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Student Success Orientation Course & Persistence of Online Students
 

Student Success Orientation Course & Persistence of Online Students

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    Student Success Orientation Course & Persistence of Online Students Student Success Orientation Course & Persistence of Online Students Presentation Transcript

    • THE RELATIONSHIP BETWEEN AMANDATORY STUDENT SUCCESSORIENTATION COURSE ANDPERSISTENCE OF ONLINE STUDENTSDR. JEFF HALLPROFESSOR/LEAD FACULTYMORGAN JOHNSONDIRECTOR OF INSTRUCTIONALSERVICES
    • ICEBREAKER Three Minute Brainstorm: How is orientation different for online vs. traditional students?
    • PRESENTATION OUTLINE Jeff Hall: About Ashford University Rationale, purpose, structure, components, and future of orientation Morgan Johnson: Assessments in Orientation Persistence Data Prediction Models Quality Assurance
    • ABOUT ASHFORD UNIVERSITY•Mount St. Clare College (1918) - Sisters of St. Francis in Clinton, Iowa•Acquired by Bridgepoint Education in 2005 and renamed Ashford University•Large proprietary institution, enrollment > 80,000; HLC Accreditation•Traditional campus in Iowa; 98% of students online• Open Admissions•FT faculty in Iowa, Denver, and San Diego
    • RATIONALE FOR ORIENTATION•Open admissions = Greater risk of attrition•Provide students a no-cost, risk-free opportunity to explore online learning andexperience the Ashford University classroom•Allows students to self-reflect on their readiness for online learning•Gives students time to decide whether Ashford is the right university for them•Could affect persistence rates in two ways: 1. Students can opt-out and not enroll in first course: EXP 105. 2. Filter out students who are not ready/committed
    • PURPOSE OFORIENTATION• Provide a warm welcome – First faculty contact• Help students become comfortable with the concept of online learning and navigation of the online classroom• Foster a sense of community that facilitates academic success• Provide instructive, individualized, and personal feedback• Challenge students to think, reflect, learn, and grow• Continually remind students that “Graduation Begins Today!”
    • STRUCTURE OF ORIENTATION•11 day online experience•Limited to students in one college with <24 transfer credits•Closely mimics structure of typical Ashford course•Faculty driven (part-time faculty cohort)•Interaction with peers (40 student cap)•Non-graded (Pass/Not Pass) – Requires subjectivity from faculty•Emphasis: Readiness & Reflection
    • COMPONENTS OF ORIENTATIONContinually evolving course - Incremental ChangesOctober 2011•Introduction Discussion Board•SmarterMeasure Readiness Assessment & Reflection•English Proficiency Assessment•Time Management Activity & Discussion•13 question quiz – 100% required•Academic Dishonesty reflection & submission to TurnitinJanuary 2012 – Present•Introduction Discussion Board•SmarterMeasure Readiness Assessment & Reflection•Ashford Library/Writing Center Discussion•10 question quiz – 80% required•Self-reflection describing challenges & knowledge gained in Orientation
    • FUTURE OF ORIENTATIONJune 2012•Introduction•SmarterMeasure Readiness Assessment & Reflection•Writing Readiness Assessment created by SmarterMeasure•Time Management discussion moved to EXP 105•Ashford Library/Writing Center Discussion•10 question quiz – 80% required•Self-reflection describing challenges & knowledge gained in Orientation•Roll out to additional colleges (Liberal Arts: July, 2012; Ed. & Bus. after)•Continual assessment and tweaking
    • OrientationAssessment & Research
    • ENGLISH PROFICIENCY EXAM• What did it predict? Orientation course metrics are indicative ofstudents’ current and future performance. English Proficiency score ispredictive of both Orientation completion and first course (EXP 105)grade.• Why did we get rid of it? Assessment vs. reflection tool, noimmediate intervention.• What could we be doing with the results? Will be reintroducinga SmarterMeasure writing readiness assessment that provides reflectiveexercises and immediate feedback.
    • ENGLISH PROFICIENCY EXAMStudents who pass orientation Students who successfully complete first course course have higher have higher average scores on English test. average score in English English test score explains 2% of the total Proficiency test. variation of EXP105 grade points. *Provided by BPE Data Analytics
    • SMARTERMEASURE: STUDENTREADINESS Know which students are at risk of not doing well at online learning. Provide resources to help online Student Know which students are a students succeed. Readiness good fit for online learning. Have a dialogue with students about learning online.
    • SMARTERMEASURE INORIENTATION• A 124 item online skills test and attributes inventory thatmeasures a student’s level of readiness for studying online• Key indicators: •Individual Attributes – Motivation, Procrastination, Ask For Help •Learning Styles •Technical Skills & Competency •On-Screen Reading Rate & Recall •Typing Rate & Accuracy •Life Factors – Time, Place, Resources
    • SMARTERMEASURE AND ORIENTATION COURSE OUTCOME Students who do not complete orientation (Final grade = unknown) have different distribution in Personal Attributes and Life Factor scores.*Provided by BPE Data Analytics
    • ORIENTATION RESULTS ANDIMPACT ON PERSISTENCE• Orientation course metrics are indicative of students’ current and futureperformance:  English Proficiency score is predictive of both Orientation completion and EXP105 grade.  Life Factors and Personal Attributes are most indicative of a student’s ability to progress through the Orientation course.  Tech Competency, Reading, and Tech Knowledge are most correlated with EXP105 success.  Life Factors and Personal Attributes are the only two measurements that correlate with EXP105 engagement.
    • FIRST COURSE COMPARISONOrientation cohort has a higher success rate than other cohorts. *Provided by BPE Data Analytics
    • FIRST COURSE COMPARISONOrientation completers have higher grade point averages in EXP 105 and are moreengaged (time spent online) than other students. *Provided by BPE Data Analytics
    • PREDICTIVE MODELING“REAL” Intervention:  Reading: Average number of times the student accesses digital course materials per day.  Engagement: Average amount of minutes the student is accessing the online classroom per day.  Assignments: Current course grade based on graded assignments.  Logins: Number of days since the student last posted attendance by submitting a gradable assignment.
    • PREDICTIVE MODELING High Risk Target Medium Academic intervention has had students Risk most impact on students that that need fall into medium-risk additional support for academic Low success Risk
    • QUALITY CONTROL• A team of dedicated professionals support faculty in all courses, including Orientation Support Faculty Instructional Specialist Monitor Facilitate Faculty Academic Performance Issues
    • CONCLUSION• Does Orientation filter?Yes, given the evidence.• Does it better prepare students for success?Inconclusive thus far, but we’d like to think so!
    • Q&A