Online community-building techniques contributed to student success in a face-to-face large-enrollment rigorous undergraduate course Cara H. Cario, Ph.D. Assistant Professor of Instruction Department of Biology, VCU Richmond, Virginia VCU Online Summit Presentation May 13, 2014

Basic Human Anatomy course Regional-based anatomy in 4 modules Assessments: lecture-lab combined lab practical format Large-enrollment (approx. 300 per semester, with 12 lab sections) vs. Summer-enrollment (24 students) 3 instructors, 12 undergraduate preceptors Lecture participation with clicker questions- collaborative learning Lab: traditional hands-on, prosected cadavers, models, bones, charts Open Lab for independent/group review Online pre-lab assignments Online textbook reading assignments

Final Grades: Large Spring-12 vs. Small Summer-13 41% 59% 36% 64%

Problem: Building Community Challenge in a large-enrollment course ◦Lecture Instructor-student and Student-Student connections in large-enrollment setting Benefits students in a rigorous large- enrollment course ◦Supportive, nurturing environment, less isolating ◦Elevates motivation to keep up with peers ◦Breeds self-confidence to pursue knowledge- building, ask questions, teach and learn from others ◦Shared experiences of challenges and achievements keeps cohorts together beyond the course

Optional Online Community- Building Exercises Used in Fall-13 Inspirational images Self-evaluations after each module Peer-reviewed problem-solving activities Case studies review

Images of Inspiration

Self-evaluation Surveys

Peer-reviewed problem-solving activity

Case-study review and reflection

Data analysis and Conclusion 1 Final grades vs. Participation in Optional Online Activities (Large Fall-13) Conclusion 1: Students completing 7+ optional assignments earned 70%+. (-5 exceptions) Conclusion 1: Students completing 7+ optional assignments earned 70%+. (-5 exceptions)

Data Analysis and Conclusion 2 Final grades of students who completed 7+ optional online assignments vs. <7 Conclusion 2: Students completing 7+ optional online assignments averaged 15% higher final grade. F=26.443, df=208, P< % 82%

Final Grade distributions: Small vs. Large sections Final Grades Comparisons and Conclusion 3 59% 41% 36% 64% 59% 41% Conclusion 3: Greater % of students earn A’s and B’s compared to earlier semester Opt. Online Ass’ts offered No Opt. Online Ass’ts offered Small section

Conclusions Community-building online activities coincided with ◦Very few grades below C (based on Large Fall- 13) ◦15% higher average final grade (82% vs. 67% for students that completed the course, Large Fall-13) ◦Higher percentage of A’s and B’s (compared to semester w/o community building exercises)