guidance on Successfully Producing and Publishing Educational Research

Does pressing a button make it easier to pass an exam? Evaluating the effectiveness of interactive technologies in higher education

Increasing the Authenticity of Group Assignments in an Online Research Course may Lead to Higher Academic Achievement

Contact Info

Product

Resources

About