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2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
2012.06.25 c2 l fall spring survey v3
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2012.06.25 c2 l fall spring survey v3

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  • Given the overrepresentation of community colleges, should we run the analyses separately for community college students vs. senior students?Think about other ways of analyzing
  • Social pedagogySeparate peers vs. instructors
  • Social pedagogySeparate peers vs. instructors
  • Reflection as Integrative
  • Who are the students in the high extending – high faculty feedback group? What courses, what faculty?
  • Looking at the instructor variables, this was the one item that seemed to reveal some differences in ePortfolio practices – this is an area where we could work on refining our survey items
  • How can we contextualize our findings – NSSE?
  • Transcript

    • 1. FALL 2011-SPRING 2012 CONNECT TO LEARNING CORE STUDENT SURVEY: PRELIMINARY FINDINGS Helen L. Chen, C2L Senior Scholar,July 14, 2012 hlchen@stanford.edu
    • 2. Overview What is the C2L Core Student Survey? Respondent demographics Frequency distributions of selected items related to attitudes towards ePortfolios and NSSE/CSSE Feedback scales – Faculty and Peers “Extending” scale Implications and Future Directions
    • 3. What is the C2L Core StudentSurvey?
    • 4. C2L Core Student Survey WHAT: A survey instrument intended to capture common data across diverse C2L institutions WHO: Students in ePortfolio courses and their instructors WHERE: Administered online and f2f at 14 C2L campuses representing a range of institutional The C2L Core Survey was types, students, and disciplines informed by similar surveys used WHEN: First piloted in in the C2L network and also Fall 2011 and again includes outcomes items from in Spring 2012 NSSE/CSSE’s benchmarks for effective educational practice.
    • 5. C2L Core Student Survey Goals1. Capture perspectives of the student experience in courses with an ePortfolio requirement or assignment – evidence of ePortfolio impact2. Ensure student voices are informing and represented in the C2L developmental model3. Build a common data set across C2L campuses and explore new analyses beyond descriptive findings about
    • 6. Who took the C2L Core StudentSurvey?Respondent Demographics
    • 7. Respondent Demographics Total number of respondents: N=4,137 Number of valid responses: N≈3,317 Females (62.1%); Males (37.9%) Community college students (69.1%) Senior college/university students (30.9%) Full-time (83.9%); Part-time (16.1%) 18-23 y.o. (63%), 24-29 y.o. (19.2%), 30+ (17.8%) 32 course types (top 3: Health, Liberal Arts, English)
    • 8. Frequency DistributionsResponses to selected survey items linkedto Integrative Learning
    • 9. Level of Agreement on Selected ePortfolio Attitudinal Items
    • 10. Level of Agreement on NSSE/CSSE Outcomes
    • 11. Contextualizing the C2LFindings
    • 12. Faculty Feedback ScaleWhat is the relationship between facultyfeedback and the ways students value theirePortfolios?
    • 13. “Faculty Feedback” Scale (α=.83) Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1951, 56.2%), Medium (n=319, 9.2%), High (n=1200, 34.6%); N=3470 My instructor provided useful feedback on my ePortfolio. I know that my instructor looked at my ePortfolio. My instructor(s) discussed the ways ePortfolio helps students to learn.
    • 14. FACULTY FEEDBACK: Someday, I’d like to use myePortfolio to show what I’ve learned and what I cando to others, such as potential employers orprofessors at another college.
    • 15. FACULTY FEEDBACK: Building my ePortfoliohelps me to think more deeply about the contentof this course.
    • 16. FACULTY FEEDBACK: Building myePortfolio helped me to make connectionsbetween ideas.
    • 17. Peer Feedback ScaleWhat is the relationship between peerfeedback and the ways students value theirePortfolios?
    • 18. “Peer Feedback” Scale (α=.79) Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1503, 43.4%), Medium (n=1213, 35.0%), High (n=751, 21.7%); N=3467) My peers/classmates provided useful feedback on my ePortfolio. I know my peers/classmates looked at my ePortfolio.
    • 19. PEER FEEDBACK: Building my ePortfoliohelps me to think more deeply about thecontent of this course.
    • 20. PEER FEEDBACK: Building my ePortfoliohelped me to make connections betweenideas.
    • 21. Faculty & Peer Feedback onNSSE/CSSEWhat is the relationship between facultyand peer feedback and NSSE/CSSElearning outcomes?
    • 22. FACULTY FEEDBACK: Synthesizing andorganizing ideas, information, or experiences innew ways
    • 23. PEER FEEDBACK: Synthesizing andorganizing ideas, information, or experiencesin new ways
    • 24. FACULTY FEEDBACK: Extent to which thiscourse contributed to your understanding ofyourself
    • 25. PEER FEEDBACK: Extent to which coursecontributed to your understanding of yourself
    • 26. Extending ScaleWhat is the relationship between studentstaking personal ownership of theirePortfolios and faculty feedback?
    • 27. “Extending” Scale (α=.88) Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1385); Medium (n=1088); High (n=997); N=3470 I went beyond what was required for the course (for example, creating extra pages or posting my own links, text or photos). I included information or experience from other courses I am taking or have taken. I included school activities or experiences outside of the classroom (for example, clubs, sports, internships, study abroad, etc.) I included information or experiences from other areas of my life (for example, volunteering, work, friends, family, community).
    • 28. What is the relationship between“extending” and faculty feedback?
    • 29. High Extending– High FacultyFeedbackLow Extending– Low FacultyFeedback
    • 30. Future Directions and NextSteps• for the development of the surveyinstrument• for guiding C2L research efforts going forward
    • 31. Next Steps: C2L Core SurveyDevelopment What are some strategies for improving response rate from students as well as instructors? How representative is the C2L sample? How generalizable are our findings? Are we asking the right questions? Are there additional questions we should be asking of students and/or instructors? How can we refine our list of course types/disciplines into meaningful categories?
    • 32. Next Steps: C2L ResearchQuestions What kind(s) of comparison group(s) would be meaningful to explore (e.g., gender, institutional type, etc.)? How can we contextualize our findings? How do student perceptions of ePortfolio practices differ across disciplines? How can we continue to explore and more deeply understand the relationships among student engagement, integrative learning, social pedagogy? What is the value of the C2L core student survey as an instrument for individual schools & the
    • 33. Thank you! Jiyeon and Praveen The C2L leadership, especially Bret, Laura, and Judit All of you!Please contact me if you have any questions or would be interested in collaborating on the C2L core survey research efforts going forward! Helen L. Chen hlchen@stanford.edu

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