new horizons vccs 2012
TRANSCRIPT
J. Sargeant Reynolds Community CollegeGhazala Hashmi, Coordinator of the Quality Enhancement Plan
Meg Foster, Assistant Coordinator of the Quality Enhancement Plan
Denise Woetzel, Reference Librarian and Information Literacy Specialist
New Horizons Conference 2012 Roanoke, Virginia March 2012
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Background ResearchoBest Practices recommend student orientation
programs
oFew institutions offer comprehensive orientations
oFew institutions mandate orientation
Institutional Research and FindingsI. College Data Profile
II. Faculty and Student Surveys
III. SmarterMeasure Results
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What research in best practices recommends: Student skills in time management, independent learning attributes, technology knowledge, resource awareness should be established prior to engagement in online classes.
What most of the other institutional models are providing:Self-directed orientationsRecommended but not mandatory or encouraged orientationsWeb-based “tips” rather than an integrated class that replicates the online experience within a CMSGeneric orientations rather than personalized to institution
Where the few mandatory orientation programs for online are housed:For-profit institutions Institutions / Programs driven by class cohort models
Regardless of their initial level of preparation . . . students were more likely to fail or withdraw from online courses than from face-to-face courses. In addition, students who took online coursework in early semesters were slightly less likely to return to school in subsequent semesters, and students who took a higher proportion of credits online were slightly less likely to attain an educational award or transfer to a four-year institution.
--Di Xu and Shanna Smith JaggersCommunity College Research Center of Columbia University
The Effectiveness of Distance Education Across Virginia’s Community Colleges: Evidence From Introductory College-Level Math and English Courses (2010)
Where we began
Data Profile of the Institution
developed for the Quality
Enhancement Plan Topic
Selection process (2007- 2008)
0 200 400 600
1998-1999
2006-2007
Number of DL Courses
Number of DL Courses
64%
66%
68%
70%
72%
74%
76%
Online On-Campus
2004-2005 Success Rates (A,B, or C)
Faculty Survey (2010)
Question: Do you provide an online orientation to your course?
65% of New Instructors indicated “No”51% of Continuing Instructors indicated “No”
Student Survey (2010)
Critical
Instructional
Elements that
scored
85% or lower for a
recognizable
presence in the
course
SmarterMeasure and its ResultsIn the past two years, over 8300 JSRCC students have completed SmarterMeasure (SM). We have measured SM performance against academic success in online courses for the past four semesters.
The Two Most Critical Areas that Emerged for Our Students:
Life Factors: Availability of Time, Place, Reason, Resources & SkillsSmarterMeasure feedback may provide students with encouragement to modify those circumstances that impact their academic progress. If some life circumstances are beyond an individual’s control, the self-awareness may be beneficial to planning and understanding limitations.
Personal Attributes: Time Management, Personal Responsibility, Willingness to Seek Assistance
That student has about a 56% chance of succeeding in Distance Learning classes.
If a student does not struggle with “Life Factors,”
That student has a 75% chance of succeeding in Distance Learning classes.
If a student struggles with “Life Factors,”
0 10 20 30 40 50 60 70 80
Strong
Weak
Success in Online Classes
Success in Online Classes
Critical Elements:
•Adherence to essential
standards of Quality
Matters course design
•Facilitated rather than
self-taught / self-paced
•Focused upon
developing study skills
and resource knowledge
rather than technical
know-how
Created a team to develop orientation program. Team was group of volunteers that connected three vital areas: Academic Affairs, Student Affairs, and Information Technology.
Critical to success was including faculty and staff who brought their expertise/perspective as online teachers and students.
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Team asked critical questions which shaped program:
In what ways would the program be facilitated? What would be the payment terms for those
facilitators? Would the orientation program be housed in
Blackboard or just freely available on the web? How much time could we require of students? How much work could we require of students?
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Developed strategy to market CDL 001 to students, faculty and advising staff. Print materials, email messages (general and
targeted), college announcements, training sessions
Developed training program for staff/faculty to facilitate sections. Complete CDL 001, training manual, review
with Center for Distance Learning Coordinator
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Key piece to CDL 001 is interaction facilitators/students students/students
Emphasized in training materials for facilitators.
Student interaction, both in class space and outside, prompted discussion of next steps for online community creation.
• .
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WEEK ONE WEEK TWO
• Tutorial created using LibGuides
• Overview & links to JSRCC Library’s resources, services, & policies
• Introduction to basic research skills
• Embedded “how to” video clips using Camtasia
Tutorial: http://libguides.reynolds.edu/dlorientation
Learning activity:
• Search any topic in the library
catalog and select one book record.
• Search any topic in a library
database and select one article.
• Using the citation tool in both the
catalog and database, copy and
paste the MLA citation for the book
and article in a Word document ,
then submit via Blackboard.
10 question quiz
Um, the research part was not my favorite--but i understand its importance in distant learning and was well appreciated and introduced to me through the tutorial links and scripts. (Though it was nice to learn that I could get books for personal pleasure if I wanted to.)
I would have liked perhaps to have one more project using the Library Resources
CDL 001 gives an excellent overview of the resources available both on campus and online. Of [of course], there was not time to examine every resource in great detail, but what is helpful is knowing where to go for future reference. The practice of locating articles will be helpful, as will just the experience of interaction and the online teaching/learning flow and culture.
Since this is not my first year in college, the lessons toward the end were not very helpful. Also, I feel that there should have been more lessons on online library resources.
Survey comments from students who completed course:
CDL001 Exit Survey (August 2011 – February 2012)
Phone Survey of Non-Completers (Fall 2011)
Faculty and Staff Feedback in Reflection Paper (Fall 2011)
Success and Persistence Rates of CDL001 Completers (Fall 2011)
Now that I have completed CDL001, I feel confident about taking a distance learning class at JSRCC.
0
10
20
30
40
50
60
1 2 3 4 5Strongly Agree Agree Neutral Disagree Strongly DisagreeStrongly Agree Agree Neutral Disagree Strongly Disagree
After completing CDL 001, I now have an understanding of the campus resources that are available to me:
0
10
20
30
40
50
60
1 2 3 4 5
When asked whether they would encourage other students to take CDL001,
95% of the 81 participants indicated “Yes”
on the Exit Survey
Q: WHY DID YOU CHOOSE NOT TO COMPLETE THE PROGRAM?
Q: WOULD YOU RECOMMEND CDL 001 TO OTHER STUDENTS? WHY OR WHY NOT?
No response 5
Power outage from Hurricane Irene 3
Forgot that I was enrolled 2
Time constraints/class load 6
Other issues 5
Yes, highly 1
Yes 15
No 1
N/A 3
No Comment 1
I would recommend CDL001 to other students because . . .
Top 4 Responses:
Other Responses: All students should take a course like this
Helps students identify whether or not they are independent learners
Teaches necessary Bb skills for all students, not just online students
To learn time management skills
Information in CDL001 is extremely helpful 6 comments
To gain greater knowledge of how online classes work
4 comments
Increase online learning skills 3 comments
To learn how to navigate Blackboard 2 comments
The CDL001 instructor responded quickly, and such responsiveness is not indicative of all online courses. The College should emphasize to its instructors the importance of quick responses in online courses. (3 comments)
Provide better information on registration and access to CDL001. (3 comments)
Make the orientation mandatory.(2 comments) The amount of information was overwhelming. There was too much emphasis on how to conduct research
online.
Two Special Sessions of CDL001 for Faculty and Staff have been provided: Fall 2011 – 10 participants Spring 2012 – 25 participants
The Special Sessions’ Target Audience: Faculty and staff who teach online and who want to contribute to the further
development of a strong orientation Advisers who want to better understand the demands of online learning Individuals who may be interested in facilitating future sessions of the orientation
These Special Sessions have proven to be an effective way: To introduce faculty and staff to better advising conversations with potential
distance learners To share JSRCC’s efforts of improving online learning To build the enthusiasm for readiness and orientation efforts at the institution
My reasons for taking CDL001:
to see and experience what we ask our students to do
to test myself since I have never used Blackboard
What I learned:
I have a better idea of what we ask our students to accomplish.
How I will apply my learning:
I am better able to advise students who expressed interest in online classes. I am able to share
my own experiences and point students towards appropriate resources such as
SmarterMeasure and CDL001.
My reasons for taking CDL001:
to understand what students experience when they take CDL001
to understand our work from immersion, rather than from conjecture
to guide faculty more effectively in their efforts to teach, especially to teach online
What I learned:
The experience was valuable. A better understanding of our learners helps to become better
educators. I respect the importance of student orientation and student readiness.
How I will apply my learning:
I will advocate CDL001 to all faculty under my supervision. The orientation, along with
SmarterMeasure, is a very good foundation for student success.
Summer and early Fall completers were tracked through their Fall 2011 enrollments.
47 students successfully completed CDL001
41 students proceeded to enroll in 74 distance courses in Fall 2011
Persistence rate: 99%
Successful completion (A, B, or C) rate: 92%
Ghazala Hashmi – [email protected]
Meg Foster – [email protected]
Denise Woetzel – [email protected]
www.reynolds.edu/qep