Increasing Retention in Online Courses: Integrating Learning Preferences with a Digital Search Tool
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This presentation, developed for the Conference on Higher Education Pedagogy 2014, describes the development and integration of the Ultimate Course Search (UCS) developed to increase retention and learning in higher education courses. The iSECURE project was supported through an NSF grant for use with Computer Science Security Courses. Implications for other areas of teaching are discussed, and screen shots of UCS are included.
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Increasing Retention in Online Courses: Integrating Learning Preferences with a Digital Search Tool
- 1. Increasing Retention in Online Courses: Integrating Learning Preferences with a Digital Search Tool Edina Renfro-Michel, Ph.D., LPC, ACS Montclair State University renfromichee@mail.montclair.edu Vincent Oria, Ph.D. New Jersey Institute of Technology vincent.oria@njit.edu
- 2. Agenda • Millennials! • Learning Preferences • Our NSF Grant • What We Have Done and Are Doing • In the Future…. • Implications for Higher Education • The Tool!
- 3. Millennials • Multitask • Have Short Attention Spans • Tend to be Visual Learners • Bore Easily • Want Instant Gratification • Want Control Over Their Learning • Have an Expectation to Achieve • Lack Self-Reflection Skills
- 4. Learning Preferences Index of Learning Preferences (Felder & Soloman, 1993) Four Types of Learners • Active – Reflective • Sensing – Intuitive • Visual – Verbal • Sequential - Global •
- 5. ILS Learning Styles Inventory • Active and Reflective • Active learners like to interact with new material • Reflective learners like to think about applying material • Sensing and Intuitive • Sensing learners like material that applies to the real world • Intuitive learners enjoy learning new material and dislike repetition
- 6. ILS Learning Styles Inventory • Visual and Verbal • Visual learners remember material presented through pictures or demonstrations • Verbal learners tend to remember written and spoken explanations • Sequential and Global • Sequential learners like to link information in logical steps • Global learners like looking at the big picture and how it related to larger themes before understanding all of the details
- 7. Your Results • ACT_______________________________________REF 11a 9a 7a 5a 3a 1a 1b 3b 5b 7b 9b 11b • SEN________________________________________INT 11a 9a 7a 5a 3a 1a 1b 3b 5b 7b 9b 11b • VIS________________________________________VRB 11a 9a 7a 5a 3a 1a 1b 3b 5b 7b 9b 11b • SEQ________________________________________GLO 11a 9a 7a 5a 3a 1a 1b 3b 5b 7b 9b 11b
- 8. Our NSF Grant - iSECURE • Ultimate Course Search (UCS) • Use all digital Material • Textbook • Articles, PowerPoint Presentations, etc. • Lecture Videos • Create Searches and Ontologies • Integrate Learning Preferences
- 9. The Research • Developed the Ultimate Course Search Tool – Beta • Begun Collecting Data in a Security Course • Control and Experimental • Demographics, Pre-Post Test, ILS
- 10. Implications for Higher Education • Reduce attrition • Increase clarity of course organization • Increase student interaction with materials • Individualize learning • Create connections within and between courses
- 11. Our Objectives • Create UCS and integrate it into a Security Course • Help students understand learning preferences as connected to UCS • Create a user friendly, clean interface • Create an ontology to help students make connections to other materials/information • Determine the effectiveness of the tool
- 12. In the Future…. • UCS will have the learning preferences assessment and information accessible • The ontologies will be connected in search types • UCS will be integrated into a course management system – like Moodle or Canvas
- 13. In the Future…. • UCS will Learn from the Students – and Provide Search Terms in Preferential Order Based on Learning Preferences and Previous Viewings of Material • UCS will be linked to a database of courses • More buttons! UCS will have the ability to add more types of materials – with more buttons
- 14. The Tool!
- 19. Questions? • Our Website: http://cis.csi.cuny.edu/~project/iSecure/ • Our Youtube Channel: http://bit.ly/1imcF8o • This Presentation on Slideshare:
Editor's Notes
- Millennials need an interactive environment, with short lectures, clear goals and connections between what they know and need to learn, reinforcement often (so short quizzes, often), lots of technology but clear reasons for using it and connections to their current use of technology, and teach them how to learn – create connections for them
- Why ILS? Normed on Engineering students, has a continuum, easy to understand, quick to administer and free for educational/research use
- Develop, implement and determine effectiveness of UCS for security coursesOntology – creates connections of the material – what items relate to the search terms
- Same course – same teacher, same book, same lecturesThe experimental class is our beta testing class this semester, they are going to get their ILS information, links to videos as well as printed version of Learning Preferences information with hints for studying and asking questions in class. The students will be trained on the tool, we will track usage – time, searches, etc. at midterms we will ask for usage feedback, then post test for both classes
- If students are able to access any course information – more individualized learning and less course confusion, which are the reasons students drop online courses – increase retention. UCS, when integrated into a CMS and with Learning preferences, can help students to individualize learning and fill ‘learning gaps’ simply – when they don’t remember a key component of learning, maybe something from a lecture or a previous course – they can look it up immediately – read or listen to the information – then go back to their original studying.