Understanding Teaching and Learning in the Changing Education Environment
Chuck Dziuban
Research Initiative for Teaching Effectiveness
University of Central Florida

Shirky, C. (2009)

…or do we know?
Students
Success
Retention
Reactive behavior patterns
Generational comparisons
Faculty
Engagement
Demographic profiles
Strategies for success
Information fluency
Chuck, this has nothing to do with me…
SoTL projects

Faculty SoTL projects
Civility
Manipulatives in chemistry
Theater
Constructive
Engagement Essay
Comments
Higher order evaluation models
Virtual worlds
Online
Persona

• Bill Phillips – Center for Distributed Learning
Who are you?
Who are you?
F2F Online

Higher order evaluation models in online learning: Constructive engagement
•
Aaron Liberman – Health and Public Affairs
•
Assessment as part of the learning process
Fairer evaluation Improved student interaction
Improved instructor interaction

Antigone
Actors at
Bradley
Audience at Bradley
Actors at UCF
Audience at UCF
Internet
John Shafer - Theater

Robert French
Auburn University

Secret Societies of the Avant-garde
A Constructivist Approach to Teaching Art History
•
5 stages
• Each stage a different movement
•
Teams receive clues
• Paintings, sculptures, letters
•
Connect clues to movement
•
Create narrative of 20 th -c art featuring their movements
Ashcan
Pop
American Scene
Hard Edge
Neo Expressionism

Student success
100
80
60
40
20
0
F2F (n=647,390) Blended (n=73,629) Fully Online (n=189,208)
90
94
89
87
90
87 88
92
90 91
94
90
87
91
89 88
90 89
Summer 12 Fall 12 Spring 13 Summer 13 Fall 13 Spring 14

Success Rates by Modality
College of Sciences
100
80
60
40
20
0
F2F (n=198,574) Blended (n=17,427) Fully Online (n=57,465)
84
91
88
80
89
85
82
90 89
83
90 89
80
90
88
81
86
88
Summer 12 Fall 12 Spring 13 Summer 13 Fall 13 Spring 14

Success Rates by Modality
College of Arts & Humanities
100
80
60
40
20
0
F2F (n=105,365) Blended (n=9,958) Fully Online (n=38,719)
93
89
85
89
84
82
91
87
84
95
90
85
90
87
84
90
87
84
Summer 12 Fall 12 Spring 13 Summer 13 Fall 13 Spring 14

• Matures (prior to 1946)
• Dedicated to a job they take on
• Respectful of authority
• Place duty before pleasure
•
Baby boomers (1946-1964)
• Live to work
• Generally optimistic
• Influence on policy & products
•
Generation X (1965-1980)
• Work to live
• Clear & consistent expectations
• Value contributing to the whole
• Millennials (1981-1994)
• Live in the moment
• Expect immediacy of technology
• Earn money for immediate consumption

Non-ambivalent satisfaction with online and blended courses
100 n=526
80
65
60
56
42
40
20
0
Boomers
1946-1964
Gen X
1965-1980
Millennial
1981-1994

• There’s one in YOUR future!!
• And another one right behind it!
Wayne Hodgins, 2007

Will massive, open online courses (MOOCs) revolutionize higher education?
Sebastian Thrun
•
Stanford University

Students perceive that RealizeIT increased their engagement with the course content
Agree
25%
52%
30%
Strongly agree
Agree
Neither agree/disagree
Disagree
Strongly disagree
65%
Ambivalent
Disagree
16%
6%
0%
0%
4%
0%
PSY2012 n=112
Course
NUR3125 n=23

Students indicate that given a choice, they would take another course using RealizeIT
Agree
45%
39%
Strongly agree
Agree
Neither agree/disagree
Disagree
Strongly disagree
Ambivalent
Disagree
37%
8%
7%
2%
PSY2012 n=112
Course
48%
4%
4%
4%
NUR3125 n=23

105
100
95
90
85
80
75
70
98
100
96
F2F RealizeIT Online
83
90
83
NUR3125 n=64 n=34 n=167
PSY2012 n=1422 n=125 n=124

Student satisfaction in fully online and blended courses
85
60
50
40
30
20
10
0
90
80
70
77
Satisfied
9
11
Undecided
Fully Online (N = 1,526)
Blended (N = 485)
14
4
Less than satisfied

Students’ positive perceptions about online and blended learning
• Convenience
• Reduced Logistic Demands
• Increased Learning Flexibility
• Technology Enhanced Learning
Reduced Opportunity
Costs for Education

Students’ less positive perceptions about online and blended learning
• Reduced Face-to-Face Time
• Technology Problems
• Reduced Instructor Assistance
• Overwhelming
• Increased Workload
Increased Opportunity
Costs for Education

“Happy families are all alike; every unhappy family is unhappy in its own way”

I can’t get no….Student satisfaction
Ambivalence
Learning
Latitude Enriched Learning
Environment
Engagement
Respect and
Concern
Instructor Committed to Learning
Rules of
Engagement

“This guy is so boring, my pillow needs a pillow!”
-Ratemyprofessor.com

Rate My Professors: University of Central Florida
• “She is a well organized, professional teacher. She gives concrete examples and makes the assignments relevant to our classroom teaching. I would highly recommend her.”
• “Think of a traditional, boring, monotone professor and that is exactly what she is. Doesn’t use anything associated with technology and has
ZERO personality!”
• “His lectures are straight forward, yet informative.
He is funny and lightens up the atmosphere and he is very knowledgeable and inspiring. He pushes students to try their best.”
• “Unrealistic expectations and the material was very dry. She can be very rude at times and doesn't seem to care much for students. I do not know why she continues to teach, she seems bored and uninterested in doing it.”
• “His knowledge is endless. He will challenge you.
His tests are difficult, but fair and accurate. His expectations are within reach, but he will push you to become a better student.”
• “Boring, biased, boring, arrogant, boring, selfabsorbed—did I say boring?...”

Rate My Professors: Oakland University
• “She is a well organized, professional teacher. She gives concrete examples and makes the assignments relevant to our classroom teaching. I would highly recommend her.”
• “Think of a traditional, boring, monotone professor and that is exactly what she is. Doesn’t use anything associated with technology and has
ZERO personality!”
• “His lectures are straight forward, yet informative.
He is funny and lightens up the atmosphere and he is very knowledgeable and inspiring. He pushes students to try their best.”
• “Unrealistic expectations and the material was very dry. She can be very rude at times and doesn't seem to care much for students. I do not know why she continues to teach, she seems bored and uninterested in doing it.”
• “His knowledge is endless. He will challenge you.
His tests are difficult, but fair and accurate. His expectations are within reach, but he will push you to become a better student.”
• “Boring, biased, boring, arrogant, boring, selfabsorbed—did I say boring?...”

• Feedback
•
Interest in learning
• Use of class time
•
Organization
•
Continuity
•
Pace of course
•
Assessment of your progress
• Texts and supplemental material
• Description of objectives
•
Communication
• Expression of expectations
•
Availability to assist
•
Respect and concern
•
Stimulation of interest
•
Facilitation of learning
• Overall assessment

A decision rule for the probability of faculty member receiving an overall rating of Excellent (n=1,280,890)
If...
Excellent Very Good Good Fair Poor
Facilitation of learning
Communication of ideas
Respect and concern for students
Then...
The probability of an overall rating of Excellent = .97
&
The probability of an overall rating of Fair or Poor = .00

A decision rule for the probability of faculty member receiving an overall rating of Poor (n=1,280,890)
If...
Excellent Very Good Good Fair Poor
Facilitation of learning
Communication of ideas
Respect and concern for students
Then...
The probability of an overall rating of Poor = .90
&
The probability of an overall rating of Very Good or Excellent = .00

A comparison of excellent ratings by college unadjusted and adjusted for instructors satisfying rule (n=1,280,890)
College
Education
Molecular & Microbiology
Health & Public Affairs
Overall
%Excellent
59
50
50
If Rule
%Excellent
99
99
99
Arts & Humanities
Sciences
Hospitality Management
Business Administration
Engineering
59
45
44
40
39
99
99
99
99
99

Excellent ratings by course modality for all instructors and those satisfying the rule (n=126,672)
Course
Modality
Blended
Face-to-Face
Online
Lecture Capture
Blended LC
Overall
%Excellent
57
54
53
49
48
If Rule
%Excellent
99
99
99
99
99

A comparison of excellent ratings by class size decile unadjusted and adjusted for instructors satisfying the rule (n=1,17,664)
Decile
Overall
%Excellent
If Rule
%Excellent
7
8
5
6
3
4
1
2
9
10
46
47
48
44
54
51
54
52
44
41
97
97
97
97
97
97
98
98
97
97

.0000000000000000000001049

Monumental impact
Unpredicted
Retrospective prediction
9/11
Market crash
Google
Back-filled narrative
Harry Potter
Undetectable outliers
Y2K

Research Initiative for Teaching
Effectiveness
For more information contact:
Dr. Chuck Dziuban
(407) 823-5478
Charles.Dziuban@ucf.edu http://rite.ucf.edu
http://www.if.ucf.edu/