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University of Central Florida

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Presentation on theme: "University of Central Florida"— Presentation transcript:

1 University of Central Florida
ELI 5/15/2018 Evaluating Next Generation Learning Challenges: Blended Learning in a Scaled-up Environment Thomas Cavanagh Chuck Dziuban Patsy Moskal University of Central Florida Copyright T. Cavanagh, C. Dziuban, P. Moskal (2012). This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author."

2 Project Overview Scale the proven UCF Blended Learning model via the national AASCU network of more than 420 institutions and systems Starting with 20 targeted schools selected for their alignment with NGLC objectives (under 26, low income)

3 Scale UCF Model of Blended Learning
Across 20 AASCU institutions and 11 states

4 Partners Individual Institutions State Coordinating Institutions
State Participating Institutions Columbus State University Missouri Harris-Stowe State University Fayetteville State University Southeast Missouri State University Lincoln University of Missouri Grambling State University Missouri Southern State University Northwestern State University (LA) Missouri State University Indiana University Kokomo University of Missouri-St. Louis Texas A&M University-Corpus Christi Alabama University of North Alabama The College at Brockport, State University of New York Troy University University of South Alabama Thomas Edison State College Minnesota St. Cloud State University University of Maine at Fort Kent Winona State University

5 Partners- Individual Institutions
Columbus State University Fayetteville State University University of Maine at Fort Kent Northwestern State University (LA) Indiana University Kokomo Texas A&M University-Corpus Christi The College at Brockport, State University of New York Thomas Edison State College Grambling State University

6 Partners- State Coordinating Institutions
State Participating Institutions Missouri Harris-Stowe State University Southeast Missouri State University Lincoln University of Missouri Missouri Southern State University Missouri State University University of Missouri-St. Louis Alabama University of North Alabama Troy University University of South Alabama Minnesota St. Cloud State University Winona State University

7 Project Overview An open educational resource (OER) Blended Learning Toolkit containing: Best practices, strategies, models, and course design principles. Two OER prototype courses in Composition and Algebra. Directions for applying the toolkit to create original blended courses. Train-the-trainer materials. Assessment and data collection protocols, including survey instruments and standards.

8 Project Overview Virtual and in-person workshops for participating institutions and others within the AASCU membership. Institutional support through existing AASCU meetings and conferences, which will align ongoing activities in technology and educational transformation with NGLC’s goals. Clear access points for additional institution-funded blended courses, ensuring the toolkit materials are openly available.

9 Project Overview (key measures)
217 funded blended course sections across twenty project institutions: target delivery of at least 85% of those sections (185). Targeted low-income students under age 26 (with the total population across the participating institutions being 187,500).

10 Composition Coordinators: Elizabeth Wardle & Debbie Weaver
English Composition I: Expository writing with emphasis on effective communication/critical thinking. Emphasizes the writing process. “Flexible Template” model Prix Fixe or A la carte 6-week online course for participating faculty to understand the blended format applied to the WAW curriculum. Monthly webinars starting in Fall.

11 Algebra Coordinator: Tammy Muhs
College Algebra: Algebra skills: Inequalities, high degree polynomials, graphs, rational, logarithmic, and exponential functions, and systems of equations. “Flexible Template” will allow for individualized customization. One or more webinar sessions for participating faculty to understand the blended format applied to the modified emporium model of the Algebra curriculum. Monthly webinars starting in Fall.

12 Blended Learning Toolkit
Now available:

13

14 BlendKit2011 Designed and facilitated by Kelvin Thompson
Generic instruction on blended course design and delivery 5 week Quasi-MOOC (facilitated for grant) Began 7/11/11 “Home Base”: Also accessible via the Blended Learning Toolkit under Faculty Development

15 BlendKit Course Self-Study Components
Instructional modules BlendKit Reader Do-It-Yourself design tasks Recordings of interdisciplinary faculty interviews Recordings of online webinar discussions with faculty group

16

17 Next Generation Learning Challenges: Assessment
Portland AASCU 2011 Next Generation Learning Challenges: Assessment

18 Distributed Learning Impact Evaluation
Students Faculty Online and blended programs Success Satisfaction Writing project model Retention Demographic profiles Higher order evaluation models Reactive behavior patterns Strategies for success Theater Student evaluation of instruction Generational comparisons Information fluency Large online classes

19 Impact Evaluation as a Matter of Scale
Beyond Institution Opportunity Cost A little A lot Level Few Many Individual Program Department College Institution There is added value at every level

20 = NGLC Institution = Non-NGLC Institution

21 Assessment Coordinator: Patsy Moskal IRB consultation
Assessment / Data Collection Planned centralized online forms Student perception Student success Course retention/withdrawal

22 UCF-AASCU Blended Learning Program
Organizational Environment Training Environment Learning Environment Teaching Environment Participant Feedback Staff Feedback Withdrawal Success Scalability Analytics Consortia Arrangements Faculty Feedback Student Feedback Training for Blended Learning Faculty Feedback Low SES Possibilities

23 NGLC Outcomes: Scale Fall 2011 Spring 2012 95 course sections
2,600 students 12 schools 55 teachers 50% low income Spring 2012 62 course sections 1,445 students 12 schools 36 teachers

24 NGLC Outcomes: The Student Experience
Students in Fall sections surveyed 521 responses 84% freshmen 47% white/Caucasian 86% had never taken a blended course 66% had never taken a course using any web components

25 How satisfied were you with this blended course?
Percent Very Dissatisfied Somewhat Dissatisfied Somewhat Satisfied Very Satisfied Neither

26 What did you like most about this blended course?
Percent Ease of access Easy to get help Dual-learning Convenient Instructor

27 What did you like least about this blended course?
Percent Technology issues Less teaching time Lack of help Time consuming Poor time management

28 What advice would you give to a student new to blended courses?
Percent Use tutoring Review on own time Attend Class Better time management Stay on task

29 NGLC Outcomes: Student success
Place holder for a success slide???

30 NGLC Outcomes: The Faculty Experience
Faculty in Fall sections surveyed 28 responses 54% math, 32% English, 14% other 75% white/Caucasian 48% had taught a blended course 45% had taught a course using any web components

31 In the future, if you had a choice, would you consider teaching a course in the blended format?
Percent

32 What are the positive aspects of teaching a blended course?
Percent Better use of F2F time Reduced contact hours Best of both worlds Individualized Interaction

33 What are the negative aspects of teaching a blended course?
Percent Less F2F time Online assignments Lack of preparation Undisciplined students Technology Issues

34 How has teaching this blended course changed your F2F teaching?
Percent Enrich technology Differentiate between modes Slow down F2F teaching Plan better

35 NGLC Evaluation Issues
Kindness of strangers for responses Different contexts Local buy-in unknown Granularity of evaluation No budget for site visits Cross organization evaluation UCF-AASCU Unable to assess learning outcomes Diseconomy of scale

36 NGLC Evaluation Issues
Excessive resources for start up Technology issues Very short grant period Blended learning – a boundary object Difficult to remove obstacle long distance Grant participation negotiated by provosts

37 The Autocatalytic Network

38

39 The Coffeehouse

40 For more information: Dr. Tom Cavanagh (407) 823-4910 Dr. Patsy Moskal
AASCU For more information: Dr. Tom Cavanagh (407) Dr. Patsy Moskal (407) Dr. Chuck Dziuban (407)

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