OLC Research Summit - Part 2: Meet The DETA Research
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The document summarizes the DETA Research Toolkit 2.0, which provides resources for conducting research on online learning. The toolkit includes sections on general research models, guides to research methods, reporting research findings, tools for planning and collecting data, specific research models to replicate, and supplemental materials. It also describes how the toolkit helps relate research findings to practices to improve student success in online courses. The speaker encourages downloading the free toolkit to facilitate research and using findings to help faculty better design remote courses.
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OLC Research Summit - Part 2: Meet The DETA Research
- 1. OLC Research Summit | Part 2: Meet The DETA Research Toolkit 2.0 Tanya Joosten, Ph.D. National Research Center for Distance Education and Technological Advancements (DETA) University of Wisconsin – Milwaukee (UWM) tjoosten@uwm.edu | @tjoosten Detaresearch.org
- 2. DETA in 2020
- 6. Instructional and course design Learner support Design and organization Content design and delivery Instructor interactivity Peer interactivity Assessment and grading
- 8. Online learning readiness Technology Access Social Tech Skills Online Work Skills Self-Efficacy Online efficacy Self-directedness and organization Growth mindset Achievement Mindset Communication Need for socialization General communication competencies Comm competency with classmates Comm competency with instructor
- 11. GO GET IT!
- 12. 1) General research model Section one details the general research model for online learning from a systems perspective. (2) Guides to research Section two details several guides to research including quantitative, qualitative, and design based. (3) Reporting Section three describes consideration in reporting including data visualization. (4) Research tools Section four includes planning guidelines, student survey packer, codebooks, human subjects, and more. (5) Research models Section five includes specific research models to conduct and replicate research. (6) Supplemental materials Section six includes supplemental materials, such as publications, communications, and references. Contents
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- 19. 19 Step-by-step
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- 22. How-to KIT
- 23. Research - What factors improve student success? Practice - How do teach to help students succeed? Research Practice
- 28. Data collection Learner support Design and organization Content design and delivery Instructor interactivity Peer interactivity Assessment and grading
- 30. Findings
- 31. Data collection Learner support Design and organization Content design and delivery Instructor interactivity Peer interactivity Assessment and grading
- 33. Invest in resources for faculty to better design courses and teach remotely. • Incentives • Faculty development programs • Community groups • Pedagogy over technology • Redesign over “moving” online • Blended future Recommendations
- 34. Questions? 34
- 35. 35 Tanya Joosten, Ph.D. National Research Center for Distance Education and Technological Advancements (DETA) University of Wisconsin – Milwaukee (UWM) tjoosten@uwm.edu | @tjoosten DETAResearch.org
Editor's Notes
- OLC RESEARCH SUMMIT - PART 2: MEET THE DETA RESEARCH TOOLKIT 2.0 Tuesday November 17, 2020 - 3:30 PM to 4:15 PM Concurrent Session 7 BRIEF ABSTRACT This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels. SPONSORED BY Science Interactive PRESENTERS Lead Presenter: Tanya Joosten, National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee EXTENDED ABSTRACT Since 2014, the National Research Center for Distance Education and Technological Advancements (DETA) has cultivated a thriving community dedicated to promoting student access and success through research-driven practice. A key initiative of DETA has been the creation of their DETA Research Toolkit, a resource intended to guide research conducted across institutions to identify key factors that influence student outcomes, including underrepresented students. These student populations of interest include ethnic and racial minorities, low income students identified as Pell grant eligible, first generation students, and students with impairments or disabilities. In this session, participants will explore the toolkit to learn how they can gather and contribute data to better understand the key factors in DETA courses and programs (which includes any courses or programs using technology, such as tech-enhanced, blended, and fully online) that are influencing student success. The toolkit spans all disciplines and many research methodologies from quantitative to qualitative. It includes guides for experimental, survey, and qualitative studies. Qualitative studies addressed include free response, interviews, focus groups, narratives, and more. Additionally, design based research, such as user design research, and visualization studies are introduced. Tools and resources are shared, including a student survey instrumentation packet, codebooks, data sharing agreements, review board materials, and more. Moreover, the new toolkit has research designs and models to help support research in response to COVID-19 as well as emerging technology interventions such as adaptive learning, open education resources, and more. This hands-on session is perfect for researchers or practitioners of all roles and experience levels looking to learn more about ways to gather and share data across traditional institutional boundaries in support of success for all learners. This session is one of three parts of the OLC Research Summit, which will begin with an overview and audience-engaged discussion of the current landscape of online education research. In the second session, participants will explore resources, methods of approach, interactive toolkits, and opportunities to share their evidence within and across institutions in support of scaling best practices. Finally, participants will reflect on research in an experiential context by answering the following question - how we might as a community surface and collect themes that emerge from our collaborations? Focusing on OLC Accelerate as our research setting and context, how might we as a community produce a tangible artifact representing the scholarship, thought leadership, and opportunities arising from our work? Ultimately, these three, interconnected sessions at the OLC Accelerate 2020 Research Summit will provide us with new avenues of supporting student success through empirical research that is generative, connected, and impactful. The Research Summit is included in your OLC Accelerate Virtual Conference 2020 registration fee. There is no additional registration fee to participate in the event. Learn more about this session and all of the sessions at the Research Summit webpage.
- We are working with institutions across the country to collect data and conduct various research studies. I will just touch on a couple studies today, but research briefs are available on our website covering other studies that we have supported. Research briefs are available at uwm.edu/deta Interested in being a research partner? There is a form on the site or feel free to contact me?
- How many of you teach online? Support designing or teaching onlines?
- Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Technology access Social technology skills Online work skills Online efficacy Organization & self-directedness Growth mindset Achievement mindset Socialization Communication competencies Communication with Instructor Communication with Classmates Qualitative data was collected through open-ended survey questions. These questions asked students about the impact previous experiences in online courses had on their most recent learning experience, skills they perceive as necessary for online learning success, and recommendations for how instructors and institutions of higher education can help students succeed in an online learning environment.
- FIPSE funded Now additional funding from Spencer foundation, etc. Almost 5 years
- We collected data from 441 students Data from SIS was collected to distribute surveys. Participants who returned surveys were added into the data set and additional data regarding demographics and academic performance was gathered from their institution. The survey data and SIS data were merged to form the data set for analysis.