Francis Bush Lynchburg College

Vonda Walsh Jay Sullivan

James Squire Virginia Military Institute

The Clute Institute International Business and Education Conferences

Orlando 2016

Are STEM Students Affected Differently by the Longitudinal Effects of Network Latency?

Abstract As enrollment in online courses increases faster than the overall enrollments in

higher education, the differences in learning styles and academic disciplines need to be identified. Further, the focus on the demand for students pursuing degrees in the sciences, technology, engineering and mathematics (STEM) has gained prominence in the past decade. An experiment was conducted to study the interaction of objective learning and subjective learning, objective learning and enjoyment, and subjective learning and enjoyment on the longitudinal effects of network latency on students who were classified as STEM majors or non-STEM majors (humanities and social sciences). The findings indicate that students from different majors responded differently by the time students have progressed to their senior year in reference to their learning styles and sensitivity to network delays than it was when they were freshmen. The study suggests that the accumulation of experience and choice of major are important factors in mitigating the effects of network delay on learning.

Introduction

Online Education – Allen and Seaman (2010)

– Reisel et al (2010), Dollar and Steif, (2007)

– Parsad and Lewis (2008)

– Allen and Seaman (2008)

– Allen and Seaman (2011)

– Allen and Seaman (2013)

STEM Education – Kelley (2010

– Wankat (2011)

– Schneider (2015)

– McGonagle (2014)

– Simon (2015)

– Kennedy (2014)

– Han (2014)

– Eng (2013)

Introduction – Kelley (2010

– Wankat (2011)

– Schneider (2015)

– McGonagle (2014)

– Simon (2015)

– Kennedy (2014)

– Han (2014)

– Eng (2013)

– Bush, Squire, Sullivan, Walsh

Results of Previous Work

The original study (Squire, et al 2008),

• http://www4.vmi.edu/faculty/squirejc/Research/Fourier_Synthesis/Fourier_Synthesis.htm.

Experiment

• Variables

• Objective learning

• Subjective Learning

• Subjective Enjoyment

• Findings

Results of the Longitudinal Study

A Longitudinal Study

• Subjects and Data Collection

• Task

• Methodology to Study Interactions

The Interaction of Objective Learning and Subjective Learning

The importance of the maintaining a balance between objective learning and

subjective learning

Observations from the best fit ellipse

• Increased understanding of the task

• Increased level of pessimism.

Observations from comparing best fit ellipses based on choice of major

• Increased understanding of the task is much greater for STEM majors

• Increased level of pessimism is much greater for STEM majors

The Interaction of Objective Learning and Enjoyment

The importance of the maintaining a balance between objective learning and

enjoyment

Observations from the best fit ellipse

• Increased understanding of the task

• Smaller increase in enjoyment

• Sensitivity to network delays

Observations from comparing best fit ellipses based on choice of major

• Common experiences

• Differences

• Impact of the task

The Interaction of Subjective Learning and Enjoyment

The importance of the maintaining a balance between subjective learning and

enjoyment

Observations from the best fit ellipse

• Enjoyment versus subjective learning

• Sensitivity to network delays

Observations from comparing best fit ellipses based on choice of major

• Confidence versus enjoyment

• Sensitivity to network delays

• Impact of the task

Conclusions and Limitations

Longitudinal results

• Interaction between objective learning and subjective learning

• Interaction between objective learning and enjoyment

• Interaction of subjective learning and enjoyment

Impact of the choice of major - technical versus non-technical

• Interaction between objective learning and subjective learning

• Interaction between objective learning and enjoyment

• Interaction of subjective learning and enjoyment

Limitations

• The task

• Correlation versus causality

• Students’ perception

Works Cited Allen, I.E., and Seaman, J. “Changing Course: Ten Years of Tracking Online Education in the United States.” (2013): Retrieved

from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf.

Allen, I.E., and Seaman, J. “Staying the Course: Online Education in the United States, 2011.” Retrieved from

http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf.

Allen, I.E., and Seaman, J. “Class Differences: Online Education in the United States, 2010.” Retrieved from

http://files.eric.ed.gov/fulltext/ED529952.pdf.

Allen, I.E., and Seaman, J. “Staying the Course: Online Education in the United States, 2008.” Retrieved from http://www.sloan-

c.org/publications/survey/staying_course.

Bush, H.F. The Use of Regression Models in Analytical Review Judgments: A Laboratory Experiment, The University of Florida.

(1989).

Bush, H.F., Squire, J.C., Sullivan, G.A., Walsh, V. K., English, A., and Bolen, R. “ An Investigation of the Effect of Network

Latency on Pedagogic Efficacy: A Comparison of Disciplines”, Contemporary Issues in Education Research (2008): Vol. 1, No. 4,

pp. 11-26.

Bush, H.F. and Walsh, V.K. “The Effectiveness of Daily Assessments: A Preliminary Study in Principles of Financial Accounting.”

American Journal of Business Education (2014): Vol. 7, No. 3, pp. 237-244.

Dollar, A., and Steif, P.S. “Enhancing Traditional Classroom Instruction With a Web-Based Statics Course” (2007): Frontiers in

Education.

Eng, Norman. "The Impact of Demographics on 21st Century Education." Society 50.3 (2013): 272-82. Print.

Works Cited Han, Sun Young, and Daniel Carpenter. "Construct Validation of Student Attitude Toward Science, Technology, Engineering, and

Mathematics Project-Based Learning: The Case of Korean Middle Grade Students." Middle Grades Research Journal 9.3 (2014):

27-42. Print.

Kelley, Todd. "Staking the Claim for the 'T' in STEM." Journal of Technology Studies 36.1 (2010): 2-11.

Kennedy, T. J., and M. R. L. Odell. "Engaging Students in STEM Education." Science Education International 25.3 (2014): 246-58.

Print.

Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma.: McBer.

Kolb, D. A. (1981) ‘Learning styles and disciplinary differences’. in A. W. Chickering (ed.) The Modern American College, San

Francisco: Jossey-Bass.

Kolb, D. A. (1984) Experiential Learning, Englewood Cliffs, NJ.: Prentice Hall. 256 pages.

Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process,

London: John Wiley.

McGonagle, Alyssa K., et al. "Evaluation of STRONG-CT: A Program Supporting Minority and First-Generation U.S. Science

Students." Journal of STEM Education: Innovations & Research 15.1 (2014): 52-61. Print.

Parsad, B, and Lewis, L. “Distance Education at Degree Granting Post-Secondary Institutions: 2006-2007.” Institute of Education

Sciences. Retrieved from http://nces.ed.gov/pubs2009/2009044.pdf.

Reisel, John R., Jablonski, M., Hanson, E. and Hosseini, H. “Evaluation of Factors Affecting the Success of Improving Math Course

Placement for a Summer Bridge Program.” Proceedings of the ASEE 2010 Annual Conference, Louisville Ky.

Works Cited Schneider, Kimberly R., Amelia Bickel, and Alison Morrison-Shetlar. "Planning and Implementing a Comprehensive Student-

Centered Research Program for First-Year STEM Undergraduates." Journal of College Science Teaching 44.3 (2015): 37-43. Print.

Simon, Rebecca A., et al. "Exploring Student Persistence in STEM Programs: A Motivational Model." Canadian Journal of

Education 38.1 (2015): 1-27. Print.

Squire, J.C., Bush, H.F., Walsh, V.K., Sullivan, G.A., and English, A. “Results from a Multi-Center Investigation of the Effects of

Network Latency on Pedagogic Efficiency.” Computers in Education Journal, 18:4 (2008): pp. 103-112.

Sullivan, G.A., Bush, H.F., Squire, J.C., and Walsh, V.K. “The Results of a Longitudinal Study of the Effects of Network Delays on

Learning.” Journal of College Teaching & Learning. (2013): pp. 189-202.

Walsh, V.K., Bush, H.F., Squire, J.C., Sullivan, G.A. “A Multicenter Study of Students’ Sensitivity to Screen-Update Delay.”

Contemporary Issues in Education Research. (2011): Vol. 4, No 6, pp. 7-14.

Wankat, Phillip C. Cross-Fertilization of STEM Education Communities. 12 Vol. Institute for STEM Education & Research, 2011.

Print.

Questions