Using Technology for Readiness and Success

WCET 20th Annual Conference

November 8, 2008

Multiple Paths, Common Goal: Student Success

Your Academic Journey at Metropolitan State University

Carol Lacey (carol.lacey@metrostate.edu)

Starting Point: Hybrid FYE Metro 101 (Academic Journey) taught almost

completely f2f with minimal online. Once weekly classes provide little opportunity for

discussion/connection in between for entering students.

Entering students find Metro State’s online orientation a dynamic learning experience.

Website for f2f/hybrid/online can improve individualization to meet students’ needs and improve students’ success and retention.

Shared resources save time and $.

CTL/Metro State Partnership MNSCU’s (Minnesota State College and

Universities) Center for Teaching and Learning (CTL) provides support for curricular innovation and improvement to address measurable outcomes (quantitative such as completion and retention rates, qualitative such as clearer assessment through application of competencies and rubrics.

Curricular innovation and improvement based on framework of collaborative AND individual effort and creativity.

Starting Point: Students

Digital natives (know a great deal about computers and technology): 51%Y/31%N

D2L intro sparked interest in taking web-assisted or online course: 35%Y/28%N

Come to class once a week

Website points of interest (top 4)

Communicate with instructor/classmates

See grades onlineAsk questions or get

informationSee due dates for

assignments

Self Assessment Limited Developing Advanced Proficient Exemplary

Learning Styles

0 5 6 7 2

Time Management

2 4 4 9 1

Reading Skills 0 5 10 4 2

Critical thinking

1 4 12 4 0

Communi-cation skills

3 4 4 9 1

Interests/goals

1 2 6 9 3

Major/programs

0 6 8 4 3

(at start)

Starting Point: Faculty

Mix of community and resident faculty Great variance in comfort/experience with online

teaching and/or communication Teaching in very different ways-similar goals, but

widely varying content Frustrations and concerns with how to meet

needs of Power of You as well as other students Concerned about serious fail/withdraw/drop

rate(<1/3)

Learning Outcomes

Nature of higher education Learning styles, interests, Career exploration, major options Reinforce key academic skills: reading, writing,

critical thinking, time management MSU values, processes, resources, complex and richly diverse community

Focus on Learning, Not Retention

If students are learning, they will stay. Therefore, make sure students learn and KNOW

HOW TO LEARN in their first year. Hybrid approach enhances student learning and

connection to campus and colleagues and in the process, also improves student success and retention rates.

Process in a Nutshell

MNSCU CTL grant support for master d2l course site with core course content, discussions, resource links, study and academic skills testing.

Individualized (including syllabus, gradebook, dropbox) for fall 07 pilot.

Revision with shared content vehicles, learning outcomes and rubrics for use in all sections by spring 09.

Pedagogy First

Original plan focused on training faculty for hybrid and online teaching (few had any online teaching or learning experience).Training continues in fall ‘08.

FYE teaching seminar: faculty shared best practices for teaching and assessing learning outcomes.

Each faculty developed topical “vehicles” which all others can use.

The truly collaborative effort strengthened course design and delivery overall.

Hybrid FYE Collaborative

Improves consistency in learning outcomes and assessment

Shares best practices, including curricular vehicles with specialized focus.

Pedagogy first, technology follows

Curricular “Vehicle” Options

Environment Immigration (links with Project Shine) Service learning (links with Project Shine

and other service learning) Diversity Educational philosophy

Environmental Action

Death in paradise: http://www.youtube.com/watch?v=C7cMihMeq3Y

Personal emissions calculator (EPA): http://www.epa.gov/climatechange/emissions/ind_calculator.html

EPA action steps: http://www.epa.gov/climatechange/wycd/actionsteps.html

Education Equity

Savage Inequalities (Jonathan Kozol): http://www.youtube.com/watch?v=8mdlYaCjf2I

Little Boxes of Levittown: http://www.youtube.com/watch?

v=nynfGo6yg-4

Gender equity: http://www.youtube.com/watch?v=JRFHlw0iE_8

Service Learning Resources

Project Shine video: http://umconnect.umn.edu/p32071329

Learning to Life video: http://servicelearning.org/lsa/bring_learning/fullvideo.php

Service learning evaluation: http://servicelearning.org/instant_info/hot_topics/eval_assess/index.php

Sense of Community: Students

Cohort class (one exception) built cohesiveness, community.

FYE class had positive impact on retention (25/26 fall 07 students continued in spring 08-one transferred to MCTC).

Class mixing FYE with other students would give more realistic experience of future class mix.

Need to clarify D2L discussions vs. MySpace/IM communication style.

Sense of Community: Faculty

Faculty receptive, if not ready to teach online.

Faculty respectful of others in their community of colleagues.

Hybrid course development drew out dynamic exchange, discussion and refining (IP) of best practices.

Power of You Lessons Learned

Hybrid approach significantly improved retention/completion (almost all succeeded).

Better coordination with summer orientation to reduce unneeded overlap

Clearer focus needed on transition or high school/college distinctions

POY students throughout FYE sections more realistic student-centered (schedules/future class experiences)

Next Steps Refine individual curriculum vehicles developed

by faculty on topics of interest, adding dynamic multi-media resources

Implement shared outcomes through D2L competencies and rubrics tool.

Improve collaboration with university-wide Power of You efforts

Improve student affairs/FYE communication and collaboration for all entering first-year students.

Teaching First Year Students

What challenges do you face teaching first year students?

What are you doing to improve their success/retention? Specific measures?

Do you have special recruitment, tuition incentives and instructional delivery-such as cohorts- for low income high school graduates? What experiences have you had?

Montgomery Community College

25,000 trad. & non-trad. credit students Fall ’08 numbers

179 fully online & 65 blended sections 3427 fully online and 1044 blended

enrollments 14% online and 22% blended 1 year > Fall ‘08 - 15% more F’s & W’s earned in

online than in on ground courses.

Fall 2006 Research Community College online Course

Retention and Grade Prediction Used readiness measures to predict

success Identify at risk students Open enrollment setting Suggest interventions

Reasons for Departure Many, varied Different reasons for traditional/non-

tradition students Online-on ground differences Essential to focus on those reasons

where college can make a difference

Psychological Readiness Learner Autonomy Profile

Autonomous, discipline, self directed, in control of learning, motivation, direction

Findings – Psychological readiness is a good predictor of online course retention and of earning a grade of A, B, or C.

Technical Readiness Online Technologies Self-Efficacy Scale

Having and being able to use necessary hardware and software

The relationship between technical readiness and online course retention was insignificant and therefore not a good predictor of online course retention and not a good predictor of earning a grade of A, B, or C – contradicts two previous studies

Social Readiness Social Presence and Privacy

Questionaire Social integration, social presence, privacy,

social relationships, communication styles, feedback, immediacy

Social readiness is a good predictors of online course retention and of earning a grade of A, B, or C.

Interventions at MC: Prior to Semester Start

READI On-ground Orientation - Office of DL Online, on Demand Orientation -

WebCT Virtual Orientation – Elluminate Online New Student Advising Session -

eMap

Prior: Are you READI? Self assessment of reading speed and

comprehension, technical skills, typing speed and accuracy, motivation, time management, self discipline

650 assessment – 1st 3 months Available from DL homepage

Prior: On-ground Orientation Six sessions – afternoon and evening

on each campus Registration from DL homepage Topics: how to get started in distance

learning, navigating WebCT resources, library skills, and practice on the computer.

Prior: Orientation to Online Learning WebCT demo site Available from DL homepage Topics include: The Basics, Study

Skills, Getting Ready, Communication, WebCT, Learning Styles, Getting Help, Microsoft Office Tutorials, Resources, File Management Tutorial, Checklists for Getting Started, Email Tutorial

Prior: Virtual Orientation Pilot fall ‘08, 23 attended, 44 listened to

Elluminate recording Topics: Introduction to online learning at

MC, overview of WebCT, and ends with helpful hints about how to get started and become a successful online learner.

Interventions at MC: During the Semester

General Question & Answer – DL WebCT

Virtual Counseling and Advising Center – Counseling WebCT

Online Student Success Center – Counseling website

Online advising and counseling using email and Elluminate

Questions & Contact Info. Carol Lacey, Faculty

carol.lacey@metrostate.edu

Anita Crawley, Interim Director, DLanita.crawley@montgomerycollege.edu