Book Chapter Review Blog
Chapter
3: Evidence-Based Practice
Evidence Based Practice describes the
importance of the use of evidence-based practices. According to Clark and
Mayer, an important approach to instructional program is good research, even
though there exist different ways in structuring a course. This chapter
describes the importance of using evidence-based practices to determine the
various ways to design a course to meet a particular learning need. A good research
is not based on perspectives, neither is it based on what the writer believes
to be the correct answer, but rather on existing literature that is found on
the subject matter. The author identifies three methods that can be used to
research on instructional effectiveness. The first method to research on
instructional effectiveness is experimental comparison, which is used to
determine what works. This first method is used to figure out what procedures
can be used to make learning more effective, thus evaluating the work of
individuals who use the procedure verses those who do not. The second method to
research is a factorial experimental comparison, which decides under what
conditions a particular procedure will work, hence comparing the work of
individuals who use the procedure and those who do not, while the instructor
also consider other factors that may influence the difference, such as the
environment for learning, or the kind of students in the learning process. The
third research method is observational analysis, which focuses on how an
instructional feature or procedure works. This involves monitoring the
activities of an individual to determine what they do or say, using either
input from the qualitative or quantitative standpoint.
In determining what research will work and fit your
study, Clark and Mayer states that the first step is for an instructor to look
at research or existing literature that is centered on the same interest as his.
The second step is to choose the right research method. The third is for the
experimental comparison to meet the standard of the process of gathering
information by choosing the right research methodology. The mean, standard
deviation and probability data is used to interpret research statistics. To
determine the accuracy, the difference between the mean of the two comparison
groups- the test group and the control group should be wide with a lower
standard deviation.
There is no single research method that is
considered the best for all research questions. The use of a research method at
a particular point in time is based on the research questions asked; therefore
the instructor should consider his research questions in order to find the most
appropriate research method that will best fit his study.
Reference:
Clark, R. C. & Mayer, R. E. (2016). e-Learning
and the Science of Instruction: Proven Guidelines for Consumers and Designers
of Multimedia Learning (4th ed.) Hoboken, New Jersey: John Wiley
& Sons, Inc.
Samuel,
ReplyDeleteThank you for your book chapter review post this week. Within the current school district I work for, I have a job entitled iSTEM teacher. Much of the practices we implement in the K-12 environment is evidence based. We want the learning to be authentic and we want to have proof the students are truly learning the material. All this would not be possible if we did not research and test the projects we implement in the various classrooms. It would be nice if more K-12 environments followed the same practices as stated in chapter three. Although the chapter seems to be focusing mainly on research practices in general, they surely can be applied in more situations.
Jason
Great work Samuel,
ReplyDeleteOne of the greatest things about being a teacher is the ability to put the research method into practice on potentially a daily bases. I find myself thinking, how could I have made that lesson a little better, or how could I have elicited more verbal interaction, etc? However, typically this daily trial and error process does not stem from an active inquiry into supported research. When I question my lessons, I rarely start to look in the research, rather it is the other way around, when I read research I begin to think about how I can implement the information into the classroom. Most teachers are not paid to do research, so I think it is hard to imagine that every time a teacher questions their curriculum they go straight for research, rather they go to trusted colleagues or individuals with more time under their belt. I think it is important for us to remember that our questions have probably been asked before and that evidence based reports are available to assist us and should be backbone of our practice.
Great post Samuel. I agree that research is an imperative part to supporting research. My dad would always tell me that I liked to learn the hard way. I use to think that this was a bad way to learn until I related it to completing my own studies of the situation, so I would know first hand the results. I am sure this is not what my father meant, but I always have had a way of making my mistakes and misfortunes positive!
ReplyDeleteWhen readers take the word of researchers without experiment, we are literally excepting their opinions to be fully true. Even in the Bible God encourages us to study and research his word for ourselves. This lets us know the importance of carrying out experiments and passing on the information.
I also agree with you that it is important to examine the information that is already out in the universe before carrying out our own. By doing this, we may find a better method of collecting information that can lead to results that have yet to be found. Great post with useful information!
Erica Yuille