TEACHER EXPECTATIONS OF CLASSROOM TEACHING PRACTICES IN DEVELOPING AND PRESENTING COURSE INFORMATION IN HONG KONG Developments in Business Simulation and Experiential Learning, Volume 31, 2004 TEACHER 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 Alice Chu The Hong Kong Polytechnic University Kwan-ling Ng The Hong Kong Polytechnic University ABSTRACT This paper reports Hong Kong academic staff’s 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. 122 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 used in examining Hong Kong teachers’ perception and expectation on their classroom teaching methods. Keywords: multimedia, teacher expectation, classroom teaching practices INTRODUCTION Educators tend to continue to search for different teaching practices that will contextualize learning and motivate students to learn better and hopefully all these efforts could increase the number of students attaining mastery levels of achievement (Scheidet, 2003). As a matter of fact, students are getting exposed to the use of multimedia and 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, the authors in this study intend to examine Hong Kong teacher expectations of classroom teaching practices in disseminating course information and knowledge to their students in The Hong Kong Polytechnic University. DATA COLLECTION A modified survey questionnaire in Multimedia and Student Expectations by Snyder and Vaughan (1998) was used in this study. The authors used the modified instrument to conduct with our colleagues in six faculties of The Hong Kong Polytechnic University in the academic year of 2000 and 2001. These faculties are Faculty of Applied Science & Textiles, Faculty of Business & Information Systems, Faculty of Communication, Faculty of Construction & Land User, Faculty of Engineering, and Faculty of Health & Social Studies. A total of 1,025 questionnaires were administered. Of the 124 responses received, 122 usable questionnaires were analyzed (38 from the Faculty of Applied Science & Textiles, 25 from Faculty of Communication, 21 from the Faculty of Business & Information System, 14 from Faculty of Engineering, 12 from Faculty of Construction & Land User, and 12 from Faculty of Health & Social Studies). The survey instrument 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 refer to the survey questionnaire listed in the Appendix one. RESULTS & DISCUSSION Eighteen variables for current classroom teaching practice by academic staff in The Hong Kong Polytechnic University were recorded and factor analysis was used to explore the common factors among the eighteen variables. The authors 276 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 also used the Principal Component extraction method and Varimax rotation method to analyze the data. Results were displayed in Table 1. Three common factors - Factor One, Factor Two, and Factor Three were identified to be useful in this study in examining teachers’ classroom teaching practices in developing and presenting course information in their classes. As a matter of fact, this Information Technology related variables were found to have high factor loadings in Factor One. Those variables about student work were recorded to have high factor loadings in Factor Two. The remaining variables including lecture, handout and transparency were noted to have high factor loading in Factor Three. Indeed, these three common factors were named as Information Technology Resource Factor, Student Work/Activity Factor and Traditional Teaching Factor respectively to be used to examine Hong Kong Academic Staff expectations on their classroom teaching practices in The Hong Kong Polytechnic University. Another eighteen similar variables were used to characterize the ideal classroom teaching practices by teachers in classes. The same factor analysis as the current classroom teaching practice was applied here in ideal classroom teaching practice. Three common factors could be located and recorded as Information Technology Resource Factor, Student Work/Activity Factor, and Traditional Teaching Factor. Instead of dealing with 36 variables of both current and ideal classroom teaching practices, only six factors with three components for current classroom teaching practice and three for ideal classroom teaching practice were extracted. Factor scores of all the factors were generated and recorded and were used in subsequent analysis. Please refer to Table 2. Table 1: Factor Result of Current Classroom Teaching Practice Rotated Component Matrixa .858 .652 .820 .615 .638 .856 .699 .709 .538 .629 .654 .793 .658 .737 .720 .666 .482 C Lecture C handouts or outlines C class discussions C in-class exercise C outside classroom assign C group activities C student presentation C projector & transp C video C presentation software C e-mail C computer projects C computer simulations C computer act in class C internet resources C world wide web C teleconferencing C distance learning 1 2 3 Component Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. Rotation converged in 5 iterations.a. 277 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 Table 2: Factor Result of Ideal Classroom Teaching Practice Rotated Component Matrixa .777 .759 .714 .633 .680 .798 .673 .770 .459 .559 .733 .792 .800 .803 .755 .727 .528 -.452 .579 I Lecture I handouts or outlines I class discussions I in-class exercise I outside classroom assign I group activities I student presentation I projector & transp I video I presentation software I e-mail I computer projects I computer simulations I computer act 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. The current classroom teaching practices from different faculties were analyzed and compared using one-way analysis of variance (ANOVA). From Table 3, high significant difference of population means of the factor scores on Information Technology Factor (significance = 0.000) and Traditional Teaching Factor (significance = 0.008) was recorded among the six faculties. A clear picture could be sought in Figure 1 below. Faculty of Engineering had largest median value of Information Technology Factor score (bold line inside the box). The mid fifty percent of cases (the rectangle) was above average (the average factor score is zero). For the remaining five faculties, they were more or less the same in their current Information Technology Factor scores. No significant difference in factor score on Student Work Factor could be recorded among all faculties. Nonetheless, Faculty of Communication and Faculty of Health & Social Study had significant low factor score in Traditional Teaching Factor. The other four faculties tended to have similar factor score on this factor. Please see the Table 3 for clarification. Table 3: Current Classroom teaching Practice from Different Faculties ANOVA 15.710 5 3.142 4.983 .000 64.321 102 .631 80.031 107 8.055 5 1.611 1.759 .128 93.414 102 .916 101.469 107 13.113 5 2.623 3.300 .008 81.070 102 .795 94.183 107 Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total C F1 C F2 C F3 Sum of Squares df Mean Square F Sig. Key: CF1 – IT Resource Factor, CF2 – Student Work Factor, CF3 – Traditional Teaching Factor 278 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 21112014835N = Faculty Faculty of Health & Faculty of Construct Faculty of Business Faculty of Engineeri Faculty of Communica Faculty of Applied S C F 1 3 2 1 0 -1 -2 38 79 3 21112014835N = Faculty Faculty of Health & Faculty of Construct Faculty of Business Faculty of Engineeri Faculty of Communica Faculty of Applied S C F 2 3 2 1 0 -1 -2 -3 114 85 59 76 96 77 21112013835N = Faculty Faculty of Health & Faculty of Construct Faculty of Business Faculty of Engineeri Faculty of Communica Faculty of Applied S C F 3 2 1 0 -1 -2 -3 74 222 Figure 1. Factor Score in Six Different Faculties 279 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 Table 4: Ideal Classroom teaching Practice from Different Faculties ANOVA 2.916 5 .583 .572 .722 106.082 104 1.020 108.998 109 4.769 5 .954 .966 .442 102.667 104 .987 107.437 109 12.919 5 2.584 2.766 .022 97.146 104 .934 110.064 109 Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total I F1 I F2 I F3 Sum of Squares df Mean Square F Sig. Key: IF1 – IT Resource Factor, IF2 – Student Work Factor, IF3 – Traditional Teaching Factor The ideal classroom teaching practices in the six faculties was also studied and analyzed with the same approach. In Table 4, no significant difference in factor scores on Information Technology and Student Work among the six faculties could be recorded. Only the factor of Traditional Teaching in the ideal classroom teaching practice was recorded to have significant difference among all six faculties (sig = 0.022). Similar to the previous case of current classroom teaching practices, Faculty of Communication and Faculty of Health & Social Study preferred to have less traditional teaching in their ideal classroom teaching. Please refer to Table 4 and Figure 2 for further details. 280 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 211021131134N = Faculty Faculty of Health & Faculty of Construct Faculty of Business Faculty of Engineeri Faculty of Communica Faculty of Applied S I F 1 3 2 1 0 -1 -2 -3 211021131134N = Faculty Faculty of Health & Faculty of Construct Faculty of Business Faculty of Engineeri Faculty of Communica Faculty of Applied S I F 2 3 2 1 0 -1 -2 -3 79 85 48 7672 211021131134N = Faculty Faculty of Health & Faculty of Construct Faculty of Business Faculty of Engineeri Faculty of Communica Faculty of Applied S I F 3 3 2 1 0 -1 -2 -3 78 Figure 2. Factor Score in Six Different Faculties 281 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 CONCLUSION The study reported here represents a first major attempt to examine Hong Kong teacher expectations of classroom teaching practices in developing and presenting course information and knowledge in one of the Hong Kong universities. The authors used Principal Component extraction method and Varimax rotation method to analyze the collected data fro the six faculties in the university. 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 academic staff expectations on their classroom teaching practices. Members in Faculty of Engineering tended to have more Information Technology factor in their classroom teaching practices while colleagues in Faculty of Communication and Faculty of Health & Social Science had low score in Traditional Teaching. As this is one of the preliminary studies on the classroom teaching practices in presenting course information to students, future research is needed and expected to expand on how multimedia could impact on the classroom teaching practices and student learning experiences. An extension of this research is to explore more in depth on the issue 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 six 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. Scheidet, R.A. (2003) “Improving Student Achievement by Using a Wed-based Curriculum into Global History.” Journal of Research on Technology in Education, Vol. 36, 1, 77-85. 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. 282 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 currently use the following techniques to present my 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 ❏ ❏ ❏ ❏ ❏ 283 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, I 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 ❏ ❏ ❏ ❏ ❏ 284 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 285 1. 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 2. Do you have a computer at home? ❏ Yes ❏ No 3. Gender: ❏ Male ❏ Female 4. Age: ❏ 20 - 29 years old ❏ 40 - 49 years old ❏ 60 - 69 years old ❏ 30 - 39 years old ❏ 50 - 59 years old ❏ 70 years or older 5. Please indicate your rank: ❏ Assistant Professor ❏ Associate Professor ❏ Professor ❏ Assistant Lecturer ❏ Lecturer ❏ Senior Lecturer ❏ Principle Lecturer ❏ Assistant Professor II 6. Please indicate the Faculty you teach in: ❏ Faculty of Applied Science & Textiles ❏ Faculty of Business & Information Systems ❏ Faculty of Communication ❏ Faculty of Construction & Land User ❏ Faculty of Engineering ❏ Faculty of Health & Social Studies Thank you 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