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FALL 2011-FALL 2013CONNECT TO LEARNINGCORE STUDENTSURVEY:PRELIMINARY FINDINGSHelen L. Chen, hlchen@stanford.eduJune26, 2013
C2L Core Student Survey WHAT: A survey instrument intended to capturecommon data across diverse C2L institutions WHO: St...
C2L Core Student Survey Goals1. Capture perspectives of the studentexperience in courses with an ePortfoliorequirement or ...
Why ePortfolio?1. ePortfolio initiatives can advance studentlearning and success by helping studentsreflect on and connect...
Who took the C2L Core StudentSurvey?
Demographics for aggregatedsample across administrations Total number of respondents: N=6,729 Range of valid responses: ...
Sample PopulationSurvey Administration Instructions:We ask that you administer the Core StudentSurvey in selected ePortfol...
NSSE/CSSE Items
To what extent has your work in thiscourse: emphasized synthesizing and organizingideas, information, or experiences in n...
NSSE/CCSSE ItemsFall 2011-Fall 2012
Selected Student Outcomes
Selected Student OutcomeItemsRange: Strongly Disagree (1) to Strongly Agree(4) Building my ePortfolio helped me to think ...
Selected Student OutcomesFall 2011-Fall 2012
Peer & Instructor Feedback
“Instructor Feedback” Scale (α=.82)Range: Strongly Disagree (1) to Strongly Agree (4)Description: Recognition and usefulne...
“Peer Feedback” Scale (α=.81)Range: Strongly Disagree (1) to Strongly Agree (4)Description: Recognition and usefulness ofp...
NSSE: Synthesizing and organizingideas, information, or experiences in new ways
NSSE: Contributed to yourknowledge, skills, and personal developmentin understanding yourself
Building my ePortfolio helped me succeed as astudent.
Building my ePortfolio helped me to makeconnections between ideas.
Someday, I’d like to use my ePortfolio to showwhat I’ve learned and what I can do toothers, such as potential employers or...
“Extending” Scale (α=.84)Range: Strongly Disagree (1) to Strongly Agree (4)Description: Willingness to go beyond the cours...
Relationship between Instructorand Peer Feedback and ExtendingScale
Why ePortfolio?1. ePortfolio initiatives can advance studentlearning and success by helping studentsreflect on and connect...
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Fall 2011- Fall 2013 Connect to Learning Core Student Survey: Preliminary Findings

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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
  • Convenience sampling is typically only justified if the researcher wants to study the characteristics of people passing by the street corner at a certain point in time, for example. It can also be used if other sampling methods are not possible. The researcher must also take caution to not use results from a convenience sample to generalize to a wider populationConvenience samples are often used for this purpose: to test certain questions and see what kind of responses arise and use those results as a springboard to create a more thorough and useful questionnaire. .
  • By collapsing Agree and Strongly Agree, the two items that have shown continued growth over the three administrations are:Building my ePortfolio helped me to make connections between ideas.(Fall 2011:66.7%; Spring 2012:72.7%; Fall 2012:85.5%)Building my ePortfolio helped me succeed as a student.(Fall 2011: 58.6%; Spring 2012: 65.9%; Fall 2012:79.0%)A connection could be made with the “Making connections…” statement with the NSSE item: Synthesizing and organizing ideas, information, or experiences in new waysBy collapsing Quite a Bit and Very Much, there has been steady growth in the percentage of students reporting an increase in this outcome: Fall 2011: 75.7%; Spring 2012:85.2%; Fall 2012:87.6%There has been consistent agreement with the statement:Someday, I’d like to use my ePortfolio to show what I’ve learned and what I can do to others, such as potential employers or professors at another college.(Fall 2011: 71.2%; Spring 2012:74.6%; Fall 2012:77.2%)We have hypothesized that the role of external audiences would be an incentive for students to create and maintain their ePortfolios. These results largely confirm this hypothesis.
  • This scale was created by taking the mean of the responses to the 3 instructor-related items. The instructor feedback scale is defined as student recognition and usefulness of instructors as an audience and guide for ePortfolio creation and development. The values were normalized on the same scale as the individual items ranging from 1 (Strongly Disagree) to 4 (Strongly Agree). Strongly Disagree and Disagree were collapsed into what is described as “Low recognition of instructors” and Agree and Strongly Agree were collapsed into “High recognition of instructors.”
  • This scale was created by taking the mean of the responses to the 2 peer-related items. The peer feedback scale is defined as student recognition and usefulness of peers as an audience for and influence on ePortfolio development. The values were normalized on the same scale as the individual items ranging from 1 (Strongly Disagree) to 4 (Strongly Agree). Strongly Disagree and Disagree were collapsed into what is described as “Low recognition of peers” and Agree and Strongly Agree were collapsed into “High recognition of peers.”
  • Fall 2011: 75.7%; Spring 2012:85.2%; Fall 2012:87.6%
  • This figure is an example of how the peer feedback scale was used to define two groups – low and high recognition of peer feedback and influence for each of the C2L survey administrations. Students who saw viewed peers as providing support and feedback in their ePortfolio development process (High Feedback) also reported stronger agreement (Agree/Strongly Agree) with the statement “Building my ePortfolio helped me succeed as a student” as compared to students who did not view peers as an important audience (Low Feedback).This trend is demonstrated across the three survey administrations.
  • The percentage of students who indicated that they “strongly agreed” with this statement doubled from Fall 2011 to Fall 2012. (Although it should be noted that these are not necessarily the same students who responded to the survey.)
  • This scale was created by taking the mean of the responses to the 4 “extending”-related items. The extending scale is defined as students’ willingness to go beyond the course requirements and include other kinds of learning experiences from both inside and outside the classroom in the ePortfolio. The values were normalized on the same scale as the individual items ranging from 1 (Strongly Disagree) to 4 (Strongly Agree). Strongly Disagree and Disagree were collapsed into what is described as “Low extending” and Agree and Strongly Agree were collapsed into “High extending.”
  • Interesting correlation between students’ recognition of instructor and peer feedback/influence and students’ willingness to include out of class learning experiences in their ePortfolios.This figure is an example of the relationship between Instructor Feedback and students’ willingness to “extend.” By cross tabulating these two scales, we can see an association between students who recognized the importance and influence of instructor feedback and involvement in the creation and development of their ePortfolio (High Feedback) and their reported willingness to extend in their ePortfolio (High Extending).This figure reiterates the trend seen in relationship between Instructor Feedback and students’ willingness to “extend.” It is interesting to note that the influence of Peer Feedback is slightly stronger than the Instructor Feedback. Again, by cross tabulating these two scales, we can see an association between students who recognize peers as an important audience in their ePortfolio development process (High Feedback) and their reported willingness to extend in their ePortfolio (High Extending).This trend is demonstrated across the three survey administrations.This trend is demonstrated across the three survey administrations.
  • Transcript of "Fall 2011- Fall 2013 Connect to Learning Core Student Survey: Preliminary Findings"

    1. 1. FALL 2011-FALL 2013CONNECT TO LEARNINGCORE STUDENTSURVEY:PRELIMINARY FINDINGSHelen L. Chen, hlchen@stanford.eduJune26, 2013
    2. 2. C2L Core Student Survey WHAT: A survey instrument intended to capturecommon data across diverse C2L institutions WHO: Students in ePortfolio courses and theirinstructors WHERE: Administered online and f2f at 19 C2Lcampuses representing a range of institutionaltypes, students, and disciplines WHEN: Fall2011, Spring2012, Fall 2012The C2L Core Survey wasinformed by similar surveys usedin the C2L network and alsoincludes outcomes items fromNSSE/CSSE’s benchmarks foreffective educational practice.
    3. 3. C2L Core Student Survey Goals1. Capture perspectives of the studentexperience in courses with an ePortfoliorequirement or assignment over time –evidence of ePortfolio impact2. Ensure student voices are informing andrepresented in the C2L developmentalframework3. Build a common data set across C2Lcampuses to allow broader explorationbeyond individual schools and programs
    4. 4. Why ePortfolio?1. ePortfolio initiatives can advance studentlearning and success by helping studentsreflect on and connect their learningacross disparate academic and non-academic learning experiences.2. ePortfolio initiatives can make studentlearning more visible not only for studentsthemselves, but also for faculty and staff.3. ePortfolio initiatives can spur institutionalchange by focusing attention on studentlearning and requiring connection andcooperation across departments and
    5. 5. Who took the C2L Core StudentSurvey?
    6. 6. Demographics for aggregatedsample across administrations Total number of respondents: N=6,729 Range of valid responses: N=5,239-6,729 Females (48.6%); Males (29.2%); Missing(22.2%) Community college students (66%)Senior college/university students (34%) Full-time (69.7%); Part-time (12.5%) First generation to attend college (26.5%)
    7. 7. Sample PopulationSurvey Administration Instructions:We ask that you administer the Core StudentSurvey in selected ePortfolio coursesections this semester, keeping in mind thatit’s more important to designate courses withmeaningful ePortfolio implementation, ratherthan just giving out the survey in as manycourses as you can.Students in courses with a meaningfulePortfolio implementation from Fall 2011 toFall 2012
    8. 8. NSSE/CSSE Items
    9. 9. To what extent has your work in thiscourse: emphasized synthesizing and organizingideas, information, or experiences in newways? emphasized applying theories or conceptsto practical problems or in new situations? contributed to your knowledge, skills, andpersonal development in writing clearly andeffectively? contributed to your knowledge, skills, andpersonal development in understandingyourself? contributed to your knowledge, skills, and
    10. 10. NSSE/CCSSE ItemsFall 2011-Fall 2012
    11. 11. Selected Student Outcomes
    12. 12. Selected Student OutcomeItemsRange: Strongly Disagree (1) to Strongly Agree(4) Building my ePortfolio helped me to think moredeeply about the content of this course. Using ePortfolio has allowed me to be moreaware of my growth and development as alearner. Building my ePortfolio helped me to makeconnections between ideas. Building my ePortfolio helped me succeed as astudent. Someday, I’d like to use my ePortfolio to showwhat I’ve learned and what I can do to
    13. 13. Selected Student OutcomesFall 2011-Fall 2012
    14. 14. Peer & Instructor Feedback
    15. 15. “Instructor Feedback” Scale (α=.82)Range: Strongly Disagree (1) to Strongly Agree (4)Description: Recognition and usefulness ofinstructors as an audience and guide forePortfolio creation and development My instructor provided useful feedback onmy ePortfolio. I know that my instructor looked at myePortfolio. My instructor(s) discussed the waysePortfolio helps students to learn.
    16. 16. “Peer Feedback” Scale (α=.81)Range: Strongly Disagree (1) to Strongly Agree (4)Description: Recognition and usefulness ofpeers as an audience for and influence onePortfolio development My peers/classmates provided usefulfeedback on my ePortfolio. I know my peers/classmates looked at myePortfolio.
    17. 17. NSSE: Synthesizing and organizingideas, information, or experiences in new ways
    18. 18. NSSE: Contributed to yourknowledge, skills, and personal developmentin understanding yourself
    19. 19. Building my ePortfolio helped me succeed as astudent.
    20. 20. Building my ePortfolio helped me to makeconnections between ideas.
    21. 21. Someday, I’d like to use my ePortfolio to showwhat I’ve learned and what I can do toothers, such as potential employers or professorsat another college.
    22. 22. “Extending” Scale (α=.84)Range: Strongly Disagree (1) to Strongly Agree (4)Description: Willingness to go beyond the courserequirements and include learning experiences in theePortfolio I went beyond what was required for the course (forexample, creating extra pages or posting my ownlinks, text or photos). I included information or experience from othercourses I am taking or have taken. I included school activities or experiences outside ofthe classroom (forexample, clubs, sports, internships, studyabroad, etc.) I included information or experiences from otherareas of my life (forexample, volunteering, work, friends, family, commu
    23. 23. Relationship between Instructorand Peer Feedback and ExtendingScale
    24. 24. Why ePortfolio?1. ePortfolio initiatives can advance studentlearning and success by helping studentsreflect on and connect their learningacross disparate academic and non-academic learning experiences.2. ePortfolio initiatives can make studentlearning more visible not only for studentsthemselves, but also for faculty and staff.3. ePortfolio initiatives can spur institutionalchange by focusing attention on studentlearning and requiring connection andcooperation across departments and
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