Blackboard Developmental Education

5/2/2012

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Blackboard

Developmental

Education

April 23, 2012

Introduction

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We are eager to learn from your innovative ideas,

initiatives and plans for addressing this important issue.

Session Overview

Developmental education is a major issue in the U.S. with

significant financial implications for both students and institutions

Blackboard is interested in how technology can be leveraged to

improve outcomes cost-effectively.

Blackboard, together with K-12 Inc., has created a turnkey,

scalable, fully online remedial education solution – Blackboard

Developmental Education (Blackboard DevEd) that works!

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Introduction

Overview of Market Research & Results

Developmental Education Programs

Blackboard Developmental Education Implementation

Agenda

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Blackboard DevEd orbits the student w ith a solid program designed to optimize valuable

institutional resources while creating an atmosphere of personalized student attention.

How the Solution Works

Underlying Technology and Curriculum

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Educational Need

• Over 400,000 students

• 137 High Schools

• 85% at poverty level

• 87% minority

• 14.4% ESL

• High drop out rates;

low graduation rates

Blended Learning Solution

• 2008 online credit recov ery pilot

• Today, online credit recov ery and core

curriculum of f ered at 75 CPS schools

Results

• 1,000 at-risk students graduated in 2010

af ter taking credit recov ery classes

• 4,000 high school students enrolled in

v irtual high school

• Ev ery child has access to a high quality,

f lexible learning option that meets his or

her needs

Largest virtual school in US, publicly traded w ith 12 year track record

$200 million investment in curriculum, 210+ aw ard winning courses

Stable of 3,000+ instructors, trained to build relationships online

Experience teaching 100k+ students, every quarter

Online Education Success Story

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Overview of Market Research

& Results

Online Developmental Education

Solutions

Developmental Education

Nearly half of all students entering college are required to

take at least one developmental course (Horn & Nevill,

2006).

Of 10 students referred to a sequence of developmental

classes, 3-4 will successfully complete it (Bailey et al,

2008).

20% of those referred to developmental math complete

a college level math class within three years.

Students who take developmental courses are less likely

to persist through the completion of a degree (Adelman,

2006).

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Solutions

Online Education

1 out of 4 higher education students took at least one

distance learning course.( Allen and Seaman Learning on

Demand: Online Education in the United States 2010)

Sixty-seven percent of academic leaders rated the learning

outcomes in online education as the same or superior to

those in face-to-face. ( Allen and Seaman Learning on

Demand: Online Education in the United States 2010)

Less than one-third of chief academic officers believe that

their faculty accept the value and legitimacy of online

education. This percent has changed little over the last

eight years. ( Allen and Seaman Learning on Demand: Online Education in the United States 2010)


Solutions


The rapid increase in online course offerings has put pressure

on community colleges. Finding qualified faculty to teach the courses, maintaining course quality, and offering students

appropriate support services were top challenges (Instructional

Technology Council, 2011).

Online education has come under fire for poor student

outcomes including high drop rates (Diaz, 2002; Angelino, Williams, & Natvig, 2007).

In general, developmental education students perform better in

face-to-face formats than online formats (Jaggars&Xu, 2010).

Regardless of low success rates, students remain very

optimistic about what online courses can do for them (Valenta, Therriault, Dieter & Mrtek, 2001).

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Solutions

Math Pilots Methodology

Developed by K-12, Inc. and Blackboard, Inc.

10 Pilots spanning Spring 2011 – Present

Adapted to meet the requirements of Developmental Math

courses.

Vetted and approved by the faculty.

Taught by a K-12, Inc. instructor.

Students assisted by mentors.


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Activities & Objectives

Research Activities:

Online Survey to elicit student perceptions of the course

Comparison of performance of online vs face to face courses at the

same school for the same course

Interviews with students, faculty, mentors, and administrators

Research Objective:

Is the online delivery of the course at least as good as the

traditional classroom method of course delivery?

Which factors are related to success in the online course?

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Solutions

Data Points

Looked at the following factors to test the success in online

course verses a regular math course:

Number of previous online courses taken

GPA of previous online courses taken

Whether or not any previous online course was withdrawn from

GPA

Cumulative GPA

Student age

Student gender


Solutions

Evaluation Questions

How does the performance of students in Blackboard’s online

developmental math course compare with students in a traditional developmental math course?

How was Blackboard’s online developmental math course

actually implemented at the college?

How do students, math faculty, mentors, tutors, department

chairs, and other stakeholders perceive Blackboard’s online developmental math course?

Are there factors that are likely to enhance or inhibit the full

implementation and scale-up of online developmental education courses?

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Solutions

Satisfaction with Pilot

Current Term

Percentage of Students Likely to

Recommend Course to Another Student

Comparison: Term Over Term

Percentage of Students Likely to Take

a Similar Course


Solutions

Satisfaction with Components

Comparison: Term Over Term Percentage of Students Satisfied with the Course

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Online Comparison

29%

22%

17%

56%

74%

75%

15%

4%

8%

Support in learning difficultconcepts

Targeted to the things I need

Encouragement to keep trying

Worse Better Same

Current Term Percentage of Students Comparing Online and Face to Face Course

Pilot Experience

Top Reasons for Taking a Self-Paced Course

Ability to work at the student’s pace

Convenient to work according to the student’s schedule

Ability to review material online when needed

Ability to communicate and work with instructors as needed

Immediate feedback

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Benefits of Online Course

40%

49%

49%

58%

58%

57%

68%

28%

23%

26%

22%

25%

32%

25%

Improves my grade

Is better than taking a regular class

Makes me glad I chose this college

Makes it easier for me to complete…

Saves me time

Enables me to get immediate feedback

Is convenient

Strongly Agree Agree

Percentage of Students Agreeing with Positive Aspects of Online Course

Study Times

Percentage of Students’ Preferred Time to Log into Course

“In the online course I can go back and review if I think I don’t understand. I don’t have to rely on the instructor in class or try to track them down outside of the class to explain something. … With the way I

work full time, I need to be able to access anytime of the day or night

and not rely on someone else’s schedule like the class or the teacher. “

– Pilot Student

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Perspectives on the Pilot

Mentors’ Views What went well…

Mentoring can help students succeed. The course is well structured and well taught.

The weekly meetings were helpful.

Faculty Views What went well…

The online Math035 course is comparable to the face-to-face course.

The built-in quality controls were appreciated (use of state final and evaluation).

“I have never taken a math course where I was able to remember what I learned. In this course I will never forget how to work with inequalities, fractions, graphing because the process you have to go through really works.”

-- Pilot Student

Developmental Education

Programs

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Solutions

Developmental Ed Program Options

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Math Emporiums

High Profile example

60,000-square-foot laboratory with 550 Macintosh computers

Accommodates thousands of students

Supports active, independent learning through locally developed,

self-paced online math courses

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Creating a Successful Online Program

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Options for Launching Programs

Build fully online in-house

Significant investment in curriculum, training instructors,

implementation process, measurement and program overall

required in order to achieve positive results

Outsource program

Typical relations entails revenue share and multi-year relationship

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23.31%

28.11%

0.21%

36.40%

4.35%

Student tuition

State appropriations

Federal appropriations

Federal Government grants

State Government grants

Financial Environment

Current Assets $261,792,699

Noncurrent Assets $515,704,661

Total Assets $777,497,360

Current Liabilities $87,956,998

Long Term Debt $312,501,746

Other LT Liabilities $15,028,400

Total Liabilities $415,487,144

Net Assets $362,010,216

Total Liabilities $777,497,360

Current financial environment can make investments in new initiatives

difficult

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DevEd Financial Value Proposition

Benefits Include

Flexible & turnkey solution can be implemented quickly

No up-front investment, training or long-term commitment

Can scale or be dialed down quickly

Fully online, no classroom or space requirements

Potential cost saving when compared to traditional class delivery

Opportunity to improve student outcomes versus traditional over

time

Opportunity to boost enrollment and tuition revenue at college level

Full transparency into student data and outcomes

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Blackboard DevEd: Its Your Course

MATH 035 Fundamentals of Algebra II Online

Taught by

MATH 035 Fundamentals of Algebra II

ESTIMATED DURATION – 8 WEEKS

Painless & Proven Implementation

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Math Reading Writing

Integrated Math

Basic Algebra

Intermediate Algebra

Basic Reading

Reading Improvement

College Reading

Fundamentals of

Writing

Basic Writing

College Writing

Blackboard DevEd Current Courses

Blackboard Developmental

Education Implementation

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Blackboard DevEd Implementation

Touch Points

Faculty

IT/LMS

Admin

Student

Success

Counselors

Registrar

Institutional

Research Finance

Academic

Affairs

President

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Blackboard DevEd Support

Facilitate Evaluation of Student Outcomes

Set Up Control Group

Design Student Data Points for Measurement: Age, Gender, Score on

placement test, grade on previous remedial math course, high school GPA

Financial Analysis

Calculate your cost of delivering a remedial class in traditional classrooms

Assess potential revenue/tuition implications in college level courses if

student outcomes in remediation are improved

Evaluation

At the end of your pilot, you will have the data to evaluate whether it was a

success and determine whether to proceed with a larger implementation.

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Reporting

Blackboard DevEd offers detailed reporting for the instructor, mentor(s)

and administration that provides transparency into student learning,

progress and effort.

Real-Time Analytics Measurable Outcomes

Institutions can track student progress real-time with our analytical tools.

Faculty and mentors will quickly know: • Where students are having

trouble with specific concepts • How often they study and for

how long

• If they are on pace to finish the course on time.

Through our research and course pilots, institutions that fully leveraged Blackboard DevEd analytical tools to

examine student data saw marked improvement with student persistence,

pacing and ultimately, outcomes.

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Improvements in last 3 months include:

Simplified course alignment process

Improved implementation process

More effective student recruitment, including student screener and

Blackboard Connect messaging

Version upgrade for Learn, Connect and Collaborate

SIS technical integrations

Student services technical support line

A+ Advancer solution

Internships.com

Constant Cycle of Improvement

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Two Students, Two Paths

Very close to cut-off score

required to pass out of

remedial class

Requires full course

to ensure learning

of remedial content

Proceeds to college level classes

Proceeds to college level classes

Passes out of remedial class

Successfully completes full semester DevEd course

Multiple Ways to Ensure Success

Blackboard Developmental

Education Solution Demo

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Discussion

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Conversation Starters

What is the scale of the developmental education problem

on your campus?

In what areas is innovation occurring? What is financially

viable?

Do you think developmental education classes can be

taught fully online? Could your students benefit from the

flexibility?

Would your institution have the in-house capability to

develop and teach fully online developmental classes?

What are the factors that are likely to enhance or inhibit the

full implementation of a Blackboard DevEd type of solution

on your campus?

Blackboard Developmental Education

Documents

Transcript of Blackboard Developmental Education