Improving Online Student Engagement through Synchronous Learning Sessions Using a College-wide Lecture Series Approach

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  • Don’t accept “we can’t do it” or “no” Find championswho believe in the value Offer value and students will attend “GO VIRAL” & leverage those who “love it” Learn from data – don’t assume success, prove it with the numbersEliminate “naysayers” from the resource pool
  • Not only do students benefit but so do the faculty. They are in charge of bringing the students to the sessions and the sessions will then keep them coming. You must get faculty on board to make this process successful. They are like students and once they see the impact they will be on board. Faculty see the true benefit to the live lectures because they grade the papers. Faculty find they are able to teach above and beyond and not just the basics since the students have had an interactive overview.
  • Building confidence because not only provide content and explanation but encouragement and positive reinforcement

Transcript

  • 1. Improving Online Student EngagementThrough Synchronous Learning SessionsUsing a College-Wide Lecture SeriesApproachHeather Zink / Manager, Hybrid Classroom DeliveryMiranda Dyer/ Adjunct Faculty, School of BusinessRasmussen College
  • 2. Contact InformationHeather Zink, MHAHybrid Classroom Managerheather.zink@rasmussen.edu (email)twitter.com/zinkpath (twitter)www.linkedin.com/in/heatherzink (LinkedIn)952-230-5068 (office)download slides: http://heatherzink.wordpress.com 1/13/2013
  • 3. Contact Information Miranda Dyer, MS Adjunct Faculty, School of Business miranda.dyer@rasmussen.edu (email) www.linkedin.com/pub/mirandadyer (863) 661-6110 (office) Copyright Rasmussen, Inc. 2011. Proprietary and Confidential.
  • 4. GOALS OF THE SESSION• Develop an understanding of hybrid learning opportunities for online students• Discuss key components to engaging students in virtual live learning sessions• Improve both the student and faculty experience in online courses Copyright Rasmussen, Inc. 2011. Proprietary and Confidential.
  • 5. History of Live Lecture 2011 2012 Voluntary 2013 2008 adoption Required Live Require student encouraged – Lecture to be EstablishLaunched virtual participation for random acts of offered weekly mandatory webinar tool – full credit in progress among by faculty – no attendance at Wimba discussion motivated faculty student live lectures. forums. requirement January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 5
  • 6. Successful Hybrid Delivery in Online Courses 1 synchronous session per week It’s required Assessment of learning based on participation Offer quality and they will come! Create standards for delivery Implement performance management reviewsJanuary 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 6
  • 7. Live Lecture Project• High failure, high enrollment, low retention– how do we change this?• Q1/Q2 students – what makes them different? – What needs do they have?• Live lecture series• T-E-A-M of highly motivated faculty to create interactive sessions focused on weekly objectives – Lead & Lecturers• Assess student learning from participation in the learning session – 5-10% of overall scoreJanuary 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 7
  • 8. Live Lecture CoursesCourses 2013 projectsIntro to Business Medical CodingCollege Algebra Intro to Undergraduate ResearchEnglish Composition Technology in the 21st CenturyIntro to Criminal Justice Financial AccountingMedical Terminology Structure & Function of the Human BodyComputer Applications CriminologyReading & Writing Strategies Additional Q1 coursesFoundations of MathAcceleratED Bachelor’s coursesFoundations of Early ChildhoodJanuary 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 8
  • 9. Attendance Stats – M120 Of 536 students finishing the course… • 88% attended at least 1 session (↑2%) • 70% attended over half of the sessions (same) • 85% pass rate (↓2%) Sessions Course • 84% average score (same) attended Average 0 60.1 • 83% retention (↑1%) 1-4 59.9 ---536/645--- 5-8 86.5 all 94.1January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 9
  • 10. Grades increase with attendance M120 Final Grades 100.0 90.0 Final Grades 80.0 70.0 60.0 50.0 40.0 0 1 2 3 4 5 6 7 8 all Sessions attendedJanuary 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 10
  • 11. …notice anything about students attending atleast 5 sessions a quarter… Final Scores B080 B099 B136 D132 G124 G233 J100 M120 0 sessions 43.7 39.9 47.6 53.9 50.4 62.2 33.7 60.1 1-4 sessions 43.9 47.5 50.4 69.8 46.5 45.3 32.3 59.9 5-8 sessions 74.7 73.3 80.8 86.0 76.9 76.7 82.4 86.5All 9 sessions 82.0 84.7 92.7 94.9 88.8 85.6 91.6 94.1January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 11
  • 12. “Rate Your Instructor” Survey Results D132 B080 Computer Reading & B099 B136 Applications & G124 G233 J100 M120 Writing Foundations Introduction Business English College Introduction to Medical Strategies of Math to Business Concepts Composition Algebra Criminal Justice Terminology Grand Total 5 83.2% 83.3% 68.8% 78.1% 73.8% 88.4% 92.7% 72.1% 76.7% 4 12.4% 9.5% 23.4% 17.3% 17.6% 9.3% 5.5% 18.2% 16.6% 3 3.5% 6.0% 6.8% 3.1% 5.6% 1.2% 1.8% 7.1% 4.9% 2 0.9% 0.0% 0.5% 0.9% 1.7% 0.0% 0.0% 2.3% 1.1% 1 0.0% 1.2% 0.5% 0.6% 1.3% 1.2% 0.0% 0.3% 0.6%Scores 4 and 95.6% 92.9% 92.2% 95.5% 91.4% 97.7% 98.2% 90.3% 93.3% above # of survey responses/ 113/315 84/126 192/495 352/940 233/490 86/441 55/161 308/625 1423/3593 Enrollments All students attending a live lecture in Week 4 of Summer term completed a SurveyMonkey questionnaire rating their lecture instructor after the lecture was complete. Faculty were rated on a scale of 1-5 with 1 being ineffective and 5 being engaging and knowledgeable. Notes of Interest • All courses demonstrated an above average rating with >90% responses rating the instructor at 4 or 5. • B136 shows the lowest 5 rating and highest 4 rating – this may be due to the frustrations students felt as a result of missed lectures. One lecturer continually struggled to meet her students in a timely manner. • M120 had several new lecturers this term, presenting a possible explanation for the lower ratings. Copyright Rasmussen, Inc. 2011. Proprietary and Confidential.
  • 13. Final Grades vs. Session Attendance 100.0 90.0 80.0 70.0 B080 60.0Final Grades B099 B136 50.0 D132 40.0 • On average, students attending over half of the G124 30.0 lectures are ending the quarter with higher scores G233 as compared to those who do not attend sessions J100 20.0 • Students not attending at least 5 sessions had a much more varying success rate, on average with M120 10.0 scores below a passing range 0.0 0 1-4 5-8 all 9 Lectures attended throughout the quarter Copyright Rasmussen, Inc. 2011. Proprietary and Confidential.
  • 14. Embedded Librarian Partnership• Professional Practice Activity – student success is highly variable• Library and Learning Center staff attended sessions to discussed assignment specific resources 68%  84%January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 14
  • 15. Key Engagement StrategiesYou’ve got the students in the ‘room’, now what? Copyright Rasmussen, Inc. 2011. Proprietary and Confidential.
  • 16. Live Lecture components• Each session includes (at minimum): – Ice breaker question/activity – 5 polls/quick quizzes – 1 video/animation/interactive website • Another voice other than the instructor – Interaction with the students every 5 minutes • eBoard use, student questions through chat – Webcam use & picture uploaded What if you called it a ‘workshop’? January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 16
  • 17. Workshop Structure• Think of each 1 hour workshop as a ‘lab’• Students come with textbook exercises/assignments complete – communication prior to workshop is key! – Specific questions/agenda discussed in workshop – Answers and/or sample assignments are provided – it’s a work session, the group will work through the problems – Potential for small group work in Breakout Rooms • Each workshop still includes : – Ice breaker question, 5 course polls, 1 video/animation/interactive website, webcam use & picture uploadedJanuary 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 17
  • 18. Types of Content  Upload visuals – pictures, PPT slides, videos  Show web pages and have students may complete activity.  Use eBoard to draw, point, underline to highlight or create content.  Use Application Share to review an application or go review a paper.  Create Poll questions – interaction promotes conversation!!  Select a ‘note-taker’.
  • 19. Student & Faculty Experience Life is good!!January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 19
  • 20. Student Comments “…it is nice to recap the information I read in the book and hear a bit of examples on the subject. It helps it stick in my brain more. I do sometimes having trouble getting into a session since I am home alone with my children most of the time and it is hard to hear then. I do my best and think I have found a good time span to do this. Overall I think it is a good time for review and makes it seem kind of more like a real classroom environment. I am unable to take residential classes due to my childcare situation so being able to take more courses online was the main reason I chose Rasmussen. The Live lectures are a great way to get the experience of being in a class. Thanks.”January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 20
  • 21. Email to a librarian I am very excited to tell you that my ICD-9-CM course has updated a few things this quarter. We had discussed in the past about how I had a hard time with their live review sessions in the Wimba room because there were no slides to look at, no attendance taken, and no image of the professor on the screen. It was just a voice droning on and on about numbers and 5th digits which really bored me to death. This semester however, they have slides and instructors on webcam, and offer white board during class and give out attendance twice during the class to make sure that everyone is really there. I am soooo happy. Ive already learned more in one class session like this than I did all last quarter. Whoever spearheaded the notion that class should be like this was a genius because it is exactly what I needed. January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 21
  • 22. More Good Stuff!! “I actually look forward to the live lectures. I enjoy them every week! We get a lot of information from them that helps on the assignments and quizzes.” “I was a little unsure about the live lectures at first but now I really enjoy them. It just gives me a chance to learn the material better than from just reading the chapter. I wouldnt change anything. I look forward to it every week.” “Honestly I missed the first two weeks because I forgot about it then the second week I didnt realize it was in Eastern Time since we were all from MN, or ND area I assumed it was Central Time. But I do enjoy them and wouldnt change anything but make us involved just a little bit more but not too much. It gives people a chance to show off how much they know and some learn more by being more involved.” January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 22
  • 23. Faculty is One Important Factor.. • Students must see faculty is behind sessions • Need for communication to students • Feedback on where students struggle • Help notify of issuesJanuary 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 23
  • 24. What are the faculty saying? • Sense of connection for my students. • Holds them accountable to time • Feel they are not alone • Sense of Security • Sense of Community • Strong Connection • Knowledge increases (not just passing but gaining the knowledge of the material)January 13, 2013 Copyright Rasmussen, Inc. 2011. Proprietary and Confidential. 24