Research

Summary Findings Reports:
2012, Faculty Support Survey

to be posted
2013, eText, Courseload
2012, LMS Task Force
2009, ePortfolio

Publications:

Joosten, T., Barth, D., Harness, L., & Weber, N. (2013, anticipated) Impact of blended faculty development. In Research perspectives in blended learning (Eds . Anthony G. Picciano, Charles D. Dziuban, and Charles R. Graham). Taylor and Francis. http://tinyurl.com/lxoyus8

Joosten, T., Pasquini, L, & Harness, L. (2013).  Guiding institutions use of social media. Planning for Higher Education, 41, 2. http://www.scup.org/asset/65460/PHEV41N2_Article_Guiding-Social-Media.pdf

Joosten, T. (2012).  Social media for educators.  Wiley/Jossey-Bass, San Francisco. http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118118286.html

Joosten, T., Allen, M., Al-Budaiwi, D. England, N., Hawkins, J., McNallie, J., Stache, L. (2013, under review). Student Response Systems: Impact on Learning. Communication Education.

Kaleta, R., & Joosten, T. (2007).  Clickers in the classroom. ECAR Bulletin. EDUCAUSE. http://net.educause.edu/ir/library/pdf/erb0710.pdf

Kaleta, R., Skibba, K., & Joosten, T. (2006). Hybrid teaching experiences and faculty development. In Blended learning: Research perspectives (Eds . Anthony G. Picciano and Charles D. Dziuban).  Sloan Consortium: Needham, MA. http://tinyurl.com/kjhz4w2

Background:

At the University of Wisconsin – Milwaukee (UWM) Learning Technology Center (LTC), the development and facilitation of innovations moves through a pilot cycle or lifecycle developed at the UWMLTC.  Innovations can include technologies, processes, and/or behaviors that have the capacity to positively influence pedagogical practices.  The cycle includes identifying or assessing a pedagogical need or problem and then finding innovative solutions for improving instructional practices to overcome pedagogical challenges.  This identification then translates into hypotheses or research questions that guide our exploration and study.

The UWMLTC may utilize both quantitative and qualitative methodologies in evaluation of the project outcomes.  Qualitatively, the faculty and staff involved develop a set of criteria to assess the usefulness of the innovation.  Various debriefing sessions and focus groups are held during and after the initiative in order to gather faculty reports on the innovation for analysis. Also, a thematic analysis of narratives is conducted using individual comments and stories gathered during one-on-one training appointments and via email correspondence from faculty queries, comments, issues and problems during the project.  Further, the faculty members’ perceived effectiveness of the application and digital content across disciplines are examined.

Once the project has ended, faculty are required to complete an instructor-based survey and provide an incentive to students to complete a survey about their experiences.  The UWMLTC usually gathers anonymous student evaluations by survey, which contains a series of questions that ask about students’ attitudes towards the use of the innovation in the classroom as well as their evaluation of the course itself.  In addition, surveys to examine students’ satisfaction, perceived learning, perceived performance, and perceived interactivity ( including engagement) are administered.  Also, retention and performance data can be mined from a data warehouse. Various descriptive and multivariate analyses are completed to produce quantifiable results of the effectiveness of the innovative technology related to student satisfaction and perceived success.   Once the research project is complete, the UWMLTC disseminates the results through presentations and publications on campus and beyond.  Most importantly, conclusions are drawn on the efficacy of the innovation and the support to diffuse the innovation across campus.

The UWMLTC prides itself on staying abreast of technological and pedagogical developments in teaching and learning and is founded upon principles of rigorous research practices and dissemination to appropriate audiences.  This practice focuses on the described piloting of emerging and innovative technologies and pedagogical solutions, including conducting research on the phenomenon under study and evaluating the impact of the innovation. With a broad research program and extensive experience with pilot projects, the UWMLTC staff is equipped and experienced in constructing, administering, and sharing valid and reliable research instruments and tools for analysis.  The UWMLTC endeavors to study emerging technologies and innovative practices in pilot phases, including evaluating and researching the impact of those technologies on teaching and learning to inform our decisions and best practices at UWM. The research conducted within the UWMLTC has led to numerous accepted and invited presentations and publications to state, regional, national and international audiences. These efforts support institutional learning at UWM and have resulted in a national and international reputation for the UWMLTC, which has been well-documented by popular news and media outlets (e.g., The Chronicle of Higher Education).

The UWMLTC looks forward to continuing our research efforts through support for our Digital Future Evidence of Education Effectiveness proposal by sharing our research findings and effective practices to improve teaching at UWM through the Virtual Teaching Commons (also supported by a grant from the Digital Futures).  Further, the UWMLTC looks forward to partnering with the UWM Libraries in the development of a new Faculty Commons in the East Wing to support faculty in their efforts to teach and research with technology.