Kathy Hays, Beth O’Reilly, & Heather Riordan March 18, 2018 Improving Student Success in Online Courses Through Early Intervention and Engagement Kathy Hays, Beth O’Reilly, & Heather Riordan March 18, 2018

What Do You Want Students to Bring to Online Learning in Order to Be Successful? Discipline/Area: Question Response: **All participants need to submit an index card with their Discipline/Area even if there is no question response.

Goals To inform students of the rigors of an online course To advise students about alternative course offerings and formats at the start of the semester To improve the success rates in online courses

Letter of Expectations Hard and soft copies sent to students 2 weeks before the start of the course Outlines expectations including the amount of time students must spend working in the course each week as well as the high level of rigor in the course Contains information about accessing the Readiness Module

Readiness Module Designed to determine the students’ ability to navigate and understand an online course as well as follow directions Outlines key skills and attributes of students who are successful (and unsuccessful) in an online course Provides access to the syllabus and course calendar before the course starts; emphasis on the course weighting and test-taking

Readiness Module Outlines the requirements and due date for the Readiness Quiz (due the second day of the term) as well as provides a Review Sheet with solutions Adequately assesses a student’s time management and study skills Provides student testimonials Felicia: https://www.youtube.com/watch?v=fKVIhqVGkFM

Advising Sessions Students are required to meet with their professor if they fail to score at least 75% on the Readiness Quiz Sessions determine whether there are better mathematics course options Discuss a student’s course load, work load, and family obligations as well as complete a Time Management Planner

Online Course Collaboration All faculty teaching the online course: Collaborate to prepare materials before each semester Use a master Online Canvas course and MyMathLab homework and quiz set Follow the same policies (category weighting, paper/pencil tests in the testing center, response to email within 12-24 hours, etc.), course calendar and course due dates

Online Course Collaboration Continued… Engage students throughout the semester. Particular focus is given to: Students who fail the Readiness Quiz, but are still enrolled in the course Students who do not perform well on assignments Students who stop working in the course

Online College Algebra & Trigonometry 1 Success Rates

Outcomes Help students to find the course that meets their academic program and learning needs Improve engagement between faculty and students Avoid students “shopping around” for an easier online math course section or professor Increase student success

Small Group Discussions Identify problems that arise in your discipline/online course Develop a framework for readiness activities that could be used in your particular discipline

Group Share What are the skills you think students need to have to be successful in an online course? How can you assess this in your online course early in the semester? What types of readiness activities did your group come up with?

Questions Kathy Hays kehays@aacc.edu Beth O’Reilly boreilly@aacc.edu Heather Riordan hmriordan@aacc.edu Thank you!