1. Engaging the Online Student Wake Technical Community College
Support for a Semi-intrusive Course Management Model
Chris Roddenberry
Tom Rankin
Amy Minor
Wake Technical Community College
This material is based upon work supported by US Department of Education grant no. P116F150082

2. First in the World - U.S. Department of Education
Project C.O.M.P.A.S.S.
A First in the World Grant
Creating Online Models to Promote
At-Risk Student Success
Project Scope: four year, 2.7 million dollars, high-enrollment, low-success
gateway courses
Project Goal: To develop & scale an evidence-based course management model that increases the number of students, particularly
students of color, completing online coursework successfully
(HTHTTM): The High-Tech/High-Touch Teaching Model: An engagement enhanced course management protocol that leverages
free/low cost technology to improve student outcomes
The teaching method I’ve been working on is now the focus of it’s own First in the World Grant
Project COMPASS is Wake Tech’s FITW grant. Separate from CCCC, but a nice complementary project
focused at what happens inside the online classroom.
Interested in focusing on “personalization” inside the class
Goal to develop and test a new model of online course instruction to enhance
Three technologies and an intentional, semintrusive teaching methodology to help provide more structural support for our students.
2016/17 – student success improved, minority student success improved even more, and student perceptions improved.
Not here to tell you about the nuts and bolts of this method, that is for later. What I’d like to do instead, is share some general takeaways from what we’ve learned so far.
First in the World - U.S. Department of Education

3. High-Tech/High-Touch Teaching Model (HTHTTM)
An engagement enhanced course management model
High-Tech
tools
High-Touch Behaviors
Expanded orientation
Responsive communication
Synchronous interaction
Low risk assignments
Inclusive shell
The HTHTTM utilizes specific high tech tools

4. High-Touch behaviors Expanded orientation activities
Orientation webinar- first week
Proactive contact with at-risk students
Custom videos in orientation materials
Sign up for texting service
Cognitive engagement
Lots of skill building assignments
Quick, detailed feedback
Intentional communication style
Affirmations
Nudges
Accountability follow-ups
Super responsive
Text communication
Inclusive course design
minority images
High-power minority role models
Minority issues (where applicable)
Focus on international world view
Integration with campus resources

5. Students who enroll in the course
Methods
Dummy Section
Treatment
Control
Students who enroll in the course
Psychology
503 students
4 treatment instructors
7 control instructors
Random
Assignment
to section
Business
455 students
3 treatment instructors
6 control instructors

6. We’re going to talk about these two today!
Outcome Measures
Instructor duties
Implement the protocol
Gather student perception & Fidelity of Intervention data
4 types of data
Student performance (passing with a “C” or better)
Student perception (End of course surveys)
Fidelity of implementation (instructor implementation)
Secondary data (behavior within the course shell)
We’re going to talk about these two today!

7. Results (S 2017) : Student Success
+ 5 pts
+ 11 pts
(*significant at p <.05)

8. Figure 1: Student Course Evaluation Treatment Analysis Quadrants by Question Category.
Expectation
Communications with Instructor (note P Value .052)
Delivery of Content
Learning Environment
Navigation
Assessment Demonstrate Learning
High >= 70%
% Students Rated Strongly Agree
Student Self Reflection
Collaboration with Peers
Course Material & Support
Low < 70%
Not 95%
95%
Difference Between Treatment vs. Control

9. Student Survey Results

10. Student Survey Results

11. Thank you !
Questions.