Working Together to Enhance Learner Engagement

581 views

Published on

Keynote presentation at the Association of Learning Advisors of Aotearoa / New Zealand Annual Conference.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
581
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Not my real name…
  • A real hallmark of my research is the critical lens I bring to elearning from a broad perspective. Although it’s slogan, ‘the light comes through the cracks’. This saying defines my academic work as in the words of Socrates, the unexamined life is not worth living.
  • Number 2
  • Indeed the current funding model for HE is working against traditional distance learners as this recent newspaper clipping illustrates. There are currently serious questions being asked about the value and return on investment of distance education.
  • Massey over25 = 46%Auckland over 25 = 23%Otago over 25 = 19%
  • 2293 views from websiteQuiz results54% had studied at university previously89% stated that they enjoy reading and understood what they read80% are comfortable juggling commitments and 84% used to working to deadlines.41% stated that they needed prompts from other people to motivate them.24% were not sure if they had enough time in their schedule to fit in extra study for busy periods or catch up if needed.
  • Course Choice
  • Has a strong phenomenological dimension and involves a number of case studies or learner stories collected through audio/video diaries over the initial stages of the study lifecycle—that is, from thinking about study to the first few weeks.
  • Annual Plan Goal 50% reduction
  • Working Together to Enhance Learner Engagement

    1. 1. Working Together to Enhance Learner Engagement: Supporting Success Across the Study Lifecycle Professor Mark Brown ATLAANZ Conference November, 2012
    2. 2. Ténákoutoukatoa… m.e.brown@massey.ac.nz http://www.slideshare.net/mbrownz/
    3. 3. Learning is changing…
    4. 4. Learning is changing…
    5. 5. Learning is changing…
    6. 6. Learning is changing… http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be
    7. 7. Learning is changing… http://theconversation.edu.au/
    8. 8. Learning is changing… http://net.educause.edu/ir/library/pdf/pub7203i.pdf
    9. 9. Beyond the hype & hope The light comes through the cracks… “The unexamined life is not worth living” (Socrates)
    10. 10. Seeing things differently
    11. 11. Technology matters! “We use to talk more before someone invented fire”
    12. 12. Outline… 1. The big issues 2. Towards a third generation approach 3. Insights from first-time distance learners
    13. 13. Key takeaways… • A better understanding of big issues facing tertiary education providers in changing times. • A conceptual framework to identify and develop a range of strategies and interventions for enhancing learner success. • Insights from a study of first-time distance learners and some of the factors that contribute to student success.
    14. 14. 1. The big issues
    15. 15. 1. The big issues Key question: • What are the big issues facing tertiary providers? - Globally - Nationally - Locally
    16. 16. 1. The big issues Key question: • What are the big issues facing tertiary providers? Write your short response and then fold over and pass to someone on another table
    17. 17. 1. The big issues • Impact of new technology on learning • Emergence of new business models • Problem of retention andcompletion
    18. 18. 1. The big issues The problem of retentionandcompletion
    19. 19. 1. The big issues
    20. 20. 1. The big issues
    21. 21. 1. The big issues “A real education takes place on campus!”
    22. 22. 1. The big issues
    23. 23. 1. The big issues 67% 54%
    24. 24. 1. The big issues 72% 58%
    25. 25. 1. The big issues
    26. 26. 1. The big issues
    27. 27. 1. The big issues 46% of Massey students over 25
    28. 28. 1. The big issues Poskitt, et. al. (2011) report… • Average commitment of 17.6 hours per week to paid employment, in contrast to 12.9 hours per week by campus-based students • Krause, et al. (2005) found that first year students committed to more than 12.5 hours employment per week tended to be more likely to consider dropping out. • 61% spend at least one hour per week caring for dependents, compared to 37% of campus-based students
    29. 29. 1. The big issues What does all this mean? The problem of retention is real and in the current financial climate, and rapidly changing global higher education environment, tertiary providers world- wide are likely to come under increasing pressure to enhance learner success.
    30. 30. 1. The big issues What does all this mean? The problem of retention is real and in the current financial climate, and rapidly changing global higher education environment, tertiary providers world- wide are likely to come under increasing pressure to enhance learner success. A proxy for engagement!
    31. 31. 2. Towards 3G approach
    32. 32. 2. Towards 3G approach Key question: • How can we enhance outcomes for learners? Write your short response and then fold over and pass to someone on another table
    33. 33. 2. Towards 3G approach How many of you have been restructured in the last three years?
    34. 34. 2. Towards 3G approach
    35. 35. 2. Towards 3G approach http://www.cadad.edu.au
    36. 36. 2. Towards 3G approach • Teaching consultants… General, professional or academic staff? • Learning advisors… General, professional or academic staff?
    37. 37. 2. Towards 3G approach Evolution of models… 1st 2nd 3rd Generation Generation Generation
    38. 38. 2. Towards 3G approach 1st Generation – emerging • Teaching development – usually under HR • Student development – „add on‟ Teaching Learning
    39. 39. 2. Towards 3G approach 2nd Generation – weak connections • Teaching development – centre driven • Student development – student centred Teaching Learning
    40. 40. 2. Towards 3G approach 3rd Generation - integrated • Teaching development – demand driven • Student development – targeted and embedded Teaching Learning
    41. 41. 2. Towards 3G approach A Student Success Framework… • Institutions need to analyse their own retention strategies and „spot the leaks‟ (Simpson, 2003) • And move away from “goulash” approach (Simpson, 2009) • Framework based on review of the research literature and best practice • Has three main components…
    42. 42. 2. Towards 3G approach Massey‟s Student Success Framework… • Appropriate course choice • Proactive personalised contact/information • Early identification of „at risk‟ • Role of external support • Positive interactions with university • Strong sense of belonging to the university • Develop academic confidence • Develop academic capacity
    43. 43. 2. Towards 3G approach Adapted from Wilson (2009) Tertiary Intervention What do we do for failing students Secondary Intervention What do we do for at-risk students? Targeted/Selective Primary Intervention What do we do for targeted groups of students? General/Primary Intervention What do we do for all students? Intervention Pyramid
    44. 44. 2. Towards 3G approach Study Life Cycle I N T E R V E N T I O N S Student Success Framework
    45. 45. 2. Towards 3G approach Thinking About Study - „the website‟ • Focus on managing expectations • Content and tools to assist the student to make good choices - Distance learning and how it works - Considerations when choosing courses - Planning your study - Services and resources
    46. 46. 2. Towards 3G approach
    47. 47. 2. Towards 3G approach Thinking About Study - „Online preparation tools‟ • Self directed exercises - Literacy/numeracy exercises - Is distance learning for me? Quiz
    48. 48. 2. Towards 3G approach
    49. 49. 2. Towards 3G approach
    50. 50. 2. Towards 3G approach Thinking About Study -„Work/Study/Life Calculator‟
    51. 51. 2. Towards 3G approach
    52. 52. 2. Towards 3G approach Making Choices –“online course previews‟ What study material How will I connect What kind of work What study support will I have? with other students will I submit? is available? and staff? << Title Page
    53. 53. 2. Towards 3G approach
    54. 54. 2. Towards 3G approach
    55. 55. 2. Towards 3G approach First Few Weeks - „Online orientation course‟
    56. 56. 2. Towards 3G approach Progression - „Assignment Pre-reading Service‟
    57. 57. 2. Towards 3G approach Progression – „OWLL‟ Visits 150000 100000 50000 0 2009 2010 2011 2012 Total visits 111,113 65.4% increase on 2011
    58. 58. 2. Towards 3G approach Progression – Stream
    59. 59. 2. Towards 3G approach
    60. 60. 2. Towards 3G approach - Online clinics
    61. 61. 3. Insights from learners
    62. 62. 3. Insights from learners Key question: • What lessons about student success can we learn from learners? Write your short response and then fold over and pass to someone on another table
    63. 63. 3. Insights from learners • Wealth of literature • Issues around retention and completion are complex • Further investigation required of the „soft‟ factors • There is a growing body of literature on first year experience • Gap in the literature on the experiences of first-time distance learners • Dearth of research that presents the learner voice
    64. 64. 3. Insights from learners Research objective… To improve the supports and services available for first-time distance learners. More specifically…
    65. 65. 3. Insights from learners Research objective… To improve the supports and services available for first-time distance learners. More specifically… • To investigate the experiences of being a first time distance learner „in their own words‟ from a student perspective • To develop a set of overarching principles for enhancing distance learner engagement and success; • To develop a conceptual framework for identifying the most effective use of various intervention tools, supports and resources at early stages of the study lifecycle.
    66. 66. 3. Insights from learners Methodology… • Phase 1 - Audit of existing services • Phase 2 - Baseline and end of semester survey • Phase 3 - Stories of first-time distance learners
    67. 67. 3. Insights from learners 30 – 39 years Maori 4 papers (units) College of Humanities Remote location Not employed 7 children
    68. 68. 3. Insights from learners 30 – 39 years Maori / Pasifika 4 papers (units) College of Business Wellington FT employment 1 guardianship
    69. 69. 3. Insights from learners 20 – 29 years European 2 papers (units) College of Humanities Urban location FT employment 0 children
    70. 70. 3. Insights from learners 50 - 59 years Maori / European 2 papers (units) College of Business Auckland Seeking employment
    71. 71. 3. Insights from learners 60+ years European 1 paper (unit) College of Education Remote location Employed 3 days
    72. 72. 3. Insights from learners Insights… "Ive finished my paper (unit), which is such a relief because, in the last six weeks, I just wasnt really interested in it. Other things in my life meant it went on the back-burner and was something that was frustrating and it got in the way of... well, life got in the wayof the paper really."
    73. 73. 3. Insights from learners Key takeways… 1. Stories „add flesh‟ to the „soft factors‟ of what it means to be a distance learner.
    74. 74. 3. Insights from learners Key takeways… 1. Stories „add flesh‟ to the „soft factors‟ of what it means to be a distance learner. 2. Distance learning is perceived to enable tertiary study to fit around other life, work and family commitments; however first- time distance students have relatively little conception of the actual demands of studying by distance.
    75. 75. 3. Insights from learners Key takeways… 1. Stories „add flesh‟ to the „soft factors‟ of what it means to be a distance learner. 2. Distance learning is perceived to enable tertiary study to fit around other life, work and family commitments; however first- time distance students have relatively little conception of the actual demands of studying by distance. 3. Although learner stories affirm the importance of the first few weeks of study, there are ebbs and flows in the life of a distance student over the semester and a second critical at risk phase was identified in later weeks.
    76. 76. 3. Insights from learners 4. Digital literacy is variable among first-time distance learners. Irrespective of the level of digital literacy, insights gained from learner stories reveal that few students know how to be effective online learners.
    77. 77. 3. Insights from learners 4. Digital literacy is variable among first-time distance learners. Irrespective of the level of digital literacy, insights gained from learner stories reveal that few students know how to be effective online learners. 5. Video diaries coupled with the researcher‟s role influenced student engagement by metaphorically providing a new cave, campfire, watering hole and mountain top for active learning and promoting a stronger sense of belonging.
    78. 78. 3. Insights from learners
    79. 79. Conclusion…
    80. 80. Conclusion… A conclusion is the place where you got tired of thinking
    81. 81. Conclusion… “The greatest challenge to any thinker is stating the problem in a way that will allow a solution.” Bertrand Russell
    82. 82. Conclusion… You have the solutions in your own hands… Open and see what others have to say…
    83. 83. Questions… “A prudent question is one-half of wisdom.” Francis Bacon http://www.slideshare.net/mbrownz/
    84. 84. What happened in the past is no longer a reliable guideto the future • Learning for the future • Teachers as future makers • Leading in a climate of change

    ×