Stephanie Patton Utah State Board of Education June 8, 2017 Creating Supports for Adult Online Learners to Increase Student Success Stephanie Patton Utah State Board of Education June 8, 2017

Types of Online Learning 0% Traditional face-to-face model 1-29% Web Facilitated course 30%-79% Blended model 80+% Online or distance learning course What type of learning is offered in your program?

Profiles of Success Able to work independently Possesses some basic computer skills Reading skills at seventh grade level or higher Ability to organize with a fairly structured life Possessed a goal Are these skills assessed? Does your program provide opportunities for students to build these skills?

Assessments of Readiness Habits of Mind Self-Assessment Rubric OASIS Study Skills Assessment Distance Learning Quiz Learner Intake Survey (Appendix A)

Supporting the Online Learner What structures in your program are already in place that support the online learner?

Supporting the Online Learner Orient Students Build Relationships Develop student autonomy Monitor student progress

Orient Students for Success Use a projector, whiteboard, or computer lab to demonstrate to the student: How to use a web browser How to log in Parts of the learning system How to read text online How to watch instructional videos Acceptable use and Netiquette Students should know how to access both technical support and the teacher. Quick reference sheet Orient Students for Success

Orientation should also include: Persistence factors Empowerment Exigence (a force outside of a person that impacts the participant’s behaviors and choices) Personal barriers Program challenges Program strengths Self-perception Identification of cost-benefit return Utility value: learning is useful and will help them reach their goal Importance value: the material is valuable to who they are or how they view themselves Cost value: sacrifices or expenses are worth completing the academic task

Set Expectations Create due dates for student work and communicate them to the student. Syllabus Create a program wide attendance policy with clear consequences How will feedback be provided to the student? How quickly should students expect teacher feedback on their online work? Address pre- and post-testing requirements upfront. What are the expectations for communication? Email (how quickly should students expect a reply?) Text (address expectations for texting – could use Remind app) Phone calls Office visits Virtual office hours Formalize expectations Contract User Agreement

Teacher-student relationship and feedback is crucial to student success. Influences willingness to engage in help-seeking behaviors. Students should have frequent contact with teacher. Frequent contact provides motivation and support. Help students build self-efficacy. Help students manage positive and negative forces in their lives. Create a network of people invested in student success. Build Relationships

Develop Student Autonomy Begin with daily class times Builds stronger teacher-student relationships Self-regulated learning Guided by metacognition Strategic action Motivation to learn Component of growth mindset Identify expectation for independent student work. Identify potential barriers Internet connection Competing priorities Classroom strips down distractions for students. Limited support available when stuck. Facilitate student motivation Develop Student Autonomy

Monitor Student Progress Help students set goals. Specific goals at an “objective” level Help students identify progress toward goals. Generate weekly individual student reports. Helps identify struggling students and intervene in a timely manner. Students may need more external support and reassurance. Monitor Student Progress

UTopia Data sorted by class type Total Students 0-11.99 Contact Hours 12-39.99 Contact Hours 40 - 79.99 Contact Hours 80 + Contact Hours Average # of Level Gains per student Average Credits Earned per student 2017 ELL 8877 29.39% 19.36% 16.46% 34.79% 28.40% 0.14 Multidiscipline 10831 40.49% 21.42% 17.32% 20.76% 22.52% 0.96 Traditional 4787 31.79% 21.91% 19.05% 27.24% 29.41% 0.91 2016 9274 27.37% 20.22% 17.96% 34.45% 27.91% 0.21 11431 40.58% 20.09% 17.84% 21.49% 24.90% 1.32 33.43% 19.68% 21.25% 25.64% 29.17% 1.15

Blended Learning Traditional = Higher retention rates Multidiscipline = Higher outcome rates Blended learning could capitalize on both of these resulting in higher retention and outcomes.

Ideas for Blended Learning

Sources Fay, Maggie P. “Computer-Mediated Developmental Math Courses in Tennessee High Schools and Community Colleges: An Exploration of the Consequences of Institutional Context.” CCRC Working Paper No. 91, February 2017. Rosen, David J and Carmine Stewart. Blended Learning for the Adult Education Classroom. Essential Education. Shaw, Donita, Yuen San Sarah Tham, Julie Hogle, and Jody Koch. “Desire: A Key Factor for Successful Online GED Adult Learners.” Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, vol. 4, no. 1, 2015, pp. 21-35. Vanek, Jenifer, Destiny Simpson, Jerome Johnston, and Leslie I. Petty. IDEAL Distance Education and Blended Learning Handbook. IDEAL Consortium. August 2016.