Outcomes evidence of student learning in a blended program


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Presentation given by Gail Matthews-DeNatale during a pre-conference gathering of Sloan Blended Learning grant recipients prior to the 2009 Sloan-C Conference on online learning.

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  • FOCUS ON THE LAST BULLET POINT – THE HIGH TOUCH Private institutions of higher education have been slower to adopt blended learning. We hypothesize that this has to do with institutional culture, particularly that of liberal arts institutions, which values a personalized or “high touch” approach to teaching and learning. In fact, our Sloan proposal was titled “High Touch in a Small Footprint.” What does this mean? Characteristics of “high touch”: A welcoming and highly supportive learning environment Everyone knows your name Faculty and peers care about your success As opposed to increasing the sense of distance , Simmons’s blended programs will increase the sense of presence that our College has in the lives of our students. We realized that, for the blended learning initiative to be successful, our model for faculty professional development needed to also model this high touch approach
  • Outcomes evidence of student learning in a blended program

    1. 1. Outcomes: Evidence of Student Learning in a Blended Program Gail Matthews-DeNatale, Ph.D. Interim Director, Academic Technology 2009 Sloan-C International Conference on Online Learning
    2. 2. About Simmons <ul><li>100+ years old </li></ul><ul><li>Private college located in Boston </li></ul><ul><li>5,000 students (1/2 grad, 1/2 undergrad) </li></ul><ul><li>Women’s undergrad college and five co-educational grad schools </li></ul><ul><li>“ Small university” </li></ul>
    3. 3. Blended Learning @ Simmons <ul><li>2008-10 Sloan “Localness” grant </li></ul><ul><ul><li>Blend two programs </li></ul></ul><ul><ul><ul><li>School for Health Sciences Doctoral Program in Nursing Practice </li></ul></ul></ul><ul><ul><ul><li>Graduate School of Library and Information Science, Mt. Holyoke </li></ul></ul></ul><ul><ul><li>Develop infrastructure to support blended </li></ul></ul><ul><ul><li>Articulate model congruent with “high touch” campus culture of a private institution </li></ul></ul>
    4. 4. <ul><li>DNP = Doctoral Program in Nursing Practice (for mid career professionals) </li></ul><ul><li>Heavy Blend (online + several f2f weekends per semester) </li></ul><ul><li>New Program (born blended, fresh start created opportunity for integrated curriculum and assessment) </li></ul><ul><li>Organized around AACN “Essentials” </li></ul>About the DNP
    5. 5. <ul><li>Scientific Underpinnings </li></ul><ul><li>Organizational and Systems Leadership </li></ul><ul><li>Clinical Scholarship </li></ul><ul><li>Information Systems/Technology </li></ul><ul><li>Health Care Policy </li></ul><ul><li>Interprofessional Collaboration </li></ul><ul><li>Clinical Prevention and Population Health </li></ul><ul><li>Advanced Nursing Practice </li></ul><ul><li>Source: American Association of Colleges of Nursing (AACN) </li></ul>Essentials of Doctoral Education for Advanced Nursing Practice
    6. 6. Learning Outcomes: Evidence Generated by Students
    7. 7. <ul><li>Discussion posts recognized as a rich data source for program outcomes evaluation </li></ul><ul><li>Posts used as research data with permission of all students </li></ul><ul><ul><li>Qualitative: coded/analyzed according to AACN Essentials </li></ul></ul><ul><ul><li>Quantitative: analyzed posting numbers, frequency, patterns (professor-student, student-student) </li></ul></ul>Learning Outcomes: Evidence Analyzed by Faculty
    8. 8. <ul><li>AACN Essential: Organizational and Systems Leadership </li></ul><ul><li>Accelerated development : after one semester, doing things that faculty predicted they wouldn’t do until capstone work or after graduation </li></ul><ul><li>Evidence of concrete leadership behaviors (e.g., organized an ethics committee at work, testified at hearings, advocated for policy change) </li></ul><ul><li>Dramatic increase in sophistication of thought as evidences in posting language regarding leadership </li></ul><ul><li>Blended pedagogical design fostered acceleration </li></ul><ul><li>Source: 2009 Drexel Conference Paper (Neary, White, Sapienza) </li></ul>Excerpt from Findings