Using Online Supplemental InstructionChristine Boggs, April Heaney, Emily Kramer, Karen Williams
Who We Are… Christi – Instructional Designer – Instructor – OSI Coordinator – Emerging Technologies
Who We Are… April – LeaRN Program Director – Instructor, English Department – Synergy Program Director – Post-secondary literacy and pedagogy
Who We Are… Emily – Former OSI Leader – OSI Supervisor – Graduate Student
Who We Are… Karen – Professor, Human Development & Family Sciences – Director, Bachelor of Applied Science Program – Instructor – Distance Teaching Pedagogy
Supplemental Instruction• Weekly out-of-class sessions led by experienced students who have succeeded in the course• Focuses on – reviewing key concepts – reinforcing core skills such as critical reading, research, and writing – exam preparation – connecting content with relevant real-world examples – strengthening student engagement
History of Supplemental Instruction• First developed at the University of Missouri, Kansas City in 1983• Now in place at over 800 colleges and universities around the world (700 in the U.S.)• National research suggests that SI improves final course grades for students of all levels of preparedness (Congos and Schoeps, 1993, Congos, Langsam, and Schoeps, 1997)
Supplemental Instruction at UW• Offered in approximately 20 courses per year (50 individual sections) – Accounting, Anthropology, Art, Biology, Chemistry, Economics, Engineering, Kinesiology, Math, Music, Physics, Political Science• UW studies show that students who attend SI earn higher grades
SI Training and Compensation• SI leaders attend two trainings and also receive targeted feedback based on an observation• Training includes – Small group facilitation – Active learning strategies – Teaching core skills – Campus resources for referrals• Leaders are compensated with a stipend or course credit• Typical workload is 5-6 hours per week
Why SI for online classes?• Distance students are frequently seeking intellectual connections and community• Distance students face challenges that can be effectively addressed through SI• Peer leaders gain important experience and learning opportunities• Instructors can better engage with and understand students
How OSI Works• OSI participants virtually interact by way of computer, headset and microphone from any remote location.• One hour weekly web conferencing sessions are held to aid in students’ academic success.• OSI leaders facilitate the online sessions the same as traditional classroom sessions.
• Study guides and exercises pertaining to the relevant course unit are created by OSI leaders for students to work through during the session using the whiteboard.• OSI leaders encourage students’ attendance by emailing, introducing OSI during the first week via a course shell announcement, and making periodic email announcements throughout the semester.
• OSI participants may type in the web conferencing chat box or use their headset to communicate during the session.• Questions are posed to the group and the OSI leader rephrases them as needed to encourage student response.• Documents, videos, PowerPoint presentations are shared via the whiteboard. The OSI leader may grant students control of the applications to involve everyone.
In the ‘Classroom’• Gives students an opportunity to experience peer feedback and successful communication strategies• Provides students another way to connect with each other.• Lets students experience multiple methods of content delivery, helping them understand material better.
OSI isn’t tutoring…it really is supplementalinstruction; it allows me to connect with an SI leader (usually a former student) without directing what occurs in SI sessions.
Overall Grade Comparison100%90%80%70%60%50% A,B,C D, F & W40%30%20%10% 0% OSI No OSI Total
SI Group Non SI Group Total # of # of # of student students A,B,C D, F & W students A,B,C D, F & W s A,B,C D, F & WSummer 2011 11 100% 0% 109 89% 11% 120 90% 10%Spring 2011 8 87.50% 12.50% 18 11% 83.00% 26 57.70% 42.30%Fall 2010 14 78.60% 21.40% 13 54% 46% 27 66.70% 33.30%Summer 2010 12 100% 0% 64 91% 9% 76 92.00% 8%Spring 2010 9 89% 11% 20 90% 10% 29 90% 10%Fall 2009 9 100% 0% 20 80% 20% 29 86% 14%Spring 2009 6 96% 4% 21 67% 33% 27 74% 26%Fall 2008 4 100% 0% 21 52% 48% 25 60% 40%
“Extremely valuable resource. I was surprisedmore people in the class didnt take advantage of the SI sessions, as every one of them provided new information I would not haveotherwise known. Absolutely no complaints! Highly recommended!”
“Helps you become more aquinted (sic)with the teacher and the class and classmates. You feel a little more comfortable with the online aspect of learning. ”
”Having a discussion with my peers andsomeone who has gone through with this class already was extremely helpful. Listening and asking questions really helped me out.”
“How personal it was and how non-text taughtor concept based it was. We experienced things hands on, were able to ask questions andexplore and learn on our own, and it was much more organized and easier to grasp information.”
Contact us! Christi – email@example.com April - AprilH@uwyo.eduEmily - firstname.lastname@example.orgKaren - Cachevki@uwyo.edu