Given the overrepresentation of community colleges, should we run the analyses separately for community college students vs. senior students?Think about other ways of analyzing
Social pedagogySeparate peers vs. instructors
Social pedagogySeparate peers vs. instructors
Reflection as Integrative
Who are the students in the high extending – high faculty feedback group? What courses, what faculty?
Looking at the instructor variables, this was the one item that seemed to reveal some differences in ePortfolio practices – this is an area where we could work on refining our survey items
How can we contextualize our findings – NSSE?
2012.06.25 c2 l fall spring survey v3
FALL 2011-SPRING 2012 CONNECT TO LEARNING CORE STUDENT SURVEY: PRELIMINARY FINDINGS Helen L. Chen, C2L Senior Scholar,July 14, 2012 firstname.lastname@example.org
Overview What is the C2L Core Student Survey? Respondent demographics Frequency distributions of selected items related to attitudes towards ePortfolios and NSSE/CSSE Feedback scales – Faculty and Peers “Extending” scale Implications and Future Directions
C2L Core Student Survey WHAT: A survey instrument intended to capture common data across diverse C2L institutions WHO: Students in ePortfolio courses and their instructors WHERE: Administered online and f2f at 14 C2L campuses representing a range of institutional The C2L Core Survey was types, students, and disciplines informed by similar surveys used WHEN: First piloted in in the C2L network and also Fall 2011 and again includes outcomes items from in Spring 2012 NSSE/CSSE’s benchmarks for effective educational practice.
C2L Core Student Survey Goals1. Capture perspectives of the student experience in courses with an ePortfolio requirement or assignment – evidence of ePortfolio impact2. Ensure student voices are informing and represented in the C2L developmental model3. Build a common data set across C2L campuses and explore new analyses beyond descriptive findings about
Who took the C2L Core StudentSurvey?Respondent Demographics
Respondent Demographics Total number of respondents: N=4,137 Number of valid responses: N≈3,317 Females (62.1%); Males (37.9%) Community college students (69.1%) Senior college/university students (30.9%) Full-time (83.9%); Part-time (16.1%) 18-23 y.o. (63%), 24-29 y.o. (19.2%), 30+ (17.8%) 32 course types (top 3: Health, Liberal Arts, English)
Frequency DistributionsResponses to selected survey items linkedto Integrative Learning
Level of Agreement on Selected ePortfolio Attitudinal Items
Faculty Feedback ScaleWhat is the relationship between facultyfeedback and the ways students value theirePortfolios?
“Faculty Feedback” Scale (α=.83) Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1951, 56.2%), Medium (n=319, 9.2%), High (n=1200, 34.6%); N=3470 My instructor provided useful feedback on my ePortfolio. I know that my instructor looked at my ePortfolio. My instructor(s) discussed the ways ePortfolio helps students to learn.
FACULTY FEEDBACK: Someday, I’d like to use myePortfolio to show what I’ve learned and what I cando to others, such as potential employers orprofessors at another college.
FACULTY FEEDBACK: Building my ePortfoliohelps me to think more deeply about the contentof this course.
FACULTY FEEDBACK: Building myePortfolio helped me to make connectionsbetween ideas.
Peer Feedback ScaleWhat is the relationship between peerfeedback and the ways students value theirePortfolios?
“Peer Feedback” Scale (α=.79) Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1503, 43.4%), Medium (n=1213, 35.0%), High (n=751, 21.7%); N=3467) My peers/classmates provided useful feedback on my ePortfolio. I know my peers/classmates looked at my ePortfolio.
PEER FEEDBACK: Building my ePortfoliohelps me to think more deeply about thecontent of this course.
PEER FEEDBACK: Building my ePortfoliohelped me to make connections betweenideas.
Faculty & Peer Feedback onNSSE/CSSEWhat is the relationship between facultyand peer feedback and NSSE/CSSElearning outcomes?
PEER FEEDBACK: Synthesizing andorganizing ideas, information, or experiencesin new ways
FACULTY FEEDBACK: Extent to which thiscourse contributed to your understanding ofyourself
PEER FEEDBACK: Extent to which coursecontributed to your understanding of yourself
Extending ScaleWhat is the relationship between studentstaking personal ownership of theirePortfolios and faculty feedback?
“Extending” Scale (α=.88) Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1385); Medium (n=1088); High (n=997); N=3470 I went beyond what was required for the course (for example, creating extra pages or posting my own links, text or photos). I included information or experience from other courses I am taking or have taken. I included school activities or experiences outside of the classroom (for example, clubs, sports, internships, study abroad, etc.) I included information or experiences from other areas of my life (for example, volunteering, work, friends, family, community).
What is the relationship between“extending” and faculty feedback?
High Extending– High FacultyFeedbackLow Extending– Low FacultyFeedback
Future Directions and NextSteps• for the development of the surveyinstrument• for guiding C2L research efforts going forward
Next Steps: C2L Core SurveyDevelopment What are some strategies for improving response rate from students as well as instructors? How representative is the C2L sample? How generalizable are our findings? Are we asking the right questions? Are there additional questions we should be asking of students and/or instructors? How can we refine our list of course types/disciplines into meaningful categories?
Next Steps: C2L ResearchQuestions What kind(s) of comparison group(s) would be meaningful to explore (e.g., gender, institutional type, etc.)? How can we contextualize our findings? How do student perceptions of ePortfolio practices differ across disciplines? How can we continue to explore and more deeply understand the relationships among student engagement, integrative learning, social pedagogy? What is the value of the C2L core student survey as an instrument for individual schools & the
Thank you! Jiyeon and Praveen The C2L leadership, especially Bret, Laura, and Judit All of you!Please contact me if you have any questions or would be interested in collaborating on the C2L core survey research efforts going forward! Helen L. Chen email@example.com