1. Stephanie Patton Utah State Board of Education June 8, 2017
Creating Supports for Adult Online Learners to Increase Student Success
Stephanie Patton
Utah State Board of Education
June 8, 2017

2. Types of Online Learning
0% Traditional face-to-face model
1-29% Web Facilitated course
30%-79% Blended model
80+% Online or distance learning course
What type of learning is offered in your program?

3. Profiles of Success Able to work independently
Possesses some basic computer skills
Reading skills at seventh grade level or higher
Ability to organize with a fairly structured life
Possessed a goal
Are these skills assessed?
Does your program provide opportunities for students to build these skills?

4. Assessments of Readiness
Habits of Mind Self-Assessment Rubric
OASIS Study Skills Assessment
Distance Learning Quiz
Learner Intake Survey (Appendix A)

5. Supporting the Online Learner
What structures in your program are already in place that support the online learner?

6. Supporting the Online Learner
Orient Students
Build Relationships
Develop student autonomy
Monitor student progress

7. Orient Students for Success
Use a projector, whiteboard, or computer lab to demonstrate to the student:
How to use a web browser
How to log in
Parts of the learning system
How to read text online
How to watch instructional videos
Acceptable use and Netiquette
Students should know how to access both technical support and the teacher.
Quick reference sheet
Orient Students for Success

8. Orientation should also include:
Persistence factors
Empowerment
Exigence (a force outside of a person that impacts the participant’s behaviors and choices)
Personal barriers
Program challenges
Program strengths
Self-perception
Identification of cost-benefit return
Utility value: learning is useful and will help them reach their goal
Importance value: the material is valuable to who they are or how they view themselves
Cost value: sacrifices or expenses are worth completing the academic task

9. Set Expectations
Create due dates for student work and communicate them to the student.
Syllabus
Create a program wide attendance policy with clear consequences
How will feedback be provided to the student?
How quickly should students expect teacher feedback on their online work?
Address pre- and post-testing requirements upfront.
What are the expectations for communication?
(how quickly should students expect a reply?)
Text (address expectations for texting – could use Remind app)
Phone calls
Office visits
Virtual office hours
Formalize expectations
Contract
User Agreement

10. Teacher-student relationship and feedback is crucial to student success.
Influences willingness to engage in help-seeking behaviors.
Students should have frequent contact with teacher.
Frequent contact provides motivation and support.
Help students build self-efficacy.
Help students manage positive and negative forces in their lives.
Create a network of people invested in student success.
Build Relationships

11. Develop Student Autonomy
Begin with daily class times
Builds stronger teacher-student relationships
Self-regulated learning
Guided by metacognition
Strategic action
Motivation to learn
Component of growth mindset
Identify expectation for independent student work.
Identify potential barriers
Internet connection
Competing priorities
Classroom strips down distractions for students.
Limited support available when stuck.
Facilitate student motivation
Develop Student Autonomy

12. Monitor Student Progress
Help students set goals.
Specific goals at an “objective” level
Help students identify progress toward goals.
Generate weekly individual student reports.
Helps identify struggling students and intervene in a timely manner.
Students may need more external support and reassurance.
Monitor Student Progress

13. UTopia Data sorted by class type
Total Students
Contact Hours
Contact Hours
Contact Hours
80 + Contact Hours
Average # of Level Gains per student
Average Credits Earned per student
2017
ELL
8877
29.39%
19.36%
16.46%
34.79%
28.40%
0.14
Multidiscipline
10831
40.49%
21.42%
17.32%
20.76%
22.52%
0.96
Traditional
4787
31.79%
21.91%
19.05%
27.24%
29.41%
0.91
2016
9274
27.37%
20.22%
17.96%
34.45%
27.91%
0.21
11431
40.58%
20.09%
17.84%
21.49%
24.90%
1.32
33.43%
19.68%
21.25%
25.64%
29.17%
1.15

14. Blended Learning
Traditional = Higher retention rates Multidiscipline = Higher outcome rates Blended learning could capitalize on both of these resulting in higher retention and outcomes.

15. Ideas for Blended Learning

16. Sources
Fay, Maggie P. “Computer-Mediated Developmental Math Courses in Tennessee High Schools and Community Colleges: An Exploration of the Consequences of Institutional Context.” CCRC Working Paper No. 91, February 2017.
Rosen, David J and Carmine Stewart. Blended Learning for the Adult Education Classroom. Essential Education.
Shaw, Donita, Yuen San Sarah Tham, Julie Hogle, and Jody Koch. “Desire: A Key Factor for Successful Online GED Adult Learners.” Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, vol. 4, no. 1, 2015, pp
Vanek, Jenifer, Destiny Simpson, Jerome Johnston, and Leslie I. Petty. IDEAL Distance Education and Blended Learning Handbook. IDEAL Consortium. August 2016.