1. Assessing Online/Blended Learning in Resident Instruction Courses at a Large, Research-Intensive University
Suzanne Weinstein, Ph.D.
Director of Instructional Consulting, Assessment, and Research
The Schreyer Institute for Teaching Excellence
The Pennsylvania State University
September 15, 2010

2. The blended learning initiative is a provost-funded Project to adapt traditional courses to hybrid or online delivery formats. +

3. The BLI included an assessment team that developed and implemented an assessment plan in spring 2006.
Janet May, Assessment and Instructional Design, World Campus
Robert Loeb, Campus Academic Officer, Penn State Dubois
Jonathan Matthews, faculty member, Earth and Mineral Sciences
Vicki Williams, assessment specialist, Educational Technology Services
Laura Brown, advisor, Division of Undergraduate Studies
Yu-hui Ching, graduate student
Ziyan Ma, graduate student

4. We evaluated 11 courses during the academic years 06/07 and 07/08
Energy and Environmental
Engineering
Statistics
Biology
Astronomy
Economics
Music
Geological
Science
History
Nutrition

5. The assessment plan included student and faculty surveys as well as outcomes assessment.
Prior to semester
Readiness/Expectations Survey (Total response rate = 40%)
Mid-semester
Mid-semester Feedback (For faculty use only)
Learning Outcomes Assessment
End of semester
Final Student Survey (Total response rate = 30%)
Drop Survey
Faculty Interview/Survey $ $
$20.00 $ $
Number of students in 11 courses = 1370: N (Readiness Survey) = 572
N (Final Survey) = 426

6. We collaborated with instructors.
Assessment Team
Develop tailored mid-semester feedback
Analyze student responses by objective
Instructors
Encourage students to complete surveys
Match exam questions to learning objective

7. Mid-semester feedback surveys were tailored to the course.=
Tailored feedback
provided to faculty
Improved student
learning

8. The final student survey addressed research-based factors.
Flexibility
Instructor Responsiveness
Course management
Student Satisfaction
Student Learning
Interaction
Technology and technical support

9. We included the communities of inquiry framework.
See Arbaugh, J.B., Cleveland-Innes, M., Diaz, S., Garrison, D.R., Ice, P.l., Richardson, J., Swan, K. & Shea, P. (2007)

10. We helped interested instructors analyze student performance by learning objective.

11. Incorporating learning outcomes assessment was very time-consuming.
Lessons Learned
Incorporating learning outcomes assessment was very time-consuming.
Providing incentives for students and faculty was vital.
Collaboration with faculty requires responsibilities to be clearly specified in writing.

12. Suzanne Weinstein: sweinstein@psu.edu
Questions?
Thank You!
Suzanne Weinstein: