Hybrid Statistics Clicks Janet Winter Penn State Berks Move lower level learning outside of class and use class time to engage students in higher level educational experiences. • • Increase the effectiveness & efficiency of the learning experience Address student needs: Provide additional time for more difficult concepts in class Provide review workshops outside of class 1. 2. 3. 4. 5. 6. 7. Decreased time in class and trips to campus Guided practice with immediate feedback Opportunity for continuous Improvement Accommodate different learning styles Accommodate non-traditional learners Increased in class student engagement Increased access to the instructor from anywhere and almost anytime 8. Structure provides assistance with organizational and learning skills 1. Decreased scheduled class time 2. Increased time with individual & groups of students in workshops & office hours 3. Increased on line time Number of e-mails Type of Course Summer 6 week Spring 15 weeks Hybrid 45 211 Regular 29 64 4. Increased time creating on line materials All registered hybrid stat students are required to complete a series of questions to determine if they were ready for a hybrid class Students are able to switch to a non-hybrid section most semesters Project I – summer 2008 50% class time vs 100% class time Project II – spring 2009 75% class time vs 100% class time Project III – fall 2009 & spring 2010 75% class time + optional extra class vs 100% class time Both met during the same 6 week summer session with the same instructor Both took the same final exam and took the same tests at the same time and in the same location Both did the same paper and pencil projects • • • • • • • • 50% Class time: on line homework video prof e-prof detailed notes on line chapter quizzes Content modules weekly linked checklist review projects Regular Class: written homework N/A N/A traditional power point class notes weekly checklist review projects Items in red were not available for regular class that met during the same session. • • • • To organize concepts for students To guarantee students have accurate and carefully stated information To optimize the use of class time To provide accurate problems and solutions for students to self check their work 91.7% said they took the class because they could only attend class two evenings per week 83.3% said they would have learned more in the regular class 75% said they would have earned a higher grade in the regular class 77% said they would take another hybrid course Class Test 1 Test 2 Test 3 Test 4 Final (150 points) 50% Hybrid 91 77 74.09 77.6 122 or 81.3% Regular 86 82 89.53* 85.69 138.6 or 92.4% *Test 3 had the only statistically significant difference . Scale: 0 (no help) – 5 (excellent help) Classes 4.7 4.7 Textbook 3.3 2.3 Power Point Notes 4.4 4.1 Modules 2.7 N/A ANGEL site 4.0 4.1 Weekly Calendar 3.5 3.9 Formulas Sheets 5.0 4.9 Homework 3.2 3.8 Projects 3.9 4.6* E-mail Reminders 4.1 4.2 *Regular class remained after class to work on projects in groups while hybrid group worked independently None were statistically significantly different. “I don’t think that my grade entirely resulted from the effectiveness or ineffectiveness of the hybrid course because I had an overwhelming amount of outside distractions.” “What a crush of work! I’m amazed I survived. ------------------------------------------------ None of the students in the regular class complained about the amount of work even though both groups had 6 weeks to complete the same amount of course work and homework. Students want the hybrid experience Students learned (almost as well) Gas prices were high It is an opportunity to engage students in meaningful ways. It is a way to address different learning styles. Project II: 75% class time with improved materials Project III: 75% class time with applets and an optional extra class Technology: Paper and pencil: Homework Review projects Video prof Tests E-prof Weekly clicker questions Interactive Course Guide Printable Course Guide Qn line Quizzes Learning Modules Class Test 1 Test 2 Test 3 Test 4 Final Spring 100% class time (2008) 67.9 70.2 72.2 72.2 73.6% Spring Hybrid 75% class time No optional class (2009) 76.5 78.5 73.3 78.0 81.9% Clicker Questions: ◦ Class time used for problem solving and experiences ◦ Class time is more engaging for students ◦ Students “own” their mistakes Course guides: ◦ Improve concept organization for students ◦ Usable with text and in class 1. Assess class preparation ◦ ◦ ◦ ◦ Encourage daily class preparation Immediate feedback from all students Responses are private in class Responses are corrected and tallied in a grade book 2. Adjust the pace and content of the class based on feedback from the entire class 3. Engage students ◦ Create an interactive class for all students 1. 2. 3. 4. Assess concept mastery Emphasize important concepts Review previous class work Prompt start of the class – students arriving late miss the first few questions 1. Use the 0-1 slide on the left side of your clicker. Advance the slide to 1 to turn it on. 2. Join the class by: a. pressing the letter or number located in the top left side of my next screen and then b. pressing the green enter arrow in the center of the your clicker If we are taking a test and we wish to score in the upper half of the students, then we wish to be higher than the A) the mean of the test scores. B) the median of the test scores. C) the mode of the test scores. D) do not know. The average credit card debt for college seniors is $3262. If the debt is normally distributed with a standard deviation of $1100, we want to find the probability that a senior owes at least $1000. What is the z score? 1000 – 3262 = – 2.06 z= 1100 Question 3 P( x 4000) P (z > 0.67) = 1.0 – 0.7486 = 0.2514 or 25.14% 4000 – 3262 = 0.67 z= 1100 – X z= 0 0.67 The average credit card debt for college seniors is $3262. If the debt is normally distributed with a standard deviation of $1100, we want to find the probability that the senior owes more than $4000 How much time for everyone to respond? How much re-teaching before moving forward? 1. 2. 3. 4. Practicing concepts Measuring learning Keeping you involved Encouraging class Preparation 7.68 7.24 8.24 7.73 7.27 6.31 7.75 6.16 (8.14) (8.71) (8.14) (4.43) Note: Hybrid class in italics, Regular class in black, Teachers in parentheses (2008 survey at Berks) In a hybrid class where time is limited, clicker questions: • encourage preparation for class • evaluate class preparation • keep students’ engaged in learning • Permit instructors to expediently respond to students’ needs Project II: 75% class time with improved materials and clickers (Approximately 1/3 of the students needed extra help during office hours!) Project III: 75% class time with revised materials, clickers, applets and an optional extra class Revise course guides based on students’ error patterns Applets – interactive simulations rather than static reading Optional – extra class each week for questions and problem solving Class Test 1 Test 2 Test 3 Test 4 Final Fall 100% class time (2008) 67.9% 70.2% 72.2% 72.2% 73.6% Fall Hybrid 75% class time With one extra optional class (2009) 82.2% 69.8% 80.4% 82.2% 80.1% Spring Hybrid 75% class time With one extra optional class (2010) 82.8% 81.2% 76.6% 72.3% 74.8% The students who attend 50% of more of the extra classes are: ◦ ◦ ◦ ◦ ◦ A students – 43.0% B students – 21.4% C students – 21.4% D students – 7 .1% F students – 7.1 % ANGEL quizzes for the applets Online reviews Online course review Janet Winter Penn State University Berks College jmw11@psu.edu