Online Class Meeting - October 20, 2011

Tonight was pretty awesome.  My first ever online classroom meeting.  I went to the link Elluminate and logged in.  There were a few classmates on at the time and some of us practiced talking.  We realized quickly that only one person can talk at a time and until the person talking de-selects talk no one else is able to talk.  The moderator asked if we had video cameras and my classmate Jana Woofter appeared.  It was nice to see her.  She helped me at the tail end of Audacity when I was about reduced to tears and suffering from sleep deprivation.  The conversation was good in our meeting with good participation as well.

We discussed data analysis from the link that Professor Pierce e-mailed to us in
Google doc.  Prior to class we were asked to create a research question and hypothesis.  We used the information in the hypothesis  and null hypothesis links to aid us in this task.  The class discussed sort descriptives and averaging in Excel.  Prior to the class starting we were to write a hypothesis  and null hypothesis using the information we were given.  Some of us shared our hypothesis with each other and what a independent and dependent variable would be.  I have looked at the spreadsheet a lot and see many possible avenues to compare. In the discussion one comparison brought up was teaching and number of blog posts vs. not teaching and blog posts.   The teaching students blog more than the not teaching students in our class. My initial hypothesis was that younger students experiment more with various browsers than the older students.  After the meeting I think that my hypothesis was not really what we were supposed to do.  I decided to look at fake test scores for teaching and not teaching students.The meeting ended with the moderator telling us he  was going to give us a lot of "painless" tests.  I hope his definition and my definition of "painless" are similar.
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Hypothesis:  There is a significant difference with fake quiz score compared with students that are and are not teaching.

Null hypothesis:  There is no significant difference quiz scores compared with students that are and are not teaching

Teaching and Fake Score Results

Students 30 and ↓	Students ↑ 30
0.064918329
	Alpha = .05
	Result: Significant

Using Excel for action research is a great way to gather statistical information.  This would be in compliance with NET-S standards.  Students are often asked to do reports and research and using tPublish Posthis tool would make their job easier and also most likely more accurate.