An Assessment System for Helping Students to Learn Online Corey Lee, Assistant Professor Jenn Shinaberger, Asst. Director for Distance Learning & CeTEAL Coastal Carolina University

Outline Background Project Outcomes Student success, satisfaction, and retention in distance learning Eight factors for online learning preferences Methods Future Studies Conclusion Questions

Background Attrition in distance learning courses Students are not ready to take distance learning courses (SmarterMeasure) Student retention is tied to motivation Need to identify factors that contribute to student success, retention and attrition Measuring student motivation early in the semester can predict learning outcomes and performance

Project Outcomes Improve student readiness Improve student performance Improve student satisfaction and retention Identify factors associated with student success, satisfaction and retention Identify and create resources to support student success Provide recommendations to instructors and faculty developers for course development

Student Success in Distance Learning Factors contributing to student effectiveness Accessibility of course info and students’ varying abilities to process it (Sprague, Maddux, Ferdig, & Albon 2007) Comfort level with technology and ability to be self-directed (Pérez Cereijo, 2006) Adopt efficient learning strategies Develop a study schedule Interact with classmates and instructors

Dimensions of Successful Online Learning Five dimensions for successful online learning (Hung, Chou, Chen, and Own, 2010): self-directed learning motivation for learning computer/Internet self-efficacy learning control online communication self-efficacy Affect students’ decisions to drop-out or persist Intrinsic motivation factors are more influential than extrinsic motivation factors (Henry, 2011; Park & Choi, 2009).

Traditional Factors for Student Satisfaction learning activities course materials classroom interaction instructor’s feedback learners’ perception of competence (Bandura, 1997; Locke & Latham, 1990; Sorensen, 1995)

Additional Factors for Satisfaction in Online Courses Building a learning community results in distance learners exhibiting desired outcomes (Bradford, et. al., 2007; Motteram & Forrester, 2005), such as high retention greater motivation increased satisfaction better performance Support services and technology infrastructure have certain impacts on students’ satisfaction level with online courses. financial aid library services technology help desks First, due to geographic separation, distance learners are unable to see their instructors on a weekly basis; they are separated by both space and time. Cope and Kalantzis (1998) speculated that little or no face-to-face contact negatively influences student motivation, retention and satisfaction with a distance course.

Eight Factors of Learning Preference Self-motivation Self-management Feedback Interaction Reading: Visual Text Reading: Visual Graphics Listening Technology

Survey Items Items were identified for each factor Factor Survey Item Self-Motivation I try to participate in all aspects of a course. It is my responsibility to get as much as I can out of a course. Classroom activities are usually boring (reverse coding). I like to develop my own ideas about course content.

Methods Phase 1: Pre-pilot test of survey questionnaire to perform item analysis Phase 2: Pilot study of selected DL classes Phase 3: Collect students’ course evaluation, performance, and retention data Phase 4: Perform statistics analysis using regression analysis to identify predictive factors of student learning outcomes (performance)

Phase 1: Online Readiness Assessment Tool

Mapping Current Resources Factor Faculty Resources for Course Design Student Resources Self-Motivation Self-Management X Feedback Interaction Reading: Visual Text Reading: Visual Graphics Listening Technology Mapping current resources revealed that we do not yet have the resources.

Distance Learning Resources for Faculty

Distance Learning Resources for Students

Future Studies Phase 2: Pilot study of selected DL classes customized resources will be provided to students based upon their learning preference profile Phase 3: Collect students’ course evaluation, performance, and retention data Phase 4: Perform statistics analysis using regression analysis to identify predictive factors of student learning outcomes (performance) Mapping current resources revealed that we do not yet have the resources.

Conclusions If predictive factors are identified, intervention strategies can be implemented to improve student learning outcomes (performance) and increase student satisfaction level and retention Issues can be addressed in faculty development Existing resources can be linked to readiness/advising tool New resources can be created to support students and faculty based upon findings

References Arbaugh, J.B. & Stelzer, L. (2003). Learning and teaching via the web: what do we know?. In C. Wankel & R. DeFillippi (eds.) Educating Managers with Tomorrow’s Technologies (pp. 17-51). Greenwich, CT: Information Age Publishing. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Beqiri, M. S., Chase, N. M., & Bishka, A. (2009). Online Course Delivery: An Empirical Investigation of Factors Affecting Student Satisfaction. Journal of Education for Business, 85(2), 95-100. Bradford, P., Porciello, M., Balkon, N., & Bachus, D. (2007). The Blackboard learning system: The be all and end all in educational instruction? Journal of Educational Technology Systems, 35(3), 301-314. Bray, E., Aoki, K. and Dlugosh, L. (2008) Predictors of Learning Satisfaction in Japanese Online Distance Learners. International Journal of Open and Distance Learning, 9(3). Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. The Chronicle of Higher Education, 46(23), A39-A41. Cope, B. & Kalantzis, M. (1998). Multiliteracies: meeting the communications challenge in TAFE. Australian Tafe Teacher, 32(2). Dziuban, C., & Moskal, P. (2001). Evaluating distributed learning in metropolitan universities. Metropolitan Universities, 12(1). Indianapolis: Indiana University-Purdue University Indianapolis (IUPUI).

Reference (cont.) Dziuban, C., Hartman, J., Juge, F.,Moskal, P.D., Sorg, D., and Trumank, B. (2004). Three ALN modalities: An institutional perspective. In J. Bourne & J.C. Moore (Eds.), Elements of quality online education: Into the mainstream (pp. 127-148). Needham, MA: Sloan-C. Fjermestad, J., Hiltz, S.R. & Zhang, Y. (2005). Effectiveness for students: comparisons of “in-seat” and ALN courses. In S.R. Hiltz & R. Goldman (Eds.) Learning Together Online: Research on Asynchronous Learning Networks (pp. 39-80). Mahwah, NJ: Lawrence Erlbaum Associates. Friday, E., Friday-Stroud, S.S, Green, A.L., & Hill, A.Y. (2006) . A multi-semester comparison of student performance between multiple traditional and online sections of two management courses. Journal of Behavioral and Applied Management, 8, 66-81. Henry, L. (2011). Internal and External Factors that Influence Adult Learners in an Online Setting. International Journal of Instructional Technology and Distance Learning, 8(5), 49-56. Henke, H., & Russum, J. (2000). Factors influencing attrition rates in a corporate distance education program. Education at a Distance Journal, Retrieved April 27, 2001, from http://www.chartula.com/ATTRITION.PDF Hung, M.-L., Chou, C., Chen, C.-H., Own, Z.-Y. (2010). Learner readiness for online-learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090. Park, J-H. & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology and Society, 12(4), 207-217 Pérez Cereijo, M. (2006). Attitude as Predictor of Success in Online Training. International Journal on E-Learning, 5(4), 623-639. Sprague, D., Maddux, C., Ferdig, R., & Albon, P. (2007). Online Education: Issues and Research Questions. Journal of Technology and Teacher Education, 15(2), 157-166.

Questions

Contact Information Corey Lee Coastal Carolina University Assistant Professor Spadoni College of Education clee@coastal.edu Jenn Shinaberger Coastal Carolina University Assistant Director of Distance Learning and CeTEAL jshinabe@coastal.edu