Learning at the Speed of Light: Deep Learning and Accelerated Online Programs

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Learning at the Speed of Light: Deep Learning and Accelerated Online Programs Anastasia M. Trekles Ph.D. Candidate Instructional Design for Online Learning School of Education Capella University [email protected] Valparaiso, IN 219-545-3442

description

Presentation summarizing the results of my dissertation research, which was a case study regarding accelerated online graduate programs and the approaches that students take to learning.

Transcript of Learning at the Speed of Light: Deep Learning and Accelerated Online Programs

Page 1: Learning at the Speed of Light: Deep Learning and Accelerated Online Programs

Learning at the Speed of Light: Deep Learning and Accelerated Online

ProgramsAnastasia M. Trekles

Ph.D. Candidate

Instructional Design for Online Learning

School of Education

Capella University

[email protected]

Valparaiso, IN

219-545-3442

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Introduction

• Accelerated online degree programs are becoming more and more popular (Penprase 2012; Tatum, 2010)

• At the graduate level, these programs present a question: can students learn deeply enough to become experts in their field within a compressed amount of time?

• I investigated a masters-level accelerated program (15 months to completion, 10 5-week courses) in Educational Administration • Instructional design of all courses except internship (9 out

of 10 courses)• Student approaches to learning and experiences in

coursework

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Problem Statement

• Graduate-level online accelerated programs are increasing rapidly to help adult learners achieve necessary skills and credentials more quickly (Wlodkowski & Ginsberg, 2010)

• Research in effectively meeting deep learning outcomes in online learning is mixed, as controlling for method of course delivery is difficult (Shachar & Neumann, 2010)

• Understanding student approaches to learning and how they may be affected by the instructional design characteristics of courses would assist universities in developing higher-quality programs

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Key Informing Research

• Bernard et al. (2004), Bekele and Menchaca (2008), and Shachar & Neumann (2010) noted that many variables can impact online learning acquisition, so studying deep learning presents a challenge

• Course design, student motivation, and learner development all can impact learning performance and approach (Biggs & Collis, 1982; Bransford et al., 2000; Merrill, 2012)

• Penprase (2012), Johnson (2009), and Driessnack et al. (2011) discussed accelerated learners’ perceptions and characteristics

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Theoretical Framework

• Graduate-level coursework is intended to bring students toward expert-level understanding – i.e., deep learning (Biggs & Collis, 1982; Bransford et al., 2000)

• Instructional design models, such as Merrill (2012), provide for the systematic increase of student learning depth

• But, there are still significant gaps in understanding deep learning approaches in accelerated online coursework

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Methodology

• Population: All students in graduate-level coursework considered accelerated (time-compressed) and delivered asynchronously online

• Sampling method: From available programs, one program at a Midwestern public university was selected

• 136 total students in Master of Science in Educational Administration program

• Sample:• 9 courses (out of 10,

excluding internship)

• 17 survey respondents

• 5 interview participants

• Participants recruited via email, course announcements from advisor

• Volunteered to participate

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Data Collection

• Research Question 1:• Revised 2-Factor Study

Process Questionnaire (R-SPQ-2F) (Biggs, Kember, & Leung, 2001)

• Interviews via Skype

• Research Question 2: Course analysis using Merrill’s e3 rubric (2009; 2012) and SOLO Taxonomy (Biggs & Tang, 2007)

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Data Analysis

• Interpretive embedded single-case study

• NVivo software used to organize, find themes, and analyze data

• Pattern-matching and constant comparative analysis used to find themes and compare within and across each set of data and embedded cases

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Limitations

• Case study limited to one program and a small sample despite the fact that participants came from a wide geographic area

• University program was master’s-level in education – other disciplines may be different

• University was public and located in the Midwest – other regions and types may be different

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Results: RQ1

• RQ1: How do learners approach their learning in accelerated, asynchronous online graduate courses?• Results from R-SPQ-2F and interviews showed certain

things to influence students’ learning approaches:• Time• Personal motivation and direction• Course structure and content• Assignment scheduling• Use of projects vs. quizzes• Real-world concepts and assignments• Peer interaction• Technology expectations

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R-SPQ-2F Results

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Results: RQ2

• RQ2: Which instructional design characteristics and strategies used in accelerated asynchronous online courses play a role in helping learners reach deeper levels of learning?• Course analysis through Merrill’s (2012) rubric and SOLO

Taxonomy supported RQ1 finding that learning approach can be promoted through course design

• Course objectives covered all levels of SOLO Taxonomy• Activities provide real-world practice, peer collaboration, field

experience, and reflection• Courses built logically from one activity to the next to

increase depth of understanding and performance level • 5 weekly modules, consistent look and feel throughout

courses

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First Principles by Course

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Conclusions

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Recommendations

• Online, accelerated graduate course and program design should:• Use consistency in structure and scheduling• Use real-world projects over exams and other less

authentic assessment measures• Focus on key objectives and avoid including extra work

or information that is just “nice to know”

• Further research may:• Include greater numbers of programs and participants• Investigate other disciplines, other types of programs• Investigate learning approach in comparison to learning

acquisition

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Questions?