Proposal Title

Mapping Pedagogy, Learning Outcomes, and Effect Size in Continuing Education

Track

Research Proposal / Assessment of Student Learning

Proposal Abstract

Educators are continually seeking ways to make instruction more effective and engaging. This study evaluated a start-to-finish teaching model for educators in an ongoing continuing education program to determine the model’s effectiveness in implementing the concept of “teaching as an intervention.” Specifically, the study assessed the targeted cognitive, emotional, and behavioral learning outcomes generated by using the AIAI-FTFD teaching model while completing a relationship education program online. A self-reported quantitative evaluation design was utilized to assess key objectives (n=93). Clearly evident effect sizes were found in perceived knowledge, confidence, and behavioral abilities to implement the skills covered in the program.

Proposal Description

(1) Several widely known instructional models for developing educational programs will be identified and the Attention-Interact-Apply-Invite–Fact-Think-Feel-Do (AIAI –FTFD) start-to-finish instructional model will be proposed as a synthesis of these models for effective teaching and learning. (2) The research question that drove the study was, “What are the cognitive, emotional, and behavioral change learning outcomes generated by employing the AIAI–FTFD teaching model as an intervention in designing, delivering, and evaluating the Before You Tie the Knot (BYTK) program in an online learning environment?” (3) BYTK is a research-based program funded in part by a large federal grant. It is used as a lab in academic classes at the University of Florida (UF), through UF Distance and Continuing Education, and UF Extension. (4) The research design used for this IRB-approved study was a self-report quantitative exploratory cross-sectional design using a purposive sampling method. The sample in this study was drawn from participants (n=93) who voluntarily completed the 6-hour BYTK online relationship education program. A one-time retrospective pre-then-post online survey instrument was administered to assess participant change at the end of the program. Data were analyzed using descriptive statistics, paired sample t tests, and effect size. (5) The project is completed. Clearly evident effect sizes indicated positive changes for each variable studied. (6) Results of this study indicated that the AIAI-FTFD teaching model did not inhibit but indeed may have facilitated change in cognitive, emotional, and behavioral teaching and learning outcomes among the sample studied. (7) The presentation will include a hands-on, engaging application of the AIAI–FTFD model as participants use it to evaluate their last teaching presentation. Implications for potential use of the easy-to-learn model in any context will be the focus of discussion.

Session Format

Presentation Session

Location

Room 5

Publication Type and Release Option

Event

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Mar 29th, 11:00 AM Mar 29th, 11:45 AM

Mapping Pedagogy, Learning Outcomes, and Effect Size in Continuing Education

Room 5

Educators are continually seeking ways to make instruction more effective and engaging. This study evaluated a start-to-finish teaching model for educators in an ongoing continuing education program to determine the model’s effectiveness in implementing the concept of “teaching as an intervention.” Specifically, the study assessed the targeted cognitive, emotional, and behavioral learning outcomes generated by using the AIAI-FTFD teaching model while completing a relationship education program online. A self-reported quantitative evaluation design was utilized to assess key objectives (n=93). Clearly evident effect sizes were found in perceived knowledge, confidence, and behavioral abilities to implement the skills covered in the program.