Applying the ESPRI
to K-12 Blended
Learning
Jason Siko
Assistant Professor of Educational Technology
Grand Valley State Un...
The problem
Attrition in online courses
Difficult to tell extent, because
organizations often do not report the same
infor...
The perfect online
learner
Barbour & Reeves, 2009
Motivated
Independent
Supportive family
Access to technology and
workspa...
Possible factors
influencing success
Kim, Park, Cozart (2013)
Self-efficacy
Reason for taking course (acceleration,
credit...
What about blended?
Staker (2011): “…any time a student learns at
least in part at a supervised brick- and-mortar
location...
Educational Success Prediction
Instrument (ESPRI)
Validated instrument shown to accurately
predict success (~pass vs. fail...
Research Questions
1. Is there any difference in student
performance between the traditional and
blended portions of the c...
Setting
AY2011-2012
Large, suburban, Midwestern high school
(~1800 students in grades 10-12)
Culturally homogenous; howeve...
Methods
RQ1: Compare grades for F2F and
blended semesters
Paired t-test
RQ2: Administer ESPRI at beginning of
blended seme...
RQ1
Not significantly different, t(42) = 0.95; p = .35.
Different content covered; may not be equal in
difficulty
RQ2
Overall, predicted 38/43 cases (~88%)
Concerns:
Low sample size (20:1 ratio of cases:factors)
Wilks’ lambda was not st...
Further directions
Larger studies using ESPRI in blended learning
situations
Develop methods of providing targeted
support...
Questions?
Thanks for coming!
Jason Siko
Assistant Professor of Educational Technology
Grand Valley State University
Grand...
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SITE 2014 - Applying the ESPRI to K-12 Blended Learning

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SITE 2014 Presentation. Abstract: Blended learning in K-12 classrooms is growing at an enormous rate. While the Educational Success Prediction Instrument (ESPRI) has been used to predict the success of students in online courses, it has yet to be applied to blended courses. This study examined the use of the ESPRI to predict the success of students enrolled in a secondary advanced biology course where the first half of the course was offered in a traditional format and the second half was offered in a blended format. Differences in student performance between the two portions of the course were not statistically significant (p = .35). The ESPRI correctly predicted approximately 88% of the outcomes. Limitations of the study included a small sample size (N = 43) relative to the number of items in the instrument. Additional research should examine the effectiveness of the instrument on students from across the achievement spectrum and not what is considered the ideal online learner.

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SITE 2014 - Applying the ESPRI to K-12 Blended Learning

  1. 1. Applying the ESPRI to K-12 Blended Learning Jason Siko Assistant Professor of Educational Technology Grand Valley State University
  2. 2. The problem Attrition in online courses Difficult to tell extent, because organizations often do not report the same information Some leave out attrition w/in first few weeks Some eliminate failures or “outliers” Why do students not complete online courses?
  3. 3. The perfect online learner Barbour & Reeves, 2009 Motivated Independent Supportive family Access to technology and workspace …does this describe all online learners?
  4. 4. Possible factors influencing success Kim, Park, Cozart (2013) Self-efficacy Reason for taking course (acceleration, credit recovery) Achievement beliefs Vicious cycle when isolation, difficulty, and level of perseverance lead to frustration.
  5. 5. What about blended? Staker (2011): “…any time a student learns at least in part at a supervised brick- and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace” (p.11) Fastest growing segment of online learning (Watson et al., 2011) Research on K-12 blended learning is lagging behind its exponential growth in several areas (Barbour, Siko, Gross, & Waddell, 2013)
  6. 6. Educational Success Prediction Instrument (ESPRI) Validated instrument shown to accurately predict success (~pass vs. fail) in an online course Accurately predicted success in ~90% of cases (Roblyer & Marshall, 2003; Roblyer, Davis, Mills, Marshall, and Pape, 2008) in online courses Asks questions in 4 areas Self-efficacy/Technology Use Achievement Beliefs Risk-taking beliefs (in classroom) Organization beliefs http://tinyurl.com/sikoespri
  7. 7. Research Questions 1. Is there any difference in student performance between the traditional and blended portions of the course? 2. How well does the ESPRI survey accurately predict the performance of students in a blended course?
  8. 8. Setting AY2011-2012 Large, suburban, Midwestern high school (~1800 students in grades 10-12) Culturally homogenous; however, diverse with respect to SES Course: International Baccalaureate Biology – Higher Level (IB Bio-HL) 43 students, grade 11 1st half of course – Face-to-face 2nd half of course - blended
  9. 9. Methods RQ1: Compare grades for F2F and blended semesters Paired t-test RQ2: Administer ESPRI at beginning of blended semester Use end-of-semester grades, pass/fail (70% cutoff) Multiple discriminant analysis Wilks’ lambda and Press’s Q to test for validity of results
  10. 10. RQ1 Not significantly different, t(42) = 0.95; p = .35. Different content covered; may not be equal in difficulty
  11. 11. RQ2 Overall, predicted 38/43 cases (~88%) Concerns: Low sample size (20:1 ratio of cases:factors) Wilks’ lambda was not statistically significant However, Press’s Q statistic was statistically significant
  12. 12. Further directions Larger studies using ESPRI in blended learning situations Develop methods of providing targeted support to students who score low in certain areas of ESPRI Authors of previous studies involving ESPRI recommend NOT using instrument as a selection tool for online courses; rather, use it to provide supports Need for systematic study of student performance where students have low scores on ESPRI and were provided support
  13. 13. Questions? Thanks for coming! Jason Siko Assistant Professor of Educational Technology Grand Valley State University Grand Rapids, MI sikojp@gmail.com / sikoj@gvsu.edu http://jasonsiko.com @jasonsiko
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