Jeremiah A. Gilbert, Ph.D. Faculty Chair, Mathematics San Bernardino Valley College.

Slides:



Advertisements
Similar presentations
Supplemental Instruction in Precalculus
Advertisements

Above & Beyond Traditional Course Delivery Systems Dr. Jennifer Dooley and Dr. Nancy McCormick Middle Tennessee State University.
Placement Preparation and Math Emporium at El Paso Community College El Paso Community College The best place to start.
High Risk Factors for Retention Freshman Year Experience Review of the Literature Review of Preliminary Data.
CAI – Computer Assisted Instruction A Teaching Strategy Presented by: Susan Whitcraft, Elizabeth Wilson, & Terri Wyatt.
Admission Requirements and Dual Enrollment/Dual Credit Casey Turnage, Ph.D. Director of P-20 Initiatives Mississippi Institutions of Higher Learning.
Prior Learning Assessment and the Community College Higher Education Conference on Enrollment Management February 23, 2011 Judith Wertheim.
Blended/hybrid Learning Discussion Knowledge Team March 2008 Online only Both online and f2f F2f only.
Introduction to Web-Based Learning. Defining Web-Based Instruction Instruction via Internet and Intranet only. Synonymous with online learning.
Welcome to the MiraCosta College Adult High School Orientation.
Migrating Courses to an Online Format Lee Allen, Ed.D Assistant Professor, Instructional Design & Technology Special Assistant to the Instruction & Curriculum.
Prepared by: The Office of Institutional Research and Assessment 06/05/2009.
Synchronous vs. Asynchronous: What Works Best in the Career College Melissa A Wertz Academic Department Chair, Online Division
The Accreditation: The Policies on Distance Learning.
Program Review 2012 A Dialogue on Success. Program Review 2012  Summary of Findings in Themes  Current Status of Submissions  Sustainable CPI.
NERCOMP 2002, College for Lifelong Learning What Students, Faculty and the College are Learning about Teaching and Learning Online Managing the 24x7 Classroom.
Exploring Advising Reaching Distance Learners Through Online Advisement Courses NACADA National Presentation – October 2014.
The Career of Teacher By Mr. Free.
Redesign of Beginning and Intermediate Algebra using ALEKS Lessons Learned Cheryl J. McAllister Laurie W. Overmann Southeast Missouri State University.
Tammy Muhs General Education Program Mathematics Coordinator University of Central Florida NCAT Redesign Scholar Course Redesign: A Way To Improve Student.
Tammy Muhs Assistant Chair, MALL Director University of Central Florida NCAT Redesign Scholar Course Redesign: A Way To Increase Student Success.
Using WAMAP to Facilitate a Mastery Approach to Developmental Math
PARCC Assessment Administration Guidance
Raouf Boules, Ph.D. January 17, DVMT 101- Developmental Mathematics (4 contact hours) DVMT Intermediate Algebra (3 contact hours)
Self-Paced But Not Alone! Research on Feedback and Computer-Assisted Instruction Rebecca Hoey, Ed.D. Northwestern College, Iowa What’s in the literature.
Qatar University Exemplary Online Course Award
SENSE 2013 Findings for College of Southern Idaho.
Marlon Mote, MIT Lillian Bonery-Bouchillon, Ph.D. Cedar Valley College
A Supplemental Instruction Model for Precalculus Gabriela Schwab El Paso Community College Helmut Knaust Emil Schwab The University of Texas at El Paso.
Know why students leave Intervene to prevent attrition Deliver desired experiences Reframe the significance of attrition Organize to address retention.
Redesign of Beginning and Intermediate Algebra Lessons Learned Cheryl J. McAllister Laurie W. Overmann Pradeep Singh Southeast Missouri State University.
Academic Transformation/Course Redesign Vincent J. Granito, Ph.D. Chair, Center for Teaching Excellence Assistant Professor, Psychology.
Sight, Sound, Touch: Addressing Sensory Learning in a College Algebra Course Jeremiah A. Gilbert, Ph.D. Associate Professor, Mathematics San Bernardino.
Learners’ Attitudes and Perceptions of Online Instruction Presented by: Dr. Karen S. Ivers Dr. JoAnn Carter-Wells Dr. Joyce Lee California State University.
Business Discipline Breakout Session Summer 2000 ION Conference Facilitated By: Marcy Satterwhite.
Joey Offer, Ph.D. QEP Director. QEP Central Goal: Considerations Survey results from the ACC community and the greater Austin community ACC student success.
Hybrid Courses “By blending approaches, colleges hope to save money and meet students' needs.” Jeffrey R. Young, Chronicle of Higher Education, March 22,
Jumping Past Developmental Mathematics Jim Whittaker and Pete Hernberg AACC San Antonio, Texas 95 th Annual Conference April 20, 2015.
EGS Research & Consulting BASELINE SURVEYS OF MATHEMATICS DEPARTMENT CHAIR PERSONS, MATHEMATICS FACULTY AND EDUCATION DEPARTMENT FACULTY.
Algebra I Online Program Hybrid Model. Program Goals Provide students with… Certified and qualified Algebra instructor (online) In-class teacher (f2f)
Noel-Levitz Student Satisfaction Survey of Classroom and Online Students Conducted Spring 2008.
Time frames for Online Courses A Review of the Literature R. Aitken, Ph.D. Ohio Dominican University.
TULSA COMMUNITY COLLEGE Julie Woodruff, Associate Professor of English Mary Millikin, Director of Institutional Research representing the AtD Data Team.
A Preliminary Investigation of Student Perceptions of Online Education Angela M. Clark University of South Alabama Presented at ISECON 2003 San Diego,
Online and Hybrid Course Design. Define Terms Traditional course Web Enhanced course Hybrid course Online course.
 The graduation rate for students requiring remediation in more than one level of English, Reading, and Mathematics is near ZERO.  Those students.
Interactive Tools for New Students League for Innovation in the Community College Conference on Information Technology October 22, 2008 Salt Lake City,
Preparing K-12 Students for Higher Education MVU Online Learning Symposium Kellogg Conference Center February 8, 2007 Michael Wahl, MCCVLC.
Perceptions of Distance Learning: A Comparison of On-line and Traditional Learning Maureen Hannay Troy University Tracy Newvine Troy University.
Increasing Success Rates in Online Learning Kathy Coleman, Chattahoochee Technical College.
MAP the Way to Success in Math: A Hybridization of Tutoring and SI Support Evin Deschamps Northern Arizona University Student Learning Centers.
Annual Enrollment: 2200 Sections: 71 Section Size: 30 (24 at centers) Fully Implemented in Fall 2009 SMART Math Jackson State Community.
Annual Enrollment: 2200 Sections: 71 Section Size: 30 (24 at centers) Fully Implemented in Fall 2009 SMART Math Jackson State Community.
Introducing your Instructional Designer Who am I? What do I do? 1.
California Community Colleges Chancellor’s Office Quality Distance Education Webinar Attendance Accounting And Reporting for Distance Education Courses.
REMEDIAL MATH Everything you need to know about placing into NSC’s Foundational Math Program.
ISECON (San Antonio, TX) November 1, Student Perceptions of Online Learning: A Comparison of Two Different Populations Kitty Daniels and Susan Feather.
CCSSE 2012 Findings for Southern Crescent Technical College.
DEVELOPED BY MARY BETH FURST ASSOCIATE PROFESSOR, BUCO DIVISION AMY CHASE MARTIN DIRECTOR OF FACULTY DEVELOPMENT AND INSTRUCTIONAL MEDIA UNDERSTANDING.
College Credit Plus Welcome Students and Parents to: Information Session.
The University of Texas-Pan American National Survey of Student Engagement 2013 Presented by: November 2013 Office of Institutional Research & Effectiveness.
The University of Texas-Pan American National Survey of Student Engagement 2014 Presented by: October 2014 Office of Institutional Research & Effectiveness.
Funding Tools for Contract Education. Not should. Can or cannot, there is no should.
REMEDYING COMMON MISCONCEPTIONS ABOUT ADULT LEARNERS IN HIGHER EDUCATION EMILY WHITEHOUSE EDU 643- TEACHING THE ADULT LEARNER DR. DANA WILKIE.
Blended Learning Environment: Benefits of Team Teaching.
Report of Achieving the Dream Data Team
Evaluating Blended Learning in a Large Introductory Psychology Course
الحاسب والتعليم رامي حسين
כל הזכויות שמורות - ד"ר גילה קורץ 2002
Writing an Effective Problem Statement for Your Dissertation Proposal
Presentation transcript:

Jeremiah A. Gilbert, Ph.D. Faculty Chair, Mathematics San Bernardino Valley College

 Course studied: Elementary Algebra  Location: Southern California community college  Study conducted over three years  Summer sessions excluded  Students broken into those aged “less than 24” and those aged “24 or older”

Alternate course formats are on the rise: FormatFall 2005Spring 2008 Traditional80.0%66.7% Alternate20.0%33.3% Alternate Formats: Online Weekend Short-term Computer-Assisted Instruction (CAI)

Percent of students taking alternate formats by age: FormatLess than 2424 or older Traditional78.4%66.9% Online4.7%14.0% Weekend3.7%11.3% Short-term7.3%4.8% CAI5.9%3.0% Noticeable increase of students 24 or older taking online and weekend formats.

 Retention Rate – The ratio of the number of students receiving a non-W grade in a course to the total number of students enrolled at census.  Total of 4496 unique students enrolled during the timeframe of the study.

Retention rate by course format: FormatRetention Traditional70.3% Online62.9% Weekend70.6% Short-term85.4% CAI54.2% Highest Retention: Short-term Lowest Retention: CAI

Retention rate by format and age: Highest Retention (Less than 24): Short-term Highest Retention (24 or older): Weekend FormatLess than 2424 or older Traditional70.6%69.8% Online55.2%66.7% Weekend68.0%71.9% Short-term86.1%64.0% CAI51.6%61.8%

 Alternate formats showing the highest retention rates were weekend and short-term.  These courses: Offer the structure and instructor contact that can be lacking from an online course. Meet less often than a traditionally formatted course. Call on students to establish goals and locate resources. Require students to evaluation their progress.

 Online and computer-assisted instruction courses had lower retention rates than traditionally formatted courses.  Possible reasons: Lack of computer knowledge or access to a computer off-campus. Limited contact with instructor and fellow students. Lack of interaction may cause students to feel isolated, frustrated, and discouraged. Requires self-directed learning.

 Student Performance – The grade-point average, on a 4.00 scale, of students within a course or age level.  Grades of W and I were excluded.  Total of 3115 students received an included grade during the timeframe of the study.

Student performance by course format: FormatPerformance Traditional2.09 Online1.28 Weekend2.25 Short-term1.62 CAI2.39 Highest Performance: CAI Lowest Performance: Online

Student performance by format and age: Highest Performance (Less than 24): CAI Highest Performance (24 or older): CAI FormatLess than 2424 or older Traditional Online Weekend Short-term CAI

 Alternate formats showing the highest performance were weekend and CAI.  Possible reasons: Adult students perform better when given directions and structure. These courses offer students in-class guidance and direction. An instructor is present to assist with technology problems.

 Online and short-term courses had lower student performance than traditionally formatted courses.  Possible reasons: Online courses can leave students feeling isolated and alone. Short-term courses necessitate a shorter amount of time to process the material presented in class. Both formats rely on the students’ ability to manage their personal and situational circumstances.

 While CAI courses revealed the highest student performance, this format also revealed the lowest student retention.  It is possible that this format weeds out lower performing students.  Students that persist in this format may receive a fuller understanding of the material.

 Whether technology is used to assist in instruction (CAI courses) or to delivery the entire course (online instruction), it is still just a tool that cannot replace effective teaching.  Regardless of format, student-faculty contact in and out of classes is an important factor in student motivation and involvement.

 In terms of age, this study found that students aged 24 or older consistently outperformed those students aged less than 24.  Such students may value their education more than their younger counterparts or more fully understand the commitment required to succeed.