SlideShare a Scribd company logo
1 of 42
Download to read offline
Dr. Nimet Alpay & Dr. Natalya Koehler.
Successful Redesign of Online Statistical
Concepts Course: Improved Student
Retention, Performance, and Satisfaction
with the Course.
THE NEED
College Graduation
1 According to the 2011 report from Complete College America
Part-time students have a 24.3% chance
of graduating with a 4-year bachelor’s
degree within 8 years and adult students
are far less likely to complete their
degrees than their traditional peers.1
Student Population
Statistics of Undergraduate Population Attending Franklin University
Category Percentage/Years
Average Age 33.27 years
Race Caucasians – 66.7%
African Americans – 21.6%
Others – 11.7%
Student Status Full time – 33.6%
Part time – 66.4%
Non-traditional – 80%
Financial Aid Recipients 70%
Gender Males – 43.5%
Females – 56.5%
MATH 215 Student Population
Gateway Course
General Education Course
FF and online formats
Pre-requisite
Levels of students’ motivation (the
course serves as a pre-requisite or not)
MATH 215 Course Pre-requisites
• Learning Strategies
• Introduction to Excel
Spreadsheets
• Intermediate Algebra or
Introduction to Quantitative
Reasoning (new course)
Student Performance and Attrition in Fall 2013
Redesign Goals
To increase
Student Retention Performance Graduation Rates Instructional Support for
Online Learners
Topics Coverage Based on ODHE Requirements
Below are the course topics based on ODHE requirements for MATH 215:
• sampling techniques
• data types
• experiments
• measures of central tendency
• measures of dispersion
• graphical displays of data
• basic probability concepts
• binomial and normal probability distributions
• sampling distributions and Central Limit Theorem
• confidence intervals
• hypothesis tests of a mean, or a proportion for one or two populations
• hypothesis tests for qualitative data
• linear regression
Topics that are excluded from the old course
based on ODHE requirements:
• ANOVA
• Regression Analysis
THE ANALYSIS BEFORE REDESIGN
Data-driven Course Redesign
The course
redesign was
based on the
analysis of:
Student course evaluation surveys
Instructor interviews
Program and department chair interviews
Student use of optional student academic support services
Data about student performance and attrition
Factors Impacting Student Retention
at the Course Level
Effective Instruction Effective Course Design
Student Retention
We Identified Need for
Systematic Instruction (Fall 2013)
Class 1 – High Attrition Rate (44%)
1. “Professor X seemed to genuinely want me
to succeed.“
1. “I feel that this course was extremely
demanding. Between the homework,
quizzes, group assignments, and test, it felt
nearly impossible for someone who isn’t
strong in math (like myself) to keep up”.
Class 2 – Low Attrition Rate (16%)
1. “He did an excellent job.”
2. Professor X was great, he always took the
time to talk to all of us provided several
examples that related the information to
everyone.
1. I thought the program worked very well
with my learning style.
• The instructor was helpful in providing “just in
time” help.
• Students find the course very difficult.
• The instructor provided systematic instruction.
• Students do not have negative comments about
the course.
Student Course Evaluation Survey (Fall 2013,
old course design)
THE REDESIGN
The Redesign Elements
Weekly
Assignment &
Assessment
types
Textbook
change
Web-based
component
change
Systematic
instruction
through
interactive
multimedia
lectures
Textbook Change
Old Textbook
• Triola, M. (2014) Elementary Statistics Using
the TI-83/84 Plus Calculator (3rd edition).
Pearson.
New Textbook
• Navidi W. & Monk B. (2014). Essential
Statistics. (Franklin University Custom
Edition). McGraw-Hill
“Extremely confusing textbook.”
-Rep. Student Comment
“Textbook is easy to understand.”
-Rep. Student Comment
“I liked the book a lot as it broke
down the concepts in a clear and
concise manner.”
-Rep. Student Comment
“Content explanations and exercises
don’t seem connected to each other”
-Rep. Instructor Comment
Web-Based Component Change
• SmartBook – adaptive learning technology
• Connect Math – assignment and assessment platform with integrated
media-rich ebook.
*Both products are integrated under ConnectMath
SmartBook Connect Math
Weekly Assignment & Assessment Types
Systematic Instruction – Interactive
Multimedia Lectures
28 interactive multimedia lectures to help students
understand different statistical concepts without
frustration.
The lectures include the following components:
• New information delivery
• Includes examples
• Includes both visual and auditory information
• Information summary
• “Check your learning” comprehension question
• Multiple choice
• Drag and drop
• Fill in the blank
• Enter answer
• Other
http://cs.franklin.edu/~
reid21/showcase/story.
html
Click here
to see the
demo of
multimedia
lectures Click on the button to see the demo
of multimedia lectures
THE RESULTS
Data Collection Instruments
Attrition & Performance Data Evaluations
• Course evaluation
• Multimedia evaluation
Instructor Feedback
• Course design feedback
• Multimedia feedback
Academic Support Services
• Attendance Rates
Triangulation
Results: D Below Rates & Attrition Rates
35.29%
64.71%
Fall 2014 Attrition Rate: 14.31%
36.49%
63.51%
MATH 215 Student Performance – Fall 2014
33.93%
66.07%
35%
65%
Overall Performance Face-to-face Classes Online Classes
Results: Student Performance Rates
FALL 13 FALL 14
Total # of Students 335 255
Online Students 221 (66%) 127 (50%)
FF Students 114 (34%) 128 (50%)
Grade A 12.2% 21.2%
Grades: A – C 49.8% 64.3%
Grades: D & Below 50.2% 35.6%
Attrition Rates 26.11% 14.31%
Continuing Effect of Course Redesign
FALL 13 FALL 14 WINTER 15 SUMMER 15 FALL 15
Total # of Students 335 255 279 147 236
Online Students 221 (66%) 127 (50%) 170 (61%) 83 (56%) 147 (62%)
FF Students 114 (34%) 128 (50%) 109 (39%) 65 (44%) 89 (38%)
Grade A 12.2% 21.2% 19.4% 20% 23%
Grades: A – C 49.8% 64.3% 66.7% 68% 66%
Grades: D & Below 50.2% 35.6% 31.4% 32% 33%
Attrition Rates 26.11% 14.31% 11% 13% 17%
Course Recommend Rates
TERMS
Percent Course
Recommend
Percent Faculty
Recommend
Fall 13 55.8% 82%
Winter 14 57.3% 88%
Summer 14 53% 76%
Fall 14 71% 88%
Winter 15 69% 85%
Summer 15 71% 92%
Fall 15 77% 88%
Results: Course Survey
Themes from student comments about effectiveness of the new design of the course over Fall 14 – Sum 15.
# The themes from students’ comments (composite
responses) -- FALL 2014
Number of users
commenting on the theme
1. The course is challenging and overwhelming. 33
2. The course is well designed and can be self-led. 19
4. The educational value of ConnectMath auto-graded learning
activities is excellent because it contains examples and
guided solutions.
13
4. LearnSmart auto-graded learning activities are redundant. 10
5. Need for additional resources for learning (Student Learning
Center).
8
Use of Academic Support Services
• The number of students who used optional support services in the
Fall 2013 – Fall 2015.
Types of optional support
services Fall 2013
Winter
2014
Summer
2014 Fall 2014
Winter
2015
Summer
2015 Fall 2015
Tutoring Services
(OL, FF, W-In)
37.8% * 9.50% 16.00% 12.90% 9.40% 16.20% 8.3%
Test Preparation Workshops
22.40% 15.40% 23.00% 13.70% 20.20% 12.20% 17.40%
Structural Learning Assistance
(SLA)
13.40% 13.20% 21.30% 9.40% 15.20% 14.20% 12.20%
Informal Student Feedback via Email
-Tina
I felt pretty good taking the
test and am pleased with my
final score! I must say that I am
extremely impressed with the
way Franklin does this class. I
know Statistics is typically a
universally feared class, but it
hasn’t been too bad so far.
-Brandon
I enjoyed the class even with
all of the work. Near the end,
everything has fit together
and it all makes sense. I have
a better understanding of how
this type of math helps
businesses. All of the
information from this class will
help me with my future
business.
-Dianne
THE RECENT UPDATES
Introduced a New Course as a Pre-requisite
Math 115:
Introduction to
Quantitative
Reasoning
It includes topics from
Beginning Algebra and
some concepts from
Descriptive Statistics
and Simple
Probability.
Application
based.
Excel is used for
tech
assignments.
This is the pre-
requisite for
students who will
NOT take College
Algebra for their
programs.
Conducting a Research Study on the Use of
Interactive Multimedia
Winter 15 term: Too few participants
• incentive: raffle for Ipad Mini
Fall 15 term: 86 students participated
• incentive: bonus points
(2% of the available points in the course)
Winter 16 term: study still going on.
Average Student Ratings of the Interactive Multimedia Lectures
(86 participants; rating scale of 5; 5-strongly agree, 1-strongly disagree)
Survey Questions Average ratings
1. I liked the layout of the sections in the lecture. 4.7
2. I liked the navigation in the sections in the lecture. 4.7
3. I liked the explanation and the examples used in the informational slides of the lecture sections. 4.6
4. I liked the summary slides used thought the sections. 4.5
5. I found the transcript option useful. 3.6
6. The sections helped me understand this weeks’ material. 4.6
7. The section design helped me retain the new information. 4.4
8. The section design helped me maintain my attention. 4.5
9. I found the self-assessment feature (Check Your Learning questions) helpful 4.5
10. The answer feedback to the Check Your Learning questions (explanations of the correct
answers) were helpful.
4.5
11. The answer feedback to the Check Your Learning questions was sufficient. 4.3
12. I liked the supplemental content (if any), such as calculator tips and topic videos. 3.9
13. The pace of the content was good. 4.6
14. I enjoyed my experience. 4.5
Themes from Student Comments about
Effectiveness of Multimedia Design
Representing Student Comments about
Effectiveness of Multimedia Design
“Narrator spoke slowly and clearly.”
“In the randomized experiment section, the colors of the coupons and
the colors of flyers were color coordinated to make the student (me)
visualize how to think about the percentages of the different groups of
people. This demonstration was a real-world scenario that I could
relate to and therefore made the material easy to understand and
increased me chances of retaining the information.”
“What I liked most about this lecture was the
flow. The flow moved from the description of
percentiles and quartiles into showing
examples of how to calculate these items.”
“I appreciate the fact that If I stopped a section
I could resume where a left off.”
“It was also helpful having the tutorial to be long enough to explain the information, but not too
long to lose interest.”
Themes from Student Comments about
Helpfulness of Software Features
Representing Student Comments about
Effectiveness of Software Features
“I did access the supplemental materials and it was
helpful by providing some more in depth information.”
“I think the use of visual aids and animation help the learner adjust to
the new material more quickly than the text.”
“The Summary is also important because it
reiterates the key elements, which can also
help the viewer retain the information.”
“I really liked the transcript option so you could
keep volume off or go a little quicker if you read
through a familiar topic.”
“I feel like the more I test myself on the subject material, the more comfortable I get with
determining the correct answer and confirming my understanding.”
“it is nice to have graphs and tables involved in an
online class.”
Effectiveness of Support for Cognitive Processing of
Information Provided by the Multimedia Lectures
Sub category Number of
Commends
Helped students remember the material 37
Helped students understand the material 32
Helped students maintain their attention 24
Helped students organize information for encoding into long-term
memory
13
Representing Student Comments about Cognitive
Support for Information Processing
“Useful tool to use for learning, definitely helped understand the
material.”
“The interactive lectures during the beginning of a
week to watch will most certainly help make you
study and remember the material in the long run.”
“The in-depth discussion about the material is what made me pay attention and want to take
down notes.”
“By using this as a review I feel I was
able to better retain the
information.”
“The explanations break the material down in terms I
can understand and relate to therefore making it
easier to retain the information.”
Overall Satisfaction with the Multimedia Lectures
# Theme Number of Comments
1 Reduces phobia of math 7
2 Recommendation to build similar lectures for other courses 10
“Overall, I plan to continue to use the interactive
multimedia lecture until the course ends. The material
and discussion is very clear and concise and to the
point.”
“I had a terrible time in previous math classes and
dreaded taking this one. As it turns out this class has
not been bad at all. The interactive lectures make a
difference for me.”
“I have enjoyed these interactive multimedia lectures since I
began using them at the start of the course. I think they would be
very useful in other classes where topics tend to need more
explanation than just written text.”
Instructor Responses to Multimedia
THANK YOU

More Related Content

What's hot

Learner Engagement, QM Standards and the Blended Course
Learner Engagement, QM Standards and the Blended CourseLearner Engagement, QM Standards and the Blended Course
Learner Engagement, QM Standards and the Blended CourseLakeland Community College
 
Class Profile
Class ProfileClass Profile
Class Profileclatcham
 
Poster adzhar iphex2015 v2
Poster adzhar iphex2015 v2Poster adzhar iphex2015 v2
Poster adzhar iphex2015 v2Adzhar Kamaludin
 
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...Rich McCue
 
Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...
Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...
Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...CITE
 
OPID Conference Presentation
OPID Conference PresentationOPID Conference Presentation
OPID Conference PresentationGeorge Krueger
 
Assessment online interaction m_joao_loureiro
Assessment online interaction m_joao_loureiroAssessment online interaction m_joao_loureiro
Assessment online interaction m_joao_loureiroMaria Joao Loureiro
 
Comparative & non comparative studies
Comparative & non comparative studiesComparative & non comparative studies
Comparative & non comparative studiesahmed
 
Organizational readinesss
Organizational readinesssOrganizational readinesss
Organizational readinesssguest72c7c9
 
A Study on Cost-Efficiency and Quality of OER Integrated Course Materials
A Study on Cost-Efficiency and Quality of OER Integrated Course MaterialsA Study on Cost-Efficiency and Quality of OER Integrated Course Materials
A Study on Cost-Efficiency and Quality of OER Integrated Course MaterialsOpen Education Consortium
 
Transitioning to Blended and Online Learning with Carolyn Jarmon, NCAT
Transitioning to Blended and Online Learning with Carolyn Jarmon, NCATTransitioning to Blended and Online Learning with Carolyn Jarmon, NCAT
Transitioning to Blended and Online Learning with Carolyn Jarmon, NCATPearson North America
 
Research presentation
Research presentationResearch presentation
Research presentationdavis1mj
 
2014 e learning innovations conference musabila assessing the virtual learnin...
2014 e learning innovations conference musabila assessing the virtual learnin...2014 e learning innovations conference musabila assessing the virtual learnin...
2014 e learning innovations conference musabila assessing the virtual learnin...eLearning Innovations Conference
 
#oersymposium2014 S2 P1 KS Yuen and KC Li
#oersymposium2014 S2 P1 KS Yuen and KC Li#oersymposium2014 S2 P1 KS Yuen and KC Li
#oersymposium2014 S2 P1 KS Yuen and KC LiPat Toh
 
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
 
OER Mills jan2019
OER Mills jan2019OER Mills jan2019
OER Mills jan2019cacgoodwin
 
Learning design meets learning analytics: Dr Bart Rienties, Open University
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityLearning design meets learning analytics: Dr Bart Rienties, Open University
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityBart Rienties
 
How to build a better education review
How to build a better education reviewHow to build a better education review
How to build a better education reviewDavid Evans
 

What's hot (20)

Learner Engagement, QM Standards and the Blended Course
Learner Engagement, QM Standards and the Blended CourseLearner Engagement, QM Standards and the Blended Course
Learner Engagement, QM Standards and the Blended Course
 
Class Profile
Class ProfileClass Profile
Class Profile
 
Smarthinking
SmarthinkingSmarthinking
Smarthinking
 
Poster adzhar iphex2015 v2
Poster adzhar iphex2015 v2Poster adzhar iphex2015 v2
Poster adzhar iphex2015 v2
 
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...
A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...
 
Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...
Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...
Enhancing Primary School Students’ Story-Writing by Mobile-Assisted Collabora...
 
OPID Conference Presentation
OPID Conference PresentationOPID Conference Presentation
OPID Conference Presentation
 
Assessment online interaction m_joao_loureiro
Assessment online interaction m_joao_loureiroAssessment online interaction m_joao_loureiro
Assessment online interaction m_joao_loureiro
 
Sreb March 2010 5
Sreb March 2010 5Sreb March 2010 5
Sreb March 2010 5
 
Comparative & non comparative studies
Comparative & non comparative studiesComparative & non comparative studies
Comparative & non comparative studies
 
Organizational readinesss
Organizational readinesssOrganizational readinesss
Organizational readinesss
 
A Study on Cost-Efficiency and Quality of OER Integrated Course Materials
A Study on Cost-Efficiency and Quality of OER Integrated Course MaterialsA Study on Cost-Efficiency and Quality of OER Integrated Course Materials
A Study on Cost-Efficiency and Quality of OER Integrated Course Materials
 
Transitioning to Blended and Online Learning with Carolyn Jarmon, NCAT
Transitioning to Blended and Online Learning with Carolyn Jarmon, NCATTransitioning to Blended and Online Learning with Carolyn Jarmon, NCAT
Transitioning to Blended and Online Learning with Carolyn Jarmon, NCAT
 
Research presentation
Research presentationResearch presentation
Research presentation
 
2014 e learning innovations conference musabila assessing the virtual learnin...
2014 e learning innovations conference musabila assessing the virtual learnin...2014 e learning innovations conference musabila assessing the virtual learnin...
2014 e learning innovations conference musabila assessing the virtual learnin...
 
#oersymposium2014 S2 P1 KS Yuen and KC Li
#oersymposium2014 S2 P1 KS Yuen and KC Li#oersymposium2014 S2 P1 KS Yuen and KC Li
#oersymposium2014 S2 P1 KS Yuen and KC Li
 
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...
 
OER Mills jan2019
OER Mills jan2019OER Mills jan2019
OER Mills jan2019
 
Learning design meets learning analytics: Dr Bart Rienties, Open University
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityLearning design meets learning analytics: Dr Bart Rienties, Open University
Learning design meets learning analytics: Dr Bart Rienties, Open University
 
How to build a better education review
How to build a better education reviewHow to build a better education review
How to build a better education review
 

Similar to Successful Statistics Course Redesign

Landscape of Online Learning- Presentation for Southwestern CC 2012
Landscape of Online Learning- Presentation for Southwestern CC 2012Landscape of Online Learning- Presentation for Southwestern CC 2012
Landscape of Online Learning- Presentation for Southwestern CC 2012Dr. Ashley Skylar-Krohn
 
Data-Driven Development (D3) and Evaluation of Enskill English
Data-Driven Development (D3) and Evaluation of Enskill EnglishData-Driven Development (D3) and Evaluation of Enskill English
Data-Driven Development (D3) and Evaluation of Enskill EnglishLewisJohnson34
 
Hancock Flipping the Switch
Hancock Flipping the SwitchHancock Flipping the Switch
Hancock Flipping the SwitchCOHERE2012
 
REAP Assessment/Feedback Principles and Examples
REAP Assessment/Feedback Principles and ExamplesREAP Assessment/Feedback Principles and Examples
REAP Assessment/Feedback Principles and ExamplesMartin Hawksey
 
Why Do Students Use Lecture Capture?
Why Do Students Use Lecture Capture?Why Do Students Use Lecture Capture?
Why Do Students Use Lecture Capture?Matt Cornock
 
EDDE_205_Tuscano_Report Module 6
EDDE_205_Tuscano_Report Module 6EDDE_205_Tuscano_Report Module 6
EDDE_205_Tuscano_Report Module 6Xavier School
 
Students First 2020 - Embracing and effectively leveraging online student sup...
Students First 2020 - Embracing and effectively leveraging online student sup...Students First 2020 - Embracing and effectively leveraging online student sup...
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
 
Using Digital Media To Improve Classroom Instruction
Using Digital Media To Improve Classroom InstructionUsing Digital Media To Improve Classroom Instruction
Using Digital Media To Improve Classroom InstructionDerrick Mears
 
Studying learning journeys with lecture capture through Staff-Student partner...
Studying learning journeys with lecture capture through Staff-Student partner...Studying learning journeys with lecture capture through Staff-Student partner...
Studying learning journeys with lecture capture through Staff-Student partner...Karl Luke
 
ABLE - LAK conference 2016
ABLE - LAK conference 2016ABLE - LAK conference 2016
ABLE - LAK conference 2016Ed Foster
 
It's time for change from traditional lecture to flipped learning model
It's time for change from traditional lecture to flipped learning modelIt's time for change from traditional lecture to flipped learning model
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
 
HowULearn_2016_presentation
HowULearn_2016_presentationHowULearn_2016_presentation
HowULearn_2016_presentationAnna Parpala
 
Evolution of an Assessment Program
Evolution of an Assessment ProgramEvolution of an Assessment Program
Evolution of an Assessment ProgramAmy Gratz Barker
 
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...Bart Rienties
 
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...apicciano
 
Examining the effect of a real time student dashboard on student behavior and...
Examining the effect of a real time student dashboard on student behavior and...Examining the effect of a real time student dashboard on student behavior and...
Examining the effect of a real time student dashboard on student behavior and...Bob Bodily
 
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
 

Similar to Successful Statistics Course Redesign (20)

Landscape of Online Learning- Presentation for Southwestern CC 2012
Landscape of Online Learning- Presentation for Southwestern CC 2012Landscape of Online Learning- Presentation for Southwestern CC 2012
Landscape of Online Learning- Presentation for Southwestern CC 2012
 
Data-Driven Development (D3) and Evaluation of Enskill English
Data-Driven Development (D3) and Evaluation of Enskill EnglishData-Driven Development (D3) and Evaluation of Enskill English
Data-Driven Development (D3) and Evaluation of Enskill English
 
Hancock Flipping the Switch
Hancock Flipping the SwitchHancock Flipping the Switch
Hancock Flipping the Switch
 
Sp190423ss
Sp190423ssSp190423ss
Sp190423ss
 
REAP Assessment/Feedback Principles and Examples
REAP Assessment/Feedback Principles and ExamplesREAP Assessment/Feedback Principles and Examples
REAP Assessment/Feedback Principles and Examples
 
Why Do Students Use Lecture Capture?
Why Do Students Use Lecture Capture?Why Do Students Use Lecture Capture?
Why Do Students Use Lecture Capture?
 
EDDE_205_Tuscano_Report Module 6
EDDE_205_Tuscano_Report Module 6EDDE_205_Tuscano_Report Module 6
EDDE_205_Tuscano_Report Module 6
 
Students First 2020 - Embracing and effectively leveraging online student sup...
Students First 2020 - Embracing and effectively leveraging online student sup...Students First 2020 - Embracing and effectively leveraging online student sup...
Students First 2020 - Embracing and effectively leveraging online student sup...
 
Using Digital Media To Improve Classroom Instruction
Using Digital Media To Improve Classroom InstructionUsing Digital Media To Improve Classroom Instruction
Using Digital Media To Improve Classroom Instruction
 
Studying learning journeys with lecture capture through Staff-Student partner...
Studying learning journeys with lecture capture through Staff-Student partner...Studying learning journeys with lecture capture through Staff-Student partner...
Studying learning journeys with lecture capture through Staff-Student partner...
 
ABLE - LAK conference 2016
ABLE - LAK conference 2016ABLE - LAK conference 2016
ABLE - LAK conference 2016
 
Unit 1 jcs math foundations
Unit 1 jcs math foundationsUnit 1 jcs math foundations
Unit 1 jcs math foundations
 
It's time for change from traditional lecture to flipped learning model
It's time for change from traditional lecture to flipped learning modelIt's time for change from traditional lecture to flipped learning model
It's time for change from traditional lecture to flipped learning model
 
HowULearn_2016_presentation
HowULearn_2016_presentationHowULearn_2016_presentation
HowULearn_2016_presentation
 
Evolution of an Assessment Program
Evolution of an Assessment ProgramEvolution of an Assessment Program
Evolution of an Assessment Program
 
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...
 
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
 
Practical Work and Assessment to Stimulate Student Participation and Motivati...
Practical Work and Assessment to Stimulate Student Participation and Motivati...Practical Work and Assessment to Stimulate Student Participation and Motivati...
Practical Work and Assessment to Stimulate Student Participation and Motivati...
 
Examining the effect of a real time student dashboard on student behavior and...
Examining the effect of a real time student dashboard on student behavior and...Examining the effect of a real time student dashboard on student behavior and...
Examining the effect of a real time student dashboard on student behavior and...
 
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...
 

More from The International Institute for Innovative Instruction at Franklin University

More from The International Institute for Innovative Instruction at Franklin University (9)

Applying Project Management Strategies in a Large Curriculum Conversion Proje...
Applying Project Management Strategies in a Large Curriculum Conversion Proje...Applying Project Management Strategies in a Large Curriculum Conversion Proje...
Applying Project Management Strategies in a Large Curriculum Conversion Proje...
 
Assessment at Franklin University
Assessment at Franklin UniversityAssessment at Franklin University
Assessment at Franklin University
 
E-textbooks: Making Course Resources More Accessible & Affordable
E-textbooks: Making Course Resources More Accessible & AffordableE-textbooks: Making Course Resources More Accessible & Affordable
E-textbooks: Making Course Resources More Accessible & Affordable
 
5 tips for keeping students engaged
5 tips for keeping students engaged5 tips for keeping students engaged
5 tips for keeping students engaged
 
How Educators Use Twitter
How Educators Use TwitterHow Educators Use Twitter
How Educators Use Twitter
 
Tips for Writing Measurable Learning Outcomes
Tips for Writing Measurable Learning OutcomesTips for Writing Measurable Learning Outcomes
Tips for Writing Measurable Learning Outcomes
 
Using Big Data in Educational Assessment
Using Big Data in Educational AssessmentUsing Big Data in Educational Assessment
Using Big Data in Educational Assessment
 
5 Characteristics of Excellent Instructional Designers
5 Characteristics of Excellent Instructional Designers5 Characteristics of Excellent Instructional Designers
5 Characteristics of Excellent Instructional Designers
 
5 Principles of Instruction That Will Make Your eLearning Rock
5 Principles of Instruction That Will Make Your eLearning Rock5 Principles of Instruction That Will Make Your eLearning Rock
5 Principles of Instruction That Will Make Your eLearning Rock
 

Recently uploaded

How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17Celine George
 
4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptxmary850239
 
Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Celine George
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxSayali Powar
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationdeepaannamalai16
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfPrerana Jadhav
 
ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6Vanessa Camilleri
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
 
How to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command LineHow to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command LineCeline George
 
6 ways Samsung’s Interactive Display powered by Android changes the classroom
6 ways Samsung’s Interactive Display powered by Android changes the classroom6 ways Samsung’s Interactive Display powered by Android changes the classroom
6 ways Samsung’s Interactive Display powered by Android changes the classroomSamsung Business USA
 
Comparative Literature in India by Amiya dev.pptx
Comparative Literature in India by Amiya dev.pptxComparative Literature in India by Amiya dev.pptx
Comparative Literature in India by Amiya dev.pptxAvaniJani1
 
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...HetalPathak10
 
ARTERIAL BLOOD GAS ANALYSIS........pptx
ARTERIAL BLOOD  GAS ANALYSIS........pptxARTERIAL BLOOD  GAS ANALYSIS........pptx
ARTERIAL BLOOD GAS ANALYSIS........pptxAneriPatwari
 
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...Osopher
 
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...DhatriParmar
 

Recently uploaded (20)

How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17
 
4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx
 
Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
 
Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...
Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...
Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentation
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdf
 
ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdf
 
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptxINCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
 
How to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command LineHow to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command Line
 
Introduction to Research ,Need for research, Need for design of Experiments, ...
Introduction to Research ,Need for research, Need for design of Experiments, ...Introduction to Research ,Need for research, Need for design of Experiments, ...
Introduction to Research ,Need for research, Need for design of Experiments, ...
 
6 ways Samsung’s Interactive Display powered by Android changes the classroom
6 ways Samsung’s Interactive Display powered by Android changes the classroom6 ways Samsung’s Interactive Display powered by Android changes the classroom
6 ways Samsung’s Interactive Display powered by Android changes the classroom
 
Comparative Literature in India by Amiya dev.pptx
Comparative Literature in India by Amiya dev.pptxComparative Literature in India by Amiya dev.pptx
Comparative Literature in India by Amiya dev.pptx
 
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
 
ARTERIAL BLOOD GAS ANALYSIS........pptx
ARTERIAL BLOOD  GAS ANALYSIS........pptxARTERIAL BLOOD  GAS ANALYSIS........pptx
ARTERIAL BLOOD GAS ANALYSIS........pptx
 
Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"
 
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
Healthy Minds, Flourishing Lives: A Philosophical Approach to Mental Health a...
 
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
 

Successful Statistics Course Redesign

  • 1. Dr. Nimet Alpay & Dr. Natalya Koehler. Successful Redesign of Online Statistical Concepts Course: Improved Student Retention, Performance, and Satisfaction with the Course.
  • 3. College Graduation 1 According to the 2011 report from Complete College America Part-time students have a 24.3% chance of graduating with a 4-year bachelor’s degree within 8 years and adult students are far less likely to complete their degrees than their traditional peers.1
  • 4. Student Population Statistics of Undergraduate Population Attending Franklin University Category Percentage/Years Average Age 33.27 years Race Caucasians – 66.7% African Americans – 21.6% Others – 11.7% Student Status Full time – 33.6% Part time – 66.4% Non-traditional – 80% Financial Aid Recipients 70% Gender Males – 43.5% Females – 56.5%
  • 5. MATH 215 Student Population Gateway Course General Education Course FF and online formats Pre-requisite Levels of students’ motivation (the course serves as a pre-requisite or not)
  • 6. MATH 215 Course Pre-requisites • Learning Strategies • Introduction to Excel Spreadsheets • Intermediate Algebra or Introduction to Quantitative Reasoning (new course)
  • 7. Student Performance and Attrition in Fall 2013
  • 8. Redesign Goals To increase Student Retention Performance Graduation Rates Instructional Support for Online Learners
  • 9. Topics Coverage Based on ODHE Requirements Below are the course topics based on ODHE requirements for MATH 215: • sampling techniques • data types • experiments • measures of central tendency • measures of dispersion • graphical displays of data • basic probability concepts • binomial and normal probability distributions • sampling distributions and Central Limit Theorem • confidence intervals • hypothesis tests of a mean, or a proportion for one or two populations • hypothesis tests for qualitative data • linear regression Topics that are excluded from the old course based on ODHE requirements: • ANOVA • Regression Analysis
  • 11. Data-driven Course Redesign The course redesign was based on the analysis of: Student course evaluation surveys Instructor interviews Program and department chair interviews Student use of optional student academic support services Data about student performance and attrition
  • 12. Factors Impacting Student Retention at the Course Level Effective Instruction Effective Course Design Student Retention
  • 13. We Identified Need for Systematic Instruction (Fall 2013) Class 1 – High Attrition Rate (44%) 1. “Professor X seemed to genuinely want me to succeed.“ 1. “I feel that this course was extremely demanding. Between the homework, quizzes, group assignments, and test, it felt nearly impossible for someone who isn’t strong in math (like myself) to keep up”. Class 2 – Low Attrition Rate (16%) 1. “He did an excellent job.” 2. Professor X was great, he always took the time to talk to all of us provided several examples that related the information to everyone. 1. I thought the program worked very well with my learning style. • The instructor was helpful in providing “just in time” help. • Students find the course very difficult. • The instructor provided systematic instruction. • Students do not have negative comments about the course.
  • 14. Student Course Evaluation Survey (Fall 2013, old course design)
  • 16. The Redesign Elements Weekly Assignment & Assessment types Textbook change Web-based component change Systematic instruction through interactive multimedia lectures
  • 17. Textbook Change Old Textbook • Triola, M. (2014) Elementary Statistics Using the TI-83/84 Plus Calculator (3rd edition). Pearson. New Textbook • Navidi W. & Monk B. (2014). Essential Statistics. (Franklin University Custom Edition). McGraw-Hill “Extremely confusing textbook.” -Rep. Student Comment “Textbook is easy to understand.” -Rep. Student Comment “I liked the book a lot as it broke down the concepts in a clear and concise manner.” -Rep. Student Comment “Content explanations and exercises don’t seem connected to each other” -Rep. Instructor Comment
  • 18. Web-Based Component Change • SmartBook – adaptive learning technology • Connect Math – assignment and assessment platform with integrated media-rich ebook. *Both products are integrated under ConnectMath SmartBook Connect Math
  • 19. Weekly Assignment & Assessment Types
  • 20. Systematic Instruction – Interactive Multimedia Lectures 28 interactive multimedia lectures to help students understand different statistical concepts without frustration. The lectures include the following components: • New information delivery • Includes examples • Includes both visual and auditory information • Information summary • “Check your learning” comprehension question • Multiple choice • Drag and drop • Fill in the blank • Enter answer • Other http://cs.franklin.edu/~ reid21/showcase/story. html Click here to see the demo of multimedia lectures Click on the button to see the demo of multimedia lectures
  • 22. Data Collection Instruments Attrition & Performance Data Evaluations • Course evaluation • Multimedia evaluation Instructor Feedback • Course design feedback • Multimedia feedback Academic Support Services • Attendance Rates Triangulation
  • 23. Results: D Below Rates & Attrition Rates 35.29% 64.71% Fall 2014 Attrition Rate: 14.31% 36.49% 63.51% MATH 215 Student Performance – Fall 2014 33.93% 66.07% 35% 65% Overall Performance Face-to-face Classes Online Classes
  • 24. Results: Student Performance Rates FALL 13 FALL 14 Total # of Students 335 255 Online Students 221 (66%) 127 (50%) FF Students 114 (34%) 128 (50%) Grade A 12.2% 21.2% Grades: A – C 49.8% 64.3% Grades: D & Below 50.2% 35.6% Attrition Rates 26.11% 14.31%
  • 25. Continuing Effect of Course Redesign FALL 13 FALL 14 WINTER 15 SUMMER 15 FALL 15 Total # of Students 335 255 279 147 236 Online Students 221 (66%) 127 (50%) 170 (61%) 83 (56%) 147 (62%) FF Students 114 (34%) 128 (50%) 109 (39%) 65 (44%) 89 (38%) Grade A 12.2% 21.2% 19.4% 20% 23% Grades: A – C 49.8% 64.3% 66.7% 68% 66% Grades: D & Below 50.2% 35.6% 31.4% 32% 33% Attrition Rates 26.11% 14.31% 11% 13% 17%
  • 26. Course Recommend Rates TERMS Percent Course Recommend Percent Faculty Recommend Fall 13 55.8% 82% Winter 14 57.3% 88% Summer 14 53% 76% Fall 14 71% 88% Winter 15 69% 85% Summer 15 71% 92% Fall 15 77% 88%
  • 27. Results: Course Survey Themes from student comments about effectiveness of the new design of the course over Fall 14 – Sum 15. # The themes from students’ comments (composite responses) -- FALL 2014 Number of users commenting on the theme 1. The course is challenging and overwhelming. 33 2. The course is well designed and can be self-led. 19 4. The educational value of ConnectMath auto-graded learning activities is excellent because it contains examples and guided solutions. 13 4. LearnSmart auto-graded learning activities are redundant. 10 5. Need for additional resources for learning (Student Learning Center). 8
  • 28. Use of Academic Support Services • The number of students who used optional support services in the Fall 2013 – Fall 2015. Types of optional support services Fall 2013 Winter 2014 Summer 2014 Fall 2014 Winter 2015 Summer 2015 Fall 2015 Tutoring Services (OL, FF, W-In) 37.8% * 9.50% 16.00% 12.90% 9.40% 16.20% 8.3% Test Preparation Workshops 22.40% 15.40% 23.00% 13.70% 20.20% 12.20% 17.40% Structural Learning Assistance (SLA) 13.40% 13.20% 21.30% 9.40% 15.20% 14.20% 12.20%
  • 29. Informal Student Feedback via Email -Tina I felt pretty good taking the test and am pleased with my final score! I must say that I am extremely impressed with the way Franklin does this class. I know Statistics is typically a universally feared class, but it hasn’t been too bad so far. -Brandon I enjoyed the class even with all of the work. Near the end, everything has fit together and it all makes sense. I have a better understanding of how this type of math helps businesses. All of the information from this class will help me with my future business. -Dianne
  • 31. Introduced a New Course as a Pre-requisite Math 115: Introduction to Quantitative Reasoning It includes topics from Beginning Algebra and some concepts from Descriptive Statistics and Simple Probability. Application based. Excel is used for tech assignments. This is the pre- requisite for students who will NOT take College Algebra for their programs.
  • 32. Conducting a Research Study on the Use of Interactive Multimedia Winter 15 term: Too few participants • incentive: raffle for Ipad Mini Fall 15 term: 86 students participated • incentive: bonus points (2% of the available points in the course) Winter 16 term: study still going on.
  • 33. Average Student Ratings of the Interactive Multimedia Lectures (86 participants; rating scale of 5; 5-strongly agree, 1-strongly disagree) Survey Questions Average ratings 1. I liked the layout of the sections in the lecture. 4.7 2. I liked the navigation in the sections in the lecture. 4.7 3. I liked the explanation and the examples used in the informational slides of the lecture sections. 4.6 4. I liked the summary slides used thought the sections. 4.5 5. I found the transcript option useful. 3.6 6. The sections helped me understand this weeks’ material. 4.6 7. The section design helped me retain the new information. 4.4 8. The section design helped me maintain my attention. 4.5 9. I found the self-assessment feature (Check Your Learning questions) helpful 4.5 10. The answer feedback to the Check Your Learning questions (explanations of the correct answers) were helpful. 4.5 11. The answer feedback to the Check Your Learning questions was sufficient. 4.3 12. I liked the supplemental content (if any), such as calculator tips and topic videos. 3.9 13. The pace of the content was good. 4.6 14. I enjoyed my experience. 4.5
  • 34. Themes from Student Comments about Effectiveness of Multimedia Design
  • 35. Representing Student Comments about Effectiveness of Multimedia Design “Narrator spoke slowly and clearly.” “In the randomized experiment section, the colors of the coupons and the colors of flyers were color coordinated to make the student (me) visualize how to think about the percentages of the different groups of people. This demonstration was a real-world scenario that I could relate to and therefore made the material easy to understand and increased me chances of retaining the information.” “What I liked most about this lecture was the flow. The flow moved from the description of percentiles and quartiles into showing examples of how to calculate these items.” “I appreciate the fact that If I stopped a section I could resume where a left off.” “It was also helpful having the tutorial to be long enough to explain the information, but not too long to lose interest.”
  • 36. Themes from Student Comments about Helpfulness of Software Features
  • 37. Representing Student Comments about Effectiveness of Software Features “I did access the supplemental materials and it was helpful by providing some more in depth information.” “I think the use of visual aids and animation help the learner adjust to the new material more quickly than the text.” “The Summary is also important because it reiterates the key elements, which can also help the viewer retain the information.” “I really liked the transcript option so you could keep volume off or go a little quicker if you read through a familiar topic.” “I feel like the more I test myself on the subject material, the more comfortable I get with determining the correct answer and confirming my understanding.” “it is nice to have graphs and tables involved in an online class.”
  • 38. Effectiveness of Support for Cognitive Processing of Information Provided by the Multimedia Lectures Sub category Number of Commends Helped students remember the material 37 Helped students understand the material 32 Helped students maintain their attention 24 Helped students organize information for encoding into long-term memory 13
  • 39. Representing Student Comments about Cognitive Support for Information Processing “Useful tool to use for learning, definitely helped understand the material.” “The interactive lectures during the beginning of a week to watch will most certainly help make you study and remember the material in the long run.” “The in-depth discussion about the material is what made me pay attention and want to take down notes.” “By using this as a review I feel I was able to better retain the information.” “The explanations break the material down in terms I can understand and relate to therefore making it easier to retain the information.”
  • 40. Overall Satisfaction with the Multimedia Lectures # Theme Number of Comments 1 Reduces phobia of math 7 2 Recommendation to build similar lectures for other courses 10 “Overall, I plan to continue to use the interactive multimedia lecture until the course ends. The material and discussion is very clear and concise and to the point.” “I had a terrible time in previous math classes and dreaded taking this one. As it turns out this class has not been bad at all. The interactive lectures make a difference for me.” “I have enjoyed these interactive multimedia lectures since I began using them at the start of the course. I think they would be very useful in other classes where topics tend to need more explanation than just written text.”

Editor's Notes

  1. Natalya
  2. Natalya: Systematic instruction for online and face to face students Warmly received by students and instructors Not a good idea to replace classroom instruction with it. Lectures need to be watched at student own pace.