Comparing ENGL 102 CMA to ENGL 102 COA
Prepared by Professor Megan Schutte, CCBC
Fall 2014
1
Overview
CCBC is currently using the Blackboard learning platform, and faculty are constantly told that
student engagement and success are increased by our support of it. However, like any life-long
learner, I prefer to prove such things to myself; therefore, I voluntarily devised a study for the
Fall 2014 semester comparing my two sections of English 102 (College Composition II), which
had the same content but vastly different levels of Blackboard use. In addition to comparing
student grades (e.g. on quizzes, homework, essays, exams), I also tracked student engagement,
interest, and comfort level in the class through periodic, anonymous surveys. Since “using new
communication technologies…can help ensure that our students come to class prepared [for]
critical thinking” (Bowen 21), my goal was to learn how much—and in what capacity—I should
use Blackboard in order to best serve my students in the future.
Some Background
A debate exists in academic circles about how to best use the vast array of new technologies that
are available to professors. In the article “The Teaching Naked Cycle: Technology is a Tool, but
Psychology is the New Pedagogy” from the Spring 2014 edition of Liberal Education, José
Antonio Bowen argues that “[w]hile the use of technology in higher education will surely
increase, educators must remain focused on student learning” (18). Traditionally in my
classroom, I have been fairly resistant to new technologies. I believe that “the greatest value of a
physical [college] will continue to be its provision of face-to-face (naked) interaction between
faculty and students” (Bowen 20). However, I am aware that I need to embrace new pedagogical
methods, especially since many students prefer technology and often believe (whether correctly
or not) that they learn better through its use. At its core, though, the “first role of technology… is
to create more time for [faculty/student] interaction” (Bowen 20). However, while “[t]echnology
offers innovative tools that are shaping educational experiences for students, often in positive
and dynamic ways…it does not always foster learning” (May). Thus, professors need to focus on
“us[ing] technology in effective ways, [so] it can increase student preparation and engagement
between classes and create more time for the (naked) in-class dialogue that makes the campus
experience [worthwhile]” (Bowen 20).
My Hypothesis
I was looking to discover whether or not using Blackboard in a more intense way than the
CCBC-minimum-required use (i.e. syllabus, instructor bio, midterm and final grades) helped
with student engagement and success. My initial assumption was that it would work great for
some things, like reminding students of due dates, but not so great for others, like having them
access sources. I also assumed that certain students—the more tech-savvy and possibly the
younger ones—would be more receptive to using Blackboard and also more appreciative of a
professor using it. Because of my personal reticence to use certain technologies unless I know
that they can be effective, I worked very hard at reserving my judgment and waiting to see what
the numbers revealed.
2
Plan of Attack
Before the semester even began, I planned on teaching my two sections of English 102 with a
few differences. While all readings, assignments, resources, handouts, etc. would be the same,
the method of delivery would often be different.
The first difference was the syllabi; while both were posted on Blackboard (as is required by
CCBC), the CMA syllabus was “regular” (i.e. students were given a hard copy in class on the
first day as well), but the COA syllabus contained many imbedded links and was posted in
Blackboard only. The links included the following:
-CCBC homepage
http://www.ccbcmd.edu/index.html
-a map of the Catonsville campus
http://www.ccbcmd.edu/directory/cat/camp_map.html
-School of Liberal Arts (SOLA) homepage
http://www.ccbcmd.edu/liberal_arts/index.html
-English department homepage
http://www.ccbcmd.edu/liberal_arts/engl_program.html
-ENGL 102 Common Course Outline (CCO)
http://www.ccbcmd.edu/media/cco/engl/engl102.pdf
-Instructor Bio
(linked in Blackboard)
-assignment calculator
https://www.lib.umn.edu/apps/ac/
-CCBC bookstore homepage
http://www.bookstore.ccbcmd.edu/catonsville/
-ENGL 101 Common Course Outline
http://www.ccbcmd.edu/media/cco/engl/engl101.pdf
-CCBC library homepage
http://library.ccbcmd.edu/
-Purdue OWL MLA page
https://owl.english.purdue.edu/owl/resource/747/01/
-CCBC grading policy
http://catalog.ccbcmd.edu/content.php?catoid=16&navoid=951&hl=holidays&returnto=search#Grades_and_
Grading
-link to email me
-CCBC religious holiday policy
http://catalog.ccbcmd.edu/content.php?catoid=16&navoid=951&hl=holidays&returnto=search#Religious_Ho
lidays
-CCBC emergency closings information page
http://www.ccbcmd.edu/catalog12/publicsafety/closings.html
-Campus Alert page
http://www.ccbcmd.edu/campusalert/index.html
-CCBC plagiarism policy
http://libraryguides.ccbcmd.edu/content.php?pid=512676
-MyCCBC log in
https://myccbc.ccbcmd.edu/_layouts/ccbc/default.aspx?ReturnUrl=%2f_layouts%2fAuthenticate.aspx%3fSo
urce%3d%252F&Source=%2F
-Student Handbook
http://www.ccbcmd.edu/media/collegelife/smart_moves.pdf
-Writing Center page
http://www.ccbcmd.edu/liberal_arts/english_cat/engl-writingctr.html
3
-MLA format handout
http://lgdata.s3-website-us-east-1.amazonaws.com/docs/2139/539723/mla-_format.pdf
-final exam schedule
http://www.ccbcmd.edu/media/registration/finalexams_fall.pdf1
A few other basic differences between the sections included:
-posting homework in Blackboard (COA) in addition to on the board in class (both
sections);
-posting interesting articles and amusing grammar-related cartoons in Blackboard (COA
only);
-giving readings in Blackboard (COA) rather than a hard copy (CMA);
-giving handouts in Blackboard (COA) rather than a hard copy (CMA);
-giving rubrics in Blackboard (COA) rather than a hard copy (CMA); and
-giving more options for sources (COA) rather than requiring a specific source (CMA).
(A quick note: in order to make the comparison of the sections as clear as possible, the charts and
graphs in this report have been color coded. For the entire report, CMA will be indicated by
Magenta; COA will be indicated by Orange.)
1
I should mention that it was my intention to have some terrifically helpful links (e.g. the assignment calculator)
and some not-so-helpful (e.g. the campus map). Essentially, I knew that I would be asking students how many links
they followed, and I wanted to have a variety.
4
ENGL 101 Grades
20
19
20
18
16
13
14
12
10
8
CMA
8
COA (BB)
8
5
6
3
4
2
2
0
Day 1 enrollment
A or B
C
not at CCBC or
unknown
Number of Students with GPA within Each Grade Range
20
20
18
18
16
14
11
12
CMA
10
10
COA (BB)
8
5
6
4
4
3
4
2
1
0
0
0
0
Total
Students
3.51-4.00
(High B-A)
3.01-3.50
(B-high B)
2.01-3.00
(C-B)
1.01-2.00
(D-C)
0.00-1.00
(F-D)
5
Reading the Syllabus on Blackboard before the First Day of Class
6
6
6
5
4
4
3
3
CMA
2
2
COA (BB)
1
1
0
Read entire document
Skim
Not at all
First Homework: Enrollment and When Homework was Handed In
2122
25
17
20
12
15
10
10
6
5
0
2
0
2
1 2
3
5
0
2 2
CMA
COA (BB)
First Homework: Number of Questions Asked
2.75
3.1
3
2.5
2
1.5
1
0.5
0
CMA
COA (BB)
Average Asked (3 were required)
6
First Homework: Average Grades2 of Assignment
14
11.9
15
CMA
10
COA (BB)
5
0
Average Grade out of 15
First Homework: Number of Students Who Lost Points for Their Email and Why
7
7
7
6
6
5
5
4
4
CMA
3
COA (BB)
2
1
1
1
1
0
No greeting
2
No closing or
signature
Not following
No questions at all
directions (subject
line)
Not including bonus points or lateness penalties.
7
First Readings
12
12
10
11
9 9
8
6
6
CMA
5 5
COA (BB)
4 4
4
3
2
3
1
0
Read
textbook
all
Read
textbook
some
Did not
read
textbook
Read
handout
all
Read
handout
some
Did not
read
handout
First Quiz and First Written Homework Grades (out of 10)
9.64
10
9.04
9
8
7
8.16 8.12
7.42
7.28
7.53
7.41
6.62
6.15
6
5
CMA
4
COA (BB)
3
2
1
0
First quiz
First
First
homework homework
MLA
MLA
REVISION
First
First
homework homework
content
content
REVISION
8
CMA Comfort and Excitement:
Post-Syllabus (Week 1) Survey vs. Week 5 Survey (scale of 1-10)
9
8
7
6.44
6.71
6.78
6.07
6
Week 1
5
Week 5
4
3
2
1
0
CMA comfort
CMA excitement
COA (BB) Comfort and Excitement:
Post-Syllabus (Week 1) Survey vs. Week 5 Survey (scale of 1-10)
9
8
7.93
8.29
7.77
8
7
6
Week 1
5
Week 5
4
3
2
1
0
COA comfort
COA excitement
CMA Syllabus Reaction:
9
Post-Syllabus (Week 1) Survey vs. Week 5 Survey (scale of 1-10)
9.33
10
8.56
7.5
7.43
9
8
7
6
Week 1
5
Week 5
4
3
2
1
0
CMA Syllabus Helpful NOW
CMA Syllabus Helpful FUTURE
COA (BB) Syllabus Reaction:
Post-Syllabus (Week 1) Survey vs. Week 5 Survey (scale of 1-10)
10
9
8.54
8.38
7.86
7.71
8
7
6
Week 1
5
Week 5
4
3
2
1
0
COA Syllabus Helpful NOW
COA Syllabus Helpful FUTURE
10
COA (BB) only Number of Links (out of 25+) Followed:
Post-Syllabus (Week 1) Survey vs. Week 5 Survey
9
9
8
7
6
6
6
5
Week 1
Week 5
4
3
3
2
1
1
1
1
0
0
0-2
3-5
6-8
9+
Drama Essay Grades3 on 12-Point Scale
7.09
7
7
6.8
6.6
6.4
6.2
5.87
5.93
CMA
COA (BB)
6
5.8
5.6
5.4
5.2
Drama Essay (1st graded draft)
3
Drama Essay (after voluntary
revisions)
These grades do not include lateness penalties.
11
CMA Midterm Grades
W
10%
F
15%
A
5%
B
35%
D
10%
C
25%
COA (BB) Midterm Grades
F
15%
W
5%
A
30%
D
10%
B
20%
C
20%
Learn-Your-Drama-Essay-Grade Meetings4 by Number of Students
5
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
3
3
2
1
0
0
0
0
Week 1
Week 2
Week 3
Week 4
(Oct. 20-24) (Oct. 27-31) (Nov. 3-7) (Nov. 10-14
CMA
1
0
Week 5
(Nov. 1721)
0
COA (BB)
Week 6+
(Nov. 24end of
semester)
4
At this point in the semester, each class had around nineteen remaining students. However, not all of them
handed in the essay.
12
SSA Grades5 on 12-Point Scale
12
10.6
9.3
10
8
7.7
7
7.3
9
8.6
8.73
8.5
8
6.93
6.9
6
5.9
6.1
6
4
CMA
2
COA (BB)
0
Short Story Analyses Question 3 Grades
80%
70%
60%
50%
40%
30%
20%
10%
0%
71%
44%
51%
59%
57%
39%
CMA
COA (BB)
3a. Explain the literal
3b. Explain the
3c. Use and cite (inuse of the symbol in the symbolic use of the text) the source I gave
story.
symbol in the story and
you.
how it adds to the story
overall.
5
These grades do not include lateness penalties.
13
Short Story Analyses Question 1 Grades
98%
100%
78%
80%
61%
50%
60%
CMA
COA (BB)
40%
20%
0%
1a. Summarize the plot of the
short story.
1b. Follow the parameters of a
tweet.
Social Media Use6
14
14
13
1212
12
10
10
9
9
8
8
7
6
6
6
6
4
4
4
4
3
3
3
2
2
1
0
1
0
1
0
0
0
0
0
0
0
CMA
COA (BB)
6
See Appendix A for a description of and a link to each social media platform.
14
Novel Essay Grade Range by Number of Students
12
11
10
8
8
CMA
6
COA (BB)
4
3
2
2
1
1
0
0
0
0
0
A-range
B-range
C-range
D-range
F-range
Novel Essay Refutation Paragraph on 5-Point Rubric Scale by Number of Students
5
5
4.5
4
4
3.5
3 3
3
2.5
2 2
2
1.5
1
1
1 1
1
1 1
1
0.5
0
0
0 0
0
0
CMA
COA (BB)
15
Preliminary Assignment Grades7
90%
80%
85.8%
84.9% 84.3%
78.0%
89.7%
80.8%
88.6%
80.5%
76.3%
80.3% 82.0%
68.0%
70%
60.9%
59.0%
60%
50%
CMA
40%
COA (BB)
30%
20%
10%
0%
Research Paper Choices by Number of Students
4
4
3.5
3 3
3 3
3
3
2.5
2
2
1.5
1 1
1
1
1
1
0.5
CMA
0
0
COA (BB)
0
7
These grades are only for students who came back after Thanksgiving break (i.e. with a week and a half left in the
semester).
16
Research Paper Grades by Story on 12-Point Scale
10.5
11
8.5
8.33
9
6.5
6.33
7
7.67
7.25
6.83
6.75
6.27
6
4.5
5
7.33
4.25
3
CMA
COA (BB)
1
Final Exam Grades by Exam Section (CMA)
F
Part 7
C
F
Part 6
F
Part 5
D
D
C
C
B
F (0-59%)
A
D (60-69%)
C
Part 4
F
Part 3
B
D
A
C
C (70-79%)
B
B (80-89%)
A
A (90-100%)
F
Part 2
F
Part 1
0
2
D
4
6
8
C
10
B
12
A
14
16
17
Final Exam Grades by Exam Section (COA)
F
Part 7
D
F
Part 6
Part 5
F
Part 4
C
D
D
C
B
A
C
B
B
F (0-59%)
A
D (60-69%)
F
Part 3
B
D
A
C
B
C (70-79%)
B (80-89%)
A
A (90-100%)
F
Part 2
D
F
Part 1
0
2
B
4
6
A
8
10
12
14
Final Exam Grades Breakdown by Part
87.3% 86.7%
90.0%
83.1%
78.3%
80.0%
70.0%
73.3%
71.0%
63.7%
60.8%
62.6%
59.0%
58.9%
60.0%
50.3%
50.0%
48.0%
CMA
41.7%
40.0%
35.8%
COA
(BB)
30.5%
30.0%
20.0%
10.0%
0.0%
Part 1
Part 2
Part 3
Part 4
Part 5
Part 6
Part 7
Class Average
18
Final Exam Grades Breakdown by Number of Students
5
5
4.5
44
4
3.5
3
2.5
2
2
2
2
2
CMA
COA (BB)
1.5
1
1
1
11
1
1
1
0.5
0
00
0
00
0
00
0
0
Average Attendance8 Per Student
1.14
1
0.9
1.64
0.93
0.86
0.79
0.71
0.8
0.7
0.6
CMA
0.5
COA (BB)
0.4
0.3
0.2
0.1
0
Absences without
contacting me
8
Absences with
contacting me
Late or left early
Only students who returned after Thanksgiving break are tracked here.
19
Average for “various quizzes and writing assignments based on the readings (i.e.
homework), class work, participation, and miscellaneous” Portion of Grade
100%
83.5%
81.6%
90%
74.0%
80%
66.1%
70%
60%
CMA
50%
COA (BB)
40%
30%
20%
10%
0%
Readings Quizzes only
Homework (not including quizzes)
Final Course Grades9 by Number of Students
9
9
8
7
7
6
5
5
4
4
COA (BB)
4
3
3
2
2
1
CMA
1
1
0
0
A
9
B
C
D
F
These grades include all students still on the roster at the end of the semester, regardless of attendance.
20
101 vs. 10210
9
9
8
7
7
7
7
6
5
CMA 101
5
CMA 102
4
COA (BB) 101
4
3
3
COA (BB) 102
3
3
2
2
2
1
1
1
0
0
A
B
C
D
Comments about Blackboard Use
100%
90.0%
90%
80%
66.7%
70%
60%
CMA
50%
40%
COA (BB)
33.3%
30%
20%
10.0%
10%
0.0%
0.0%
0%
Use more
Usage was fine
Use less
10
The 101 grades used here were only for students who finished 102, i.e. only students who earned an A, B, C, or
D. Obviously, the only grade options for 101 were A, B, or C.
21