STUDENT EXPECTATIONS OF CLASSROOM TEACHING PRACTICES IN DEVELOPING AND PRESENTING COURSE INFORMATION IN HONG KONG Developments in Business Simulation and Experiential Learning, Volume 31, 2004 STUDENT EXPECTATIONS OF CLASSROOM TEACHING PRACTICES IN DEVELOPING AND PRESENTING COURSE INFORMATION IN HONG KONG Jimmy Chang The Hong Kong Polytechnic University tcchangj@inet.polyu.edu.hk Ka-fai Choi The Hong Kong Polytechnic University Karen Ka-leung Moon The Hong Kong Polytechnic University Priscilla Chan The Hong Kong Polytechnic University Lai-kuen Chan The Hong Kong Polytechnic University ABSTRACT This paper reports Hong Kong student expectations of their lecturers’ current classroom teaching practices as well as their ideal classroom teaching practices in developing and presenting course information in one of the universities of Hong Kong. 622 usable questionnaires were analyzed through Principal Component extraction method and Varimax rotation method. Three common factors were identified as Information Technology Factor, Student Work Factor, and Traditional Teaching Factor for both current and ideal teaching practices in Hong Kong. These three teaching dimensions were to be used in examining Hong Kong Students’ perception and expectation on classroom teaching methods. Keywords: multimedia, student expectation, classroom teaching practices INTRODUCTION As students are getting exposed to the use of multimedia, their expectations of classroom teaching practices will tend to vary. Snyder and Vaughan (1998) in their previous study on student expectations on multimedia indicated that students that had used multimedia before would prefer to have such included in their ideals of the optimal classroom teaching practices. As discussed by other researchers (Kuehn, 1994, Ramarapu, Cites & Overby, 1996, Snyder & Vaughan 1998), programs based on computer-assisted instruction and multimedia tend to be popular in education. The importance of multimedia is used in information presentation and the coordination of all these audio-visual technologies combined to apply in the medium of multimedia (Bruder, 1991, Synder, 1996, Snyder & Vaughan, 1996, Snyder & Vaughan, 1998). Thus, this study intends to examine Hong Kong students’ expectation of classroom teaching practices in disseminating course information and knowledge in one of the Hong Kong universities. DATA COLLECTION A modified survey questionnaire in Multimedia and Student Expectations by Snyder and Vaughan (1998) was used in this study. It was conducted with undergraduate degree as well as postgraduate students who enrolled in two faculties in The Hong Kong Polytechnic University in 2000. A total of 722 questionnaires were administered. Of the responses received, 662 usable questionnaires (440 from the Faculty of Applied Science & Textiles, 222 from the Faculty of Business & Information System) were analyzed. The survey questionnaire consisted of 36 questions on the subject of current classroom teaching practice and student ideal classroom teaching practice as well as 6 demographic and general questions. Each question was to be answered with a five-point Likert scale – (5) Extensively, (4) Periodically, (3) Occasionally, (2) Rarely, and (1) None at all. Please see the survey questionnaire in the Appendix one. RESULTS & DISCUSSION There are eighteen variables for both current classroom teaching practice as well as ideal classroom teaching practice. The authors used the Principal Component extraction method and Varimax rotation method to analyze the data. Results were illustrated in the Table 1 – Table 1a and Table 1b. 233 mailto:tcchangj@inet.polyu.edu.hk Developments in Business Simulation and Experiential Learning, Volume 31, 2004 Table 1a: Current Cla Rotated C Lecture C Written handouts or outlines C Class discussion C In-class exercises C Outside classroom assignments C Group activities in class C Student presentations C Overhead projector and transparencies C Videos C Computer presentation software C Electronic-mail C Computer projects C Computer simulations C Computer activities in class C Internet Resources C World Wide Web C Teleconferencing C Distance Learning Extraction Method: Princi Rotation Method: Varimax Rotation convergeda. Three common factors we ideal teaching practices. information technology (IT loadings. Variables with hi are regarded as Factor T lecture, handout and transp regarded as Factor Three. named as Information Tec Student Work Factor or Stu and Traditional Teaching F Indeed, these three facto dimensions which were us Kong students’ perceptio teaching practices in one of The authors thought there the teaching practices b between business and scien perception of classroom tea two different faculties - th Textile (FAST) and the Fa System (FBIS) were found only a slightly higher fac Factor. Please see Table 2 details. Table 1: Result of Student Survey Data – Factor Analysis ssroom Teaching Practice Table 1b: Ideal Classroom Teaching Practice a a Component Matrix .672 .639 .699 .665 .666 .742 .684 .674 .572 .590 .720 .768 .781 .770 .793 .803 .756 .629 1 2 3 Component pal Component Analysis. with Kaiser Normalization. in 5 iterations. Rotated Component Matrix .760 .728 .780 .761 .708 .788 .678 .664 .522 .662 .769 .797 .796 .806 .793 .804 .749 .633 I Lecture I Written handouts or outlines I Class discussion I In-class exercises I Outside classroom assignments I Group activities in class I Student presentation I Overhead projector and transparencies I Videos I Computer presentation software I Electronic-mail I Computer projects I Computer simulations I Computer activities in class I Internet Resources I World Wide Web I Teleconferencing I Distance Learning 1 2 3 Component Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. Rotation converged in 5 iterations.a. re identified for both current and Factor One is considered to be ) related variables with high factor gh factor loadings on student work wo. Remaining variables such as arency with high factor loading are These three common factors were hnology (IT) Factor (Factor One), dent Activity Factor (Factor Two), actor (Factor Three) respectively. rs represent the three teaching ed in this study to examine Hong n or expectation on classroom the universities of Hong Kong. would be different perceptions in y students in different faculties ce. Nonetheless, differences in the ching practices between students in e Faculty of Applied Science and culty of Business and Information to be insignificant. The FAST has tor score in the Factor One - IT , Figures 1a and 1 b for further 234 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 Table 2 Analysis on Students’ Perception from Different Faculty - ANOVA ANOVA (Between Faculties) .263 1 .263 .261 .610 663.175 659 1.006 663.438 660 5.363 1 5.363 5.408 .020 653.590 659 .992 658.953 660 .924 1 .924 .954 .329 638.708 659 .969 639.632 660 .587 1 .587 .577 .448 669.997 659 1.017 670.585 660 .123 1 .123 .126 .723 646.053 659 .980 646.177 660 .525 1 .525 .541 .462 639.099 659 .970 639.624 660 Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Current IT factor Current Student Act. facto Current Trad. Teaching factor Ideal IT factor Ideal Student Act. factor Ideal Trad. Teaching factor Sum of Squares df Mean Square F Sig. Figure 1a: Faculties Analysis based on Current Classroom teaching practices – Box Plot 222439 222439 222439N = Faculties: Faculty of BusinessFaculty of Applied S Fa ct or S co re 4 3 2 1 0 -1 -2 -3 -4 Current IT factor Current Student Activities factor Current Traditional Teaching factor 416 432429431430445 570 399 275295176 403 24198202 235 Figure 1b: Faculties Analysis based on Ideal Classroom teaching Practices – Box Plot 222439 222439 222439N = Faculties: Faculty of BusinessFaculty of Applied S Fa ct or S co re 5 4 3 2 1 0 -1 -2 -3 -4 Ideal IT factor Ideal Student Activities factor Ideal Traditional Teaching factor 348347336 364 159623646 399438110109 795256210375241102 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 Table 3: Students Analysis on Gender - ANOVA ANOVA (Between Gender) 19.297 1 19.297 19.859 .000 649.075 668 .972 668.371 669 5.007 1 5.007 5.007 .026 668.112 668 1.000 673.119 669 5.328 1 5.328 5.542 .019 642.194 668 .961 647.522 669 17.821 1 17.821 17.989 .000 661.766 668 .991 679.587 669 10.189 1 10.189 10.324 .001 659.290 668 .987 669.479 669 11.477 1 11.477 12.104 .001 633.381 668 .948 644.857 669 Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Current IT factor Current Student Act. factor Current Trad. Teaching factor Ideal IT factor Ideal Student Act. factor Ideal Trad. Teaching factor Sum of Squares df Mean Square F Sig. When comparing the view of Hong Kong students from different gender, both male and female students on average are quite different in their perception on current teaching practices in developing and presenting course information in the Hong Kong Polytechnic University. Female Figure 2a: Male & Female Students Analysis Based On Classroom teaching practices – Box Plot 203467 203467 203467N = Gender: MaleFemale Fa ct or S co re 4 3 2 1 0 -1 -2 -3 -4 Current IT factor Current Student Activies factor Current Traditional Teaching factor 323 247416 431430429 623 432445 73275 186 109 295176570 403 399 63261279375 570 23 Figure 2b: & Female Students Analysis Based On Classroom teaching Practices – Box Plot students tend to think that they are getting more Information Technology teaching (Factor One) in their classes while male students disagreed that the IT elements in current teaching practices in classes was frequently used. Please refer to Table 3. 222439 222439 222439N = Faculty of BusinessFaculty of Applied S Fa ct or S co re 5 4 3 2 1 0 -1 -2 -3 -4 Ideal IT fac Ideal Stud Activities f Ideal Trad Teaching 348347336 364 159623646 399438110109 795256210375241102 6 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 In fact, male students prefer Traditional Teaching (Factor Three) to Information Technology Teaching (Factor One). This can be observed from the fact that the average IT factor scores of the male students in ideal classroom are significantly lower than those of the female students. Please refer to Figure 2a and 2b. Table 4: Students Classification - ANOVA ANOVA (Among different levels of study) 20.839 3 6.946 7.130 .000 648.819 666 .974 669.659 669 13.979 3 4.660 4.708 .003 659.146 666 .990 673.125 669 2.360 3 .787 .810 .489 646.746 666 .971 649.106 669 10.016 3 3.339 3.324 .019 668.852 666 1.004 678.868 669 15.072 3 5.024 5.119 .002 653.677 666 .981 668.749 669 2.919 3 .973 1.007 .389 643.363 666 .966 646.282 669 Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Current IT factor Current Student Act. factor Current Trad. Teaching factor Ideal IT factor Ideal Student Act. factor Ideal Trad. Teaching factor Sum of Squares df Mean Square F Sig. - - - - Fa ct or S co re Figure 3a: Students Classification Based On Current Classroom Practice – Box Plot 1 2 3 4 25197270178 25197270178 25197270178N = Classification: PostgraduateYear 3Year 2Year 1 4 3 2 1 0 Current IT factor Current Student Activities factor Current Traditional Teaching factor 434416 432430431429445 403 399 73275295176 98 51 52 202 Fa ct or s co re 237 Figure 3b: Students Classification Based On Ideal Classroom Practice – Box Plot 25198269178 25198269178 25198269178N = Classification: PostgraduateYear 3Year 2Year 1 5 4 3 2 1 0 -1 -2 -3 -4 Ideal IT factor Ideal Student Activities factor Ideal Traditional Teaching factor 573 403 336 646348347 364 438 7952 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 The IT factor score (Factor One) and Traditional teaching factor score (Factor Three) are quite similar in the undergraduate students category. Only the average Student Activities factor score (Factor Two) in the category of year three student is significantly higher than those of year one and year 2. As for Postgraduate students, they prefer more IT teaching to traditional teaching. Please refer to Table 4, Figure 3a and Figure 3b. CONCLUSION The study reported here represents a first major attempt to examine Hong Kong student expectations of classroom teaching practices in developing and presenting course information and knowledge in Hong Kong tertiary educational institution. Most of the users taught in the business policy and marketing areas. The authors used Principal Component extraction method and Varimax rotation method to analyze the collected data. Information Technology Factor, Student Work Factor, and Traditional Teaching Factor were identified as three common factors for both current and ideal teaching practices in Hong Kong to be used in examining Hong Kong students’ perception and expectation on classroom teaching methods. An extension of this research is to explore more in depth on the issues of how all these new technology combined in multimedia could benefit the teaching and learning in the classroom setting as Townsend & Townsend opted for the sic benefits of using multimedia in teaching in 1992. REFERENCES Bruder, I. (1991) “Guide to Multimedia: How It Changes the Way We Teach and Learn?” Electronic Learning, September 22-26. Ramarapu, N., Cites, T., & Overby, J. (1996) “Multimedia in the Year 2000: How Will It Affect Our Life?” Developments in Business Simulation & Experiential Learning, Vol. 23, 175-176. Snyder, S.J. (1996) “Multimedia in the Workplace: Who is Really Using it and Where is it Headed?” Developments in Business Simulation & Experiential Learning, Vol. 23, 152- 156. Snyder, S.J. & Vaugher, M.J. (1996) “Multimedia & Learning: Where is the connection?” Developments in Business Simulation & Experiential Learning, Vol. 23, 179-180. Snyder, S.J. & Vaugher, M.J. (1998) “Multimedia and Student Expectation.” Developments in Business Simulation & Experiential Learning, Vol. 25, 179-186. 238 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 Appendix One – Survey Questionnaire Extensively (Alm ost D aily) Periodically (O nce/w k) O ccasionally(6-7 tim es/qtr) R arely (1-2 tim es/qtr) N one at all I anticipate professors/lecturers in our university will use the following techniques to present course information: 1. Lecture ❏ ❏ ❏ ❏ ❏ 2. Written handouts or outlines ❏ ❏ ❏ ❏ ❏ 3. Class discussion ❏ ❏ ❏ ❏ ❏ 4. In-class exercises ❏ ❏ ❏ ❏ ❏ 5. Outside classroom assignments ❏ ❏ ❏ ❏ ❏ 6. Group activities in class ❏ ❏ ❏ ❏ ❏ 7. Student presentations ❏ ❏ ❏ ❏ ❏ 8. Overhead projector and transparencies ❏ ❏ ❏ ❏ ❏ 9. Videos ❏ ❏ ❏ ❏ ❏ 10. Computer presentation software ❏ ❏ ❏ ❏ ❏ 11. Electronic-mail ❏ ❏ ❏ ❏ ❏ 12. Computer projects ❏ ❏ ❏ ❏ ❏ 13. Computer simulations ❏ ❏ ❏ ❏ ❏ 14. Computer activities in class ❏ ❏ ❏ ❏ ❏ 15. Internet Resources ❏ ❏ ❏ ❏ ❏ 16. World Wide Web ❏ ❏ ❏ ❏ ❏ 17. Teleconferencing ❏ ❏ ❏ ❏ ❏ 18. Distance Learning ❏ ❏ ❏ ❏ ❏ 239 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 Extensively (Alm ost D aily) Periodically (O nce/w k) O ccasionally(6-7 tim es/qtr) R arely (1-2 tim es/qtr) N one at all In my ideal classroom, professors/lecturers would use the following techniques to present course information: 19. Lecture ❏ ❏ ❏ ❏ ❏ 20. Written handouts or outlines ❏ ❏ ❏ ❏ ❏ 21. Class discussion ❏ ❏ ❏ ❏ ❏ 22. In-class exercises ❏ ❏ ❏ ❏ ❏ 23. Outside classroom assignments ❏ ❏ ❏ ❏ ❏ 24. Group activities in class ❏ ❏ ❏ ❏ ❏ 25. Student presentations ❏ ❏ ❏ ❏ ❏ 26. Overhead projector and transparencies ❏ ❏ ❏ ❏ ❏ 27. Videos ❏ ❏ ❏ ❏ ❏ 28. Computer presentation software ❏ ❏ ❏ ❏ ❏ 29. Electronic-mail ❏ ❏ ❏ ❏ ❏ 30. Computer projects ❏ ❏ ❏ ❏ ❏ 31. Computer simulations ❏ ❏ ❏ ❏ ❏ 32. Computer activities in class ❏ ❏ ❏ ❏ ❏ 33. Internet Resources ❏ ❏ ❏ ❏ ❏ 34. World Wide Web ❏ ❏ ❏ ❏ ❏ 35. Teleconferencing ❏ ❏ ❏ ❏ ❏ 36. Distance Learning ❏ ❏ ❏ ❏ ❏ 240 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 37. During the last calendar year, I used a computer an average of ❏ 3 hours or less per week ❏ 6 to 10 hours per week ❏ 4 to 6 hours per week ❏ more than 10 hrs per week 38. Do you have a computer at home? ❏ Yes ❏ No 39. Gender: ❏ Male ❏ Female 40. Age: ❏ 17 years old and younger ❏ 21 - 23 years old ❏ 30 years old and older ❏ 18 - 20 years old ❏ 24 - 29 years 41. Faculties: ❏ Faculty of Communication ❏ Faculty of Construction & Land User ❏ Faculty of Applied Science & Textiles ❏ Faculty of Business & Information Systems ❏ Faculty of Engineering 42. Classification: ❏ Year 1 ❏ Year 3 ❏ Year 2 ❏ Postgraduate Thank you 241 Table of Contents Volume 31, 2004 Controlling the Complexity and Orenting Target Groups by a Modular, Server-Based Business Game System Learning Network Demonstration: Delivering Business Education in a Distance Learning Environment Economic Evolution, Human Capital Investment, and Adult Distributed Electronic Learning: A Literature Review Designing a Globalization Simulation to Teach Corporate Social Responsibility Developing and Teaching an Online / In-Class Hybrid: A Demonstration A Model for Evaluating Online Instruction An Evaluation of a Distributed Learning Course: A Students'-Eye Perspective Blended Learning Strategy Improved Business Writing Skills How to Receive and Process Attachemnts while Greatly Reducing the Risk of Viruses and Trojans Introducing Online Components to a Class: How to Increase teh Likelihood of Success Teaching Strategic Communications Online: Using Learning Outcomes to Develop a Case-Based Course Implementing Distance Approaches to Education: A Panel Discussion for ABSEL: Las Vegas, 2004 MANDI: Learning Management Through Field Sales Experience An International Capital budgeting Experiential Exercise A Primer To Combating Terrorism: Playing It Safe While On Overseas Assignment (An Experiential Exercise) Integrating The Business Curriculum With A Comprehensive Case Study: A Prototype The Case Brief: A Model For Case Analysis, Writing And Discussion Technology Infused Pedagogy And Delivery – A Sure Bet? A Proposal For Panel Discussion Absel Conference 2004 Research Strategy And The Bkl: Getting The Most From The Absel Archives Simple But Effective: Rediscovering The Class Discussion Needle And Thread: An Activity For Examining Various Management Behaviors A Customized Excel Data Analysis System For Use In Undergraduate Marketing Research Team Leader Selection - Does It Matter? The Power Of Perspective: Reframing Your Framing Skills For Innovative Instruction In Leadership And Influence Exercise: How Should Merit Raises Be Allocated? An Online Situation For Problem-Based Learning In A Junior-Level Management Course The Eden Alternative As A Roadway For Change: A Service Learning Quality Improvement Project Avoiding Catastrophe: The Role Of Individual Accountability In Team Effectiveness Omega Systems: A Change Management Exercise The Risks And Rewards Of Providing Students A Structured Cheating Opportunity Experimentation With Assessment Techniques: A Proposal For Panel Discussion Using A 2 - Page Case To Introduce Concepts Of Business Strategy Interactive Session The Integration Of Appreciative Inquiry And Experiential Learning For Peak Performance Appreciative Inquiry Case Story: New York City Leadership Challenge Individual Achievement Versus Team Performance: An Empirical Study With Business Games Some Strategists Don't Learn Or Can't Learn Computer Simulation: A Design Architectonic On The Value Of Bugs In Simulation Environments Online Sales Forecasting With The Multiple Regression Analysis Data Matrices Package Simulation Exercises And Problem Based Learning: Is There A Fit? A Study Of Business Game Stock Price Algorithms Assessing Individual Performance In A Total Enterprise Simulation Information Use In A Business Game Determining The Value Of A Firm Unsorting Algorithms For An Ordered List And Its Application To Business Simulations Teaching Public Finance Management Through Simulation Antecedents Of Game Performance Student Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Implementation And Impacts Of The Balanced Scorecard: An Experiment With Business Games Impact: Shocking The Legacy Mindset Implementation Of The Eepad Framework Of Business Processes In An Accounting Information Systems Course Are Business Games Really Delivering What Students Are Led To Believe?? Reporting Lessons Learned: What Gets Reported; Who Gains Value Teacher Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Student Reactions To The Use Of A Computer-Based Simulation As An Integrating Mechanism For A Mba Curriculum A Cognitive Investigation Of The Internal Validity Of A Management Strategy Simulation Game The Casino Challenge: Making Simulation Delivery A Safe Bet! Accounting For Company Reputation: Variations On The Gold Standard Foreign Currency Hedging: A Simulation The Influence Of Variables Easily Controlled By The Instructor/Administrator On Simulation Outcomes: In Particular, The Variable, Reflection. Absel Awareness Among Business School Faculty Validating Business Simulations: Does High Market Share Lead To High Profitability? Simulation Debriefing Procedures Coaching And Business Simulations: A Formula For Success? A Seminal Inventory Of Basic Research Using Business Simulation Games The Influence Of Scorecard Evaluation On Decisions And Outcomes