Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

A Workshop: Promoting Student Access and Success Through Research

1,730 views

Published on

Promoting Student Access and Success Through Research

July 7, 2015 - 8:30am

Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)

Track: Blended Models & Course Design

Interactive Workshop - 210 minutes

Location: Governor's Square 14

Virtual Session

Session Duration: 210 Minutes

Workshop Session 1 & 2 (combined)

Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.

Extended Abstract

Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.

To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.

This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.

For more information on our efforts thus, see http://uwm.edu/deta/summit.


Come be a part of this exciting initiative!

Published in: Education
  • Be the first to comment

  • Be the first to like this

A Workshop: Promoting Student Access and Success Through Research

  1. 1. Promoting Student Access and Success Through Research Tanya Joosten Co-Director and PI National Research Center for Distance Education and Technological Advancement Director, eLearning Research and Development University of Wisconsin-Milwaukee @tjoosten, tjoosten@uwm.edu slideshare.net/tjoosten uwm.edu/DETA
  2. 2. How do we ensure all students have access to a quality higher education?
  3. 3. Pathway to degree Online Blended and Flipped CBE Access through distance education
  4. 4. Ensuring quality Flickr vaxzine
  5. 5. F2F gold standard Flickr xenonbpics
  6. 6. F2F Blended and Online Ensuring quality
  7. 7. Identify practices (instructional and institutional) that impact those outcomes
  8. 8. Conduct rigorous, interdisciplinary, and standardized research Flicker cc astronomyblog
  9. 9. National Research Center for Distance Education and Technological Advancements (DETA) Tanya Joosten, DETA Co-Director and PI, @tjoosten, tjoosten@uwm.edu Diane Reddy, DETA Co-Director and PI, reddy@uwm.edu slideshare.net/tjoosten uwm.edu/deta/summit #DETASummit
  10. 10. Year 1 goal: Develop research model Outcomes Research questions Framework of inquiry
  11. 11. Understand and determine distance education outcomes Flicker cc heycoach
  12. 12. Desired outcomes Access Learning Effectiveness Instructional Effectiveness Satisfaction http://uwm.edu/deta/desired-outcomes/
  13. 13. Ensure outcomes for all students, including those with disabilities
  14. 14. Year 1 activity: Host national summit
  15. 15. A research model
  16. 16. InstitutionsIn Learners Instructors Course and Instructional Characteristics Program Characteristics Institutions In Class Out of Class Institutions Interventions Inputs/Output Throughputs
  17. 17. Area of investigation guided by overarching research questions •Gather pertinent literature Formulate hypotheses to be tested • Identify variables and their direction Design study • Develop measures and instrumentation to test hypotheses Conduct the study and analyze results • Collect data and analyze results across institutions
  18. 18. Research questions
  19. 19. In understanding student success in distance education, we as a field need to have a consistent understanding of student success across programs and institutions, including identifying shared desired outcomes. In considering this need, what are the research questions that will assist us in identifying key factors impacting these shared desired outcomes to best enhance the understanding of distance education across institutions and populations?
  20. 20. Research questions What are the definitions of success from students’ perspective? 33 What are the different design components (content, interactivity, assessments) that impact student learning? 29 What patterns of behaviors lead to increased student learning for different populations? 26 How can we define and measure student success beyond traditional outcomes? 25 What support structures are critical to providing quality access to online instruction? 22 What is the currency of student learning beyond the existing credit hours? 22 What are the key components that promote a sustainable and an effective teaching and learning ecosystem? 21
  21. 21. Framework of inquiry
  22. 22. In consideration of the research questions proposed in enhancing our understanding of the key factors, what variables should be included in the framework of inquiry to help us answer these questions surrounding distance education and technological advancements?
  23. 23. Framework of inquiry
  24. 24. Research toolkits Shared measures – Student performance is based on numerical representation of grade converted to a 4.0 scale received in the course on assessments and as an overall grade. RQs - What are the different design components (content, interactivity, assessments) that impact student learning?
  25. 25. Year 2 goal: Collect data
  26. 26. Year 2 activities: RFP for pilot grant awards Flicker cc yourdon
  27. 27. Year 2/3 goal: Produce effective use cases Flicker cc yourdon Content •Text •Images •Audio •Video Interactivity •Discussions •Groups •Feedback Assessment •Written and oral examination •Discursive •Portfolio
  28. 28. Year 2/3 activities: Evaluation rubric Flicker cc yourdon Learner support Organization Design Delivery Assessment Evaluation Engagement Integration Technology Appropriateness
  29. 29. Dissemination CC Flickr bengray
  30. 30. Partners: UW-System, UW-Extension, Milwaukee Area Technical College, EDUCAUSE Year Goals Activities 1-2 Develop National Distance Education and Technology Advancements (DETA) research models for online education 1. Host national summit 2. Determine desired outcomes 3. Establish framework of inquiry 4. Formulate measures 5. Establish research instrumentation 1-2 Implement technology systems for data collection, storage, and retrieval 1. Develop protocols for data collection 2. Implement software for the collection of data 3. Establish guidelines for data storage 4. Develop protocols for data retrieval 5. Implement hardware and software for the storage and retrieval of data 2-3 Collect data by replicating research models at the course, program, and institutional level 1. Produce research toolkits 2. Evaluate pilot grant proposal submissions 3. Engage research fellows in research projects 4. Ensure data collection addresses audiences of interest 2-3 Produce effective use cases for instructional improvement to enhance student learning through identification of success factors 1. Develop blueprints for best practices 2. Tag items for specific audiences 3. Develop rubric for course and program evaluation 2-3 Identify and disseminate success factors for competency-based distance education 1. Conduct research on CBE 2. Develop best practices blueprints for CBE 3 Develop guidelines and a rubric for the diffusion of technological advancements 1. Advance guidelines for technology diffusion 2. Develop technology evaluation rubric 1-3 Include disability in all aspects of the research goals 1. Embed disability specific questions/data fields within research instrumentation 2. Create curricular disability accessibility assessment tools 3. Identify which interventions impact learning for which type of disabilities
  31. 31. Questions
  32. 32. Today 9:00-9:20pm Question 1 9:20-9:40 Report out 9:40-10:00 Question 2 10:00-10:15 Break 10:15-10:35 Report out 10:35-11:35 Research planning 11:35-12:00 Report out
  33. 33. Tools for today Blend15.wikispaces.com
  34. 34. Questions
  35. 35. Step 1: What is…? What is blended, hybrid, or flipped? How is it different from face-to-face? online? Please include references to institutional definitions or the literature, if available. blend15.wikispaces.com
  36. 36. Share Flickr cc niklaswikstrom
  37. 37. A scholarly definition At the 2005 Sloan-C Workshop on Blended Learning, the following was adopted by the participants and will serve as the accepted definition of blended learning for this paper: 1. Courses that integrate online with traditional face-to- face class activities in a planned, pedagogically valuable manner; and 2. Where a portion (institutionally defined) of face-to- face time is replaced by online activity [2]. (Picciano, 2006, p. 97).
  38. 38. Conceptualization
  39. 39. Sloan-C/OLC definition
  40. 40. An institutional definition
  41. 41. Web-enhanced 0 - 20% Blended 21 - 99% Online 100% Blended 1 21 - 50% Online with commensurate reduction in seat time Blended 3 81 - 99% Online with commensurate reduction in seat time Blended 2 51 - 80% Online with commensurate reduction in seat time An institutional definition
  42. 42. Redefining your course • F2F  Online • Low tech  High tech • Active  Passive learning • Integration  Separation
  43. 43. A definition for students
  44. 44. Step 2: Measuring student success What is student success? How do you, your program, or your institution measure student success, in particular in blended and online? What are other indicators of success (maybe at the program or institutional level)? Optional: What is the role of the credit hour in determining student success? Please include references to institutional definitions or the literature, if available. blend15.wikispaces.com
  45. 45. Share Flickr cc niklaswikstrom
  46. 46. Desired outcomes Access Learning Effectiveness Satisfaction Instructional Effectiveness http://uwm.edu/deta/desired-outcomes/
  47. 47. What is success? Higher retention Better grades Satisfy students More Learning Enhance Engagement Increase Enrollments Save Money Recover Space
  48. 48. What is your research question? What variables will be examined? Define. How will you measure the variable? Who/How will the data be collected? Who/How will the data be analyzed? What tools or support do you need to complete the research? Step 3: What’s your plan, man? Blend15.wikispaces.com
  49. 49. Choose one… What are the definitions of success from students’ perspective? 1 What are the different design components (content, interactivity, assessments) that impact student learning? 2 What patterns of behaviors lead to increased student learning for different populations? 3 How can we define and measure student success beyond traditional outcomes? 4 What support structures are critical to providing quality access to online instruction? 5 What is the currency of student learning beyond the existing credit hours? 6 What are the key components that promote a sustainable and an effective teaching and learning ecosystem? 7
  50. 50. Share Flickr cc niklaswikstrom
  51. 51. Input Process Output Students Interactivity Students/Faculty Demographics Communication Learning Age Engagement Satisfaction Gender Social Presence Performance Ethnicity Content Student Status Assessment Course/Institutional Data Full time/Part time Retention Employment Status Drop/Withdrawal Rate Zip Code Grade Course/Instructor Evaluation Course Discipline Course Level Instructor Mode of Delivery Define and measure
  52. 52. Collecting
  53. 53. Analyzing
  54. 54. Dissemination CC Flickr bengray
  55. 55. Resources CC Flickr Vandy CFT
  56. 56. Timeline CC Flickr zamboni.andrea
  57. 57. Tanya Joosten, @tjoosten, tjoosten@uwm.edu Twitter | @tjoosten http://www.uwm.edu/deta http://www.slideshare.edu/tjoosten

×