Developmental Education and Learning Assistance Via the...
Transcript of Developmental Education and Learning Assistance Via the...
Developmental Education and Developmental Education and Learning Assistance Via the Learning Assistance Via the InternetInternet
David ArendaleCo-director for Dissemination
Supplemental InstructionUniversity of Missouri-Kansas City
Session ObjectivesSession Objectives
Review current issues in learningIdentify key principals for effective distance academic support programsReview several models of technology-based learning assistanceIdentify resources for further studyIdentify questions for further study
Two Sides of the Same Coin?Two Sides of the Same Coin?
Are teaching and learning two sides of the same coin?
New Emphasis in Higher EducationNew Emphasis in Higher Education
Old modelTeacher-centeredTransmission of
increasing quantityTraditional exam and
verify methodsTraditional views of
students
New modelLearning-centeredLearning efficiency &
effectivenessContinuous classroom
assessmentUnderstand needs of
today’s students
Common Educator StrengthsCommon Educator Strengths
– Peer collaborative learning– Informal classroom assessment– High school/college bridge programs– Instructional technology– Affective domain needs of students– Curriculum development– Adapting instruction for diverse
learning styles
Multiple Responsibilities of the Multiple Responsibilities of the Developmental EducatorDevelopmental Educator
Program designers and managersProviders of direct service to studentsClassroom teachersHigh expectation levels with modest staff and financial support
Tinto’s Themes of AttritionTinto’s Themes of Attrition
Adjustment problemsDifficultyIncongruenceSocial isolationPersonal financesObligations to external communities
(e.g., family, friends)
Frontloading ServicesFrontloading Services
To make the first-year student connection, institutions must adopt the concept of "front loading", putting the strongest, most student-centered people, programs and services during the first year.
Hierarchy of Learning ProgramsHierarchy of Learning Programs
Level 1: Remedial Courses
Level 2: Learning Assistancefor Individual Students
Level 4Comprehensive
Learning SystemsLevel 3: Course- related Learning Services
Higher Potential forimproved learning and instructional change
Lowerpotential
Dr. Ruth Keimig, Raising Academic Standards, ERIC
Future Trends and OpportunitiesFuture Trends and Opportunities
PoliticalStudentInstitutionalEconomicInstructional
NADE Strategic PlanHttp://www.umkc.edu/cad/nade/
Instructional TrendsInstructional TrendsResearch-based instructional improvements increase student successMore departments are expanding into teaching/learning centersServices will need to be “bundled” to increase their synergistic impact“Mainstreaming” of developmental educationDistance learning & instructional technology
Why Offer Internet Enrichment?Why Offer Internet Enrichment?
Serve distance learnersBuild “virtual” learning communities and extend the classroom wallsAdd instructional time beyond classProvide services when and where students want to access themPermit different role for class professorProvide flexibility regarding areas to engage in supplemental learning
Concerns and QuestionsConcerns and Questions
Balanced review of implementationConcerns expressed by other stakeholdersIdentification of new areas of research and experimentation
Milken Family Foundation ReportMilken Family Foundation Report
Key success factors– Teacher incentives
to innovate and implement
– Extensive teacher training & ongoing technical support
– Careful design of computer activities for students
Institute for Higher Education PolicyInstitute for Higher Education Policy
Poor D.E. research design provides few clear findingsMost D.E. studies only evaluate the “survivors” D.E. access is unclearD.E. success is more than just hardware/software
Study Funded by the AFT and NEA
D.E. = Distance Education
Key D.E. Questions to ConsiderKey D.E. Questions to ConsiderDoes D.E. work better for some students?What are the causes of higher rates of D.E. dropouts?How is information obtained differently by students through D.E.?Does D.E. work better in some academic subjects than others?What are the key success elements for students in D.E. courses?
Concerns by Faculty UnionsConcerns by Faculty Unions
Ad campaign funded by AFT & NEA teacher unionsQuestions whether D.E. is equivalent or better than live instruction
American Association of American Association of University Professors (AAUP)University Professors (AAUP)
Lack of full-time faculty membersInsufficient online reference librariansInsufficient online support servicesPrepackaged courses designed by others preclude academic freedomNo shared governance without facultyDistance education lacks academic integrity due to lack of interaction
Opposition to Accreditation of Online UniversityOpposition to Accreditation of Online University
The College Board StudyThe College Board Study
Healthy skepticism is warrantedTechnology may erect new barriers rather than eliminateTechnology is pulling pedagogy rather than pedagogy driving the creation of hardware and software
Historical PerspectiveHistorical Perspective
Most technology has supplemented and enhanced -- not supplantedMost technology has made education enterprise more expensive for deliveryTechnology has to be replaced oftenEducation costs are sometimes higher for students
D.E. Access Related to IncomeD.E. Access Related to Income
Wide disparities in access to home computersStudents with greatest need get the least accessOther disparities related to ethnicity
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Examples of IT ImplementationExamples of IT Implementation
Internet Supplemental Instruction– Citrus College, Glendora, CA– Univ. of Missouri-Kansas City
Video-based Supplemental Instruction (UMKC)Algebra Virtual Office Hours (University of Missouri System)
Supplemental Instruction (SI)Supplemental Instruction (SI)
Targets historically difficult academic coursesRegularly scheduled, out-of-class sessionsStudent facilitated review sessionsSI offered to all enrolled studentsSessions are voluntary and anonymous
In SI, Students Construct Own In SI, Students Construct Own Knowledge Through a Process ofKnowledge Through a Process of
•social interaction
•exploration•application
With guidance of a SI leader...With guidance of a SI leader...
students discuss course contentstudents clarify what they read and hearstudents learn to analyze, criticize, question, and seek verification of ideasstudents recognize that they perceive the world differently as a function of personal experiences
Citrus College Citrus College (Glendora, CA):(Glendora, CA):
One-on-one E-mail review of papersEnglish group tutoring web discussion boardOn-line live chat tutor chat room at designated time each week. (On-line SI session in addition to weekly in-person)Web text handouts (frequently asked questions & answers based on previous chat room and web discussion board, instructor made handouts, etc)
University of MissouriUniversity of Missouri--Kansas CityKansas City
Established listserv discussion groups for ten courses with high DFW ratesProvided traditional face-to-face SI program in same coursesSI leader served as facilitator for both programs
Results for Internet SI ActivitiesResults for Internet SI Activities
Citrus College– Students used Internet
SI services due to high motivation not to drive back to campus due to Los Angeles traffic issues
– High satisfaction with providing both live and Internet based SI academic enrichment
UMKC– Students seldom used
the Internet services due to: preference for live SI sessions; difficulty learning how to use the free campus email software; and campus culture does not promote extensive use of Internet for academic enrichment
VideoVideo--based Supplemental Instructionbased Supplemental InstructionCreate telecourses of core curriculum courses (history, physics, chemistry, algebra)Embed study skills instruction inside of the telecoursesTrain facilitators to use telecourses with college & high school studentsRequire students to work in groups who watch the videotapes and frequently stop the video for facilitator activities
Results for VSIResults for VSI
Students report high satisfaction level with use of technologyAcademic achievement higher than predictedFacilitator is key figure for successful use of technology by students
University of Missouri SystemUniversity of Missouri System
Web site with “Frequently Asked Questions and Answers” pages– Base FAQ answers on questions raised during E-mail
questions and logs from live chat rooms
Weekly contests with difficult math questions submitted by teams via E-mailNightly “virtual SI sessions” between 9:00 p.m. and 1:00 a.m. [NetMeeting-based]Web site with handouts & links to math sites
Results of UM Virtual Office HoursResults of UM Virtual Office Hours
Average one or two visits per day among 800 students enrolled in classStudents often lacked computer equipment (e.g., graphics tablet, microphone)
Students need training to use the software and hardwareMany students express frustration with lack of human interaction for encouragement
Lessons From Internet Pilot ProgramsLessons From Internet Pilot Programs
Students must be actively involved.Group facilitator cannot dispense information for passive reception.Conduct research studies to examine student outcomes.Encourage everyone to participate regardless of previous success.Keep process as simple as possible.
Avenues for Internet EnrichmentAvenues for Internet Enrichment
Basic Level: Provide Text, PowerPoint, and Video MaterialsModerate Level: Host Conversation GroupsAdvanced Level: Create Comprehensive Course Delivery Packages
Basic Level Enrichment:Basic Level Enrichment:Text, PowerPoint & Video MaterialsText, PowerPoint & Video Materials
Web homepages– Course syllabus– Handouts created by instructor– Links to other Internet resourcesStreaming video– Video clips and short lessonsPowerPoint presentations
Moderate Level Enrichment:Moderate Level Enrichment:Conversation Groups (1 of 2)Conversation Groups (1 of 2)
Off-Line Asynchronous– One-on-one exchange of papers: Student-
Prof..; Student-Student; Grammar Hotline
– Group Listserv Discussion– Group Web-based Discussion Board
On-Line Synchronous– Chat Room (share text)– Video Conference (1 on 1; multiperson)
Moderate Level Enrichment:Moderate Level Enrichment:Conversation Groups (2 of 2)Conversation Groups (2 of 2)
Features of Conversation Software– Audio and text conversation modes– View on screen the group text conversation and
photos of on-line group members– Ability to print log of group conversation and of
graphic whiteboard material– Graphic whiteboard for images/hand written notes– Collaborative browsing of web pages– Send and receive data files– Password protection and control of participants
Advanced Level Enrichment:Advanced Level Enrichment:Comprehensive Packages (1 of 3)Comprehensive Packages (1 of 3)
Potential Features of Package–Text material
• course syllabus• class announcements• instructor homepage
–Student information• email address• student homepage
Advanced Level Enrichment:Advanced Level Enrichment:Comprehensive Packages (2 of 3)Comprehensive Packages (2 of 3)
–Learning Links• Web class discussion forum (“live”
chat rooms & web-based discussion boards)
• Quizzes that are immediately scored by the computer
• Recommended Internet web links to related course material
• Availability of downloadable text files designated by the course instructor
Advanced Level Enrichment:Advanced Level Enrichment:Comprehensive Packages (3 of 3)Comprehensive Packages (3 of 3)
–Lesson Builder. Allows instructor to “package” the following activities to follow course topics• text material• downloadable files• quizzes
7 Habits of Highly Effective Educators7 Habits of Highly Effective Educators
Be proactiveBegin with the End in mindPut first things firstThink win-winSeek first to understand…Then to be understoodSynergizeSharpen the saw
1. Be Proactive1. Be Proactive
Conduct detailed studies on the use of technology and its impactDevelop IT partnerships nowJoin the campus learning technology/distance learning committeeExpand academic assistance to new areas of service such as distance learning courses
2. Begin with the End in Mind2. Begin with the End in Mind
What do we want our program to look like in one year, five years?“Repurpose” and expand into Learning and Teaching CentersWho are the new students to be served both on and off campus?What are the services needed?
3. Put First Things First3. Put First Things First
Schedule several hours weekly to plan the futureGrant applications for pilotsDo research studiesConduct experimentsDevelop expertiseMeet with faculty members and campus IT personnel
4. Think Win4. Think Win--WinWin
Work with other departments on campus who have a common purpose in supporting student success through ITSeek other faculty members to be involved with your pilot IT programAlign learning assistance program with college strategic plan regarding distance learning and instructional technology
5. Seek First to Understand...Then 5. Seek First to Understand...Then to be Understoodto be Understood
Read the professional literature of instructional technology and distance learningUse the technical language of the discipline so that your message will be more clearly understood
6. Synergize6. Synergize
Share your strengths with others– Instructional technology– Affective domain needs of students– Curriculum developmentBundle academic support systems and instructional technology to meet needs of students
7. Sharpen the Saw7. Sharpen the Saw
Attend conferencesRead widely in areas related to learning assistance, distance learning, and instructional technologyEarn advanced academic degrees in this new area
Resources To ExploreResources To Explore
SI homepage www.umkc.edu/cad/si/
NADE homepage www.umkc.edu/cad/nade/
TLT computer discussion groupNADE, CRLA, SI national conferencesFree publications such as ConvergeExplore links on the web related to instructional technology and distance learning
OnOn--Line IT Information ResourcesLine IT Information Resources
IT Professional AssociationsIT Professional Associations
OnOn--Line IT Professional PublicationsLine IT Professional Publications
Wake Forest UniversityWake Forest University
LEARN North CarolinaLEARN North Carolina
Next Steps for Exploring OptionsNext Steps for Exploring Options
Talk with other IT usersBuild partnership with campus IT personnel – Learn from them, access their computer hardware,
partner with them on expensesRead the literature & attend IT conferencesExperiment with IT software packagesBudget twice as much time and money as reasonably expectedBe sure that it is worth the effort before starting
Final ThoughtsFinal Thoughts
Whatever the name for your program, become a more comprehensivelearning center in service.“Mainstream” your program within the institution. Become practicably indispensable.Put “First Things First” and begin today.