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Sloan C Users' Group Best Practices
The document outlines best practices for using SmarterMeasure, an assessment tool that measures student readiness for online or distance learning. It recommends popularizing the tool through promotion and training, planning strong implementation models, personalizing the tool through custom features, adding calls to action, following up on results, conducting research on correlations between scores and outcomes, and presenting findings at conferences to showcase results. Case studies show correlations between readiness scores and grades/retention, and that interventions targeting low scores helped narrow gaps in online course pass rates.
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Sloan C Users' Group Best Practices
- 1. Users’ Group 2013 BestPractices Julie Owen, VP Marketing & Operations SmarterServices Provided by
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- 3. DID YOU KNOW? •SmarterMeasure has helped over 2.4 MILLION students! • We have a k12 version that serves 7-12 graders. • You can modify your readiness ranges to make the tool more predictive.
- 5. Best • • • • • • • Practices Popularize – buyin Plan – strong implementation model Personalize – use custom features Petition - Call to Action Pursue - Follow Through Produce – Conduct Research Present– co-present with us at a conference or webinar
- 6. POPULARIZE/PROMOTE • Advertise &Promote • Educate with our Training • Get Everyone Involved
- 7. PLAN • Integrate SmarterMeasureinto a required orientation course • 68% of client schools administer the assessment to all students, not just eLearning students
- 8. J. Sargeant Reynolds CommunityCollege • Required as admissions assessment • Integral part of their QEP • Computed correlations with grades and Life Factors SmarterMeasure sub-scales of over 4000 students. • P Attributes Grades Learning Styles Technical
- 9. Findings • Statistically significantcorrelations: - Dedicated place, support from employers and family, access to study resources, and academic skills (Life Factors) - Tech vocabulary (Technical Knowledge) - Procrastination (Individual Attributes) Scores Grades
- 10. Academic Success Rates 70 60 50 40 HighScore Low Score 30 20 10 0 Skills Resources Time Less than 10% of students with low scores experienced academic success.
- 11. PERSONALIZE • Utilize customfeatures • Modify Readiness Ranges
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- 13. Adjusting Readiness Ranges Adjustingthe cut points can make the reporting a more accurate predictor of success.
- 14. PETITION Add call toaction in text of student report Read Feedback on report Write reflection paper on results Work through appropriate resources for support
- 16. PETITION Add call toaction in text of student report Read Feedback on report Write reflection paper on results Work through appropriate resources for support Discuss results with administrator Discussion or chat about learning style
- 18. PURSUE • After measuringstudent readiness, what action will you take based on the scores? Coaching Assign mentor Ongoing communication Provide faculty member with results Evaluate & Provide remedial resources
- 19. PRODUCE Progression of SmarterMeasureData Utilization Predictive Correlation Comparison Descriptive Student Service
- 20. Research Ideas on the Research Pageof the Website
- 21. CEC - TheNeed • We need to know which students to advise to take online, hybrid or on-campus courses. • We need to know which students to direct to which student services to help them succeed. • We need to know how to best design our courses so that new students are not overwhelmed.
- 22. The Analysis • Whatis the relationship between measures of student readiness and variables of: – Academic Success - GPA – Engagement – Survey (N=587) – Satisfaction – Survey (Representative Sample based on GPA and number of courses taken per term) – Retention – Re-enrollment data
- 23. The Findings • StatisticallySignificant Relationships Academic Achievement Engagement Retention Individual Attributes X X X Technical Knowledge X X X X X Learning Styles Life Factors Technical Competency X X X
- 24. The Recommendations • Weneed to know which students to advise to take online, hybrid or on-campus courses. – A profile of a strong online student is one who: • • • • Has a dedicated place to study online Possesses strong time management skills Demonstrates strong technical skills Exhibits a strong vocabulary of technology terms
- 25. The Recommendations • Weneed to know which students to direct to which student services to help them succeed. – An online student who should be directed toward remedial/support resources is one who: • Has a weak reason for returning to school • Has weak prior academic skills • Is not likely to seek help on their own • Is prone to procrastinate • Has low, internal locus of control • Has weak technology skills
- 26. The Recommendations • Weneed to know how to best design our courses so that new students are not overwhelmed. – Limit advanced technology in courses offered early in a curriculum – Foster frequent teacher to student interaction early in the course – Require milestones in assignments to prevent procrastination – Clearly provide links to people/resources for assistance
- 27. Middlesex Community College •6% to 13% more students failed online courses than on-ground courses. • Intervention Plan - Administer SmarterMeasure - Identify which constructs best predicted success - Provide “Success Tips” as identified Distributed by website, email, orientation course, records office, library, posters, and mail
- 28. Research Findings • Analyzed3228 cases over two years • Significant positive correlation between individual attributes and grades Motivation Impacts Grades
- 29. Results of MiddlesexResearch Before SmarterMeasure™ was implemented, 6% to 13% more students failed online courses than students taking on-ground courses. After the implementation, the gaps were narrowed: 1.3% to 5.8% more online students failed than onground students.
- 30. Results of MiddlesexResearch Failure rates reduced by as much as 10%
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- 33. Best is definedas better than all others: of the highest quality or standard or the most excellent type