WHO IS THE ONLINE STUDENT? Barbara Truman-Davis Director, Course Development & Web Services Dale...
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WHO IS THEONLINE STUDENT?
WHO IS THEONLINE STUDENT?
Barbara Truman-DavisDirector, Course Development & Web Services
Dale VoorheesCoordinator, Course Development
Barbara Truman-DavisDirector, Course Development & Web Services
Dale VoorheesCoordinator, Course Development
The University of Central FloridaThe University of Central Florida
The University of Central FloridaThe University of
Central Florida
Scope of UCF’s Online ProgramScope of UCF’s Online Program
• Half (500) of all full-time faculty engaged
• Half (250) of these trained through IDL6543
• 1,000+ WebCT courses
• 800+ courses built with production support
• Six fully online programs, three graduate certificates
Current Online DegreesCurrent Online Degrees
• B.A. and B.S. in Liberal Studies• B.S. in Voc. Ed. and Industry Training• R.N. to B.S.N. Nursing• A.A.-A.S. to B.S. in Health Services
Administration• M.A. and M.S. in Vocational Education• M.A. in Educational Media• M.S. in Forensic Science (partially online)
Institutional Support for Distributed Learning
Institutional Support for Distributed Learning
• Course Development & Web Services: dedicated to online class support
• Center for Distributed Learning– marketing– long-range planning– registration– faculty training
• Office of Instructional Resources– ITV network
Web-based courses: Delivered entirely over the Web, with no regular class meetings
Mixed-mode courses: Delivered partially in classroom and partially over the Web (“reduced seat time”)
Enhanced courses: Web presence
UCF Online Delivery ModelsUCF Online Delivery Models
Online Sections(All Modes)
Online Sections(All Modes)
020406080
100120140160180200
Online Students(All Modes)
Online Students(All Modes)
0100020003000400050006000700080009000
10000
• Internet tools
• Browser test
• Tutorials
• Assessment
• UCF information
• Connection tocampus network
Student Support CD-ROMStudent Support CD-ROM
Distributed LearningImpact Assessment
Distributed LearningImpact Assessment
Learning styles
Success ratesAttitudes
DemographicsWithdrawal rates
Strategies forsuccess
Students
Critical thinking
Effective instructional tools
Quasi-experiments
Faculty
Accreditation
Real time surveys
Assessment techniques
Personal theorizing
What We Have Found Regarding Online Students
What We Have Found Regarding Online Students
• The majority of students enrolled in fully online (W) courses are also enrolled in F2F courses
• The distribution of students by ethnicity is approximately the same for all modalities
• Fully online (W) courses consistently have more females than other modalities
• On the average, students enrolled in W courses are oldest, followed by those in M sections then face-to-face
Success Rates of Fully Online and Mixed-mode Courses From Fall 1997 Through Spring 2000Success Rates of Fully Online and Mixed-mode Courses From Fall 1997 Through Spring 2000
70
75
80
85
90
95
100
Fall 97
Spr 98
Sum98
Fall98
Spr99
Sum99
Fully online
Mixed-mode
Face-to-face
Fall99
Spr00
86 87
81
88
92
86
89
9694
83
88
83
88 8987 87
8891
94
83
89
82
87
83
Total N=52,218 students
Withdrawal Rates of Fully Online and Mixed-mode Courses From Fall 1997 Through Spring 2000
Withdrawal Rates of Fully Online and Mixed-mode Courses From Fall 1997 Through Spring 2000
0
10
20
30
40
50
Fully online
Mixed-mode
Face-to-face
Fall 97
Spr 98
Sum98
Fall98
Spr99
Sum99
Fall99
Spr00
85 5 6 4 4 5
12
745 6
4 4 5 32
84 4
85 5
Total N=52,218 students
Percentage of Undergraduate and Graduate Students in Online Courses -- Spring ‘99
Percentage of Undergraduate and Graduate Students in Online Courses -- Spring ‘99
0
10
20
30
40
50
60
70
80
9079%
72%
21% 18%
GraduateUndergraduate
Fully online (n=1,148)
Mixed-mode (n=2,283)
Gender of Students Enrolled Differing Modalities and UCF Overall -- Spring ‘99
Gender of Students Enrolled Differing Modalities and UCF Overall -- Spring ‘99
0
10
20
30
40
50
60
70
80
FemalesMales
Mixed-mode
sectionsN=2,283
Fullyonline
sectionsN=1,148
Face-to-facesectionsN=4,743
57%
43%
73%
27%
56%
44%
55%
45%
UCFoverall
N=30,009
Student Ages -- Spring ‘99Student Ages -- Spring ‘99
0
5
10
15
20
25
30
35
40
45
50
10th25th50th75th90th
Face-to-faceN=4,743
Media-enhancedN=2,283
Fully-onlineN=1,148
Mean=24SD=6.9
Mean=26SD=8.4
Mean=30SD=9.3
Percentiles
Age
Type of class
Employment StatusReported by StudentsEmployment Status
Reported by Students
0
10
20
30
40
50
60
51%
33%
16%
Full time Part time Do not work
42%37%
21%
Fully online (n=341)
Mixed-mode (n=181)
Reported Location ofStudent Computers
Reported Location ofStudent Computers
0
10
20
30
40
50
60
70
80
90
10088%
22% 20%
6%
At home At campus At job Other
81%
51%
13% 3%
Fully online (n=341)
Mixed-mode (n=181)
Drive Time to UCF CampusReported by Students
Drive Time to UCF CampusReported by Students
0
5
10
15
20
25
30
35
40
24%
17%
31%
17%
11%
<15 15-30 31-60 61-90 90+
Minutes
24%21%
35%
16%
2%
Fully online (n=341)
Media-enhanced (n=181)
Reasons Given by Students for Enrolling in Fully Online and Mixed-Mode Courses
Reasons Given by Students for Enrolling in Fully Online and Mixed-Mode Courses
0
10
20
30
40
50
60
70
80
9079%
44%
22% 19% 19% 20%
Conve
nien
ce
Try it
Instr
ucto
r
Sche
dule
conf
licts
Only
avail
able
Other
20%16% 14%
43%34%
Fully online (n=341)
Mixed-mode (n=181)
Reported Student SatisfactionWith Online Courses
Reported Student SatisfactionWith Online Courses
0
10
20
30
40
50
60
3% 5% 7%
31%
54%
Veryunsatisfied
Unsatisfied Neutral Satisfied Verysatisfied
3%7%
12%
43%
34%
Fully online (n=341)
Mixed-mode (n=181)
Student Attitudes Toward Taking Another Online Course
Spring ‘99 (N=341)
Student Attitudes Toward Taking Another Online Course
Spring ‘99 (N=341)
0
10
20
30
40
50
60
70
80
2% 4% 5%
19%
Definitelynot
Probablynot
Not sure Probably Definitely
2% 4%8%
43%
70%
43%
Fully online (n=341)
Media-enhanced (n=181)
The Transition of Student Affect Regarding Online Courses
The Transition of Student Affect Regarding Online Courses
• UCF is responding to my needs
• I am more active in my learning
• I feel personally empowered
• My learning is more convenient
• My learning is self-paced
…then (1998) …and now (2000)
Advice Students Would Give to Others Considering an Online Course
Advice Students Would Give to Others Considering an Online Course
• Keep up and don’t procrastinate• Attend the orientation• Be disciplined• Develop your computer skills• Ask for help• Keep in touch with the professor• Check the forum daily
A Summary of LongBehavior Types
A Summary of LongBehavior Types
• Aggressive Independent– high energy– action-oriented– not concerned with approval– speaks out freely– gets into confrontational
situations• Passive Independent
– low energy– not concerned with approval– prefers to work alone– resists pressure from
authority
• Aggressive Dependent– high energy– action-oriented– concerned with approval– rarely expresses negative
feelings– performs at or above ability
• Passive Dependent– low energy– concerned with approval– highly sensitive to the feelings
of others– very compliant
Distribution of Long Types andTraits for Online Students
Distribution of Long Types andTraits for Online Students
AI23%
PI17%
AD53%
PD7%
40%
73%
21%
33%
(n=342)
Distribution of Long Types and Traits for CHM 1020
Distribution of Long Types and Traits for CHM 1020
AI27%
PI18%
AD37%
PD19%
(n=133)
31%
60%
22%
55%
Student Reasons for Withdrawing From Fully Online Courses
Student Reasons for Withdrawing From Fully Online Courses
0
5
10
15
20
25
30
Technologyissues
Webstuff
confusing
Personalconflicts
Lack ofclass
organization
Too much work/time
(N=52)25%23% 23%
8% 8% 8%6%
Instructorissues
Other
Student BenefitsCited by Online Faculty
Student BenefitsCited by Online Faculty
• Improved learning flexibility
• Improved student interaction and feedback
• Technology as a learning resource
• Enhanced student responsibility
• Convenience
UCF Distributed Learning Impact Evaluation WebsiteUCF Distributed Learning Impact Evaluation Website
http://reach.ucf.edu/~research
Additional Contacts at the University of Central Florida
Additional Contacts at the University of Central Florida
Chuck Dziuban, Ph.D.University of Central FloridaDistributed Learning Impact EvaluationP.O. Box 161250Orlando, FL [email protected]
Patsy D. Moskal, Ed.D.University of Central FloridaDistributed Learning Impact EvaluationP.O. Box 161250Orlando, FL [email protected]
Steve Sorg, Ph.D.University of Central FloridaCenter for Distributed Learning12424 Research Parkway, Suite 264Orlando, FL [email protected]
For information regarding UCF’s Distributed Learning Impact Evaluation:
For information regarding UCF’s institutional approach to distributed learning: