Patricia McGee, Ph.D.
The University of Texas at San Antonio
LEARNER ACCOUNTABILITY &
SUPPORT
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Agenda
• Learner Readiness & Support
• Measures of Success
• Scholarship of Teaching and Learning &
Information Fluency
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LEARNER READINESS & SUPPORT
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Why do students drop out OR not?
Because of…
• The course design (media, organization,
activity) and relevance
• The environment (family, organization, and
technical support)
• Themselves (self-efficacy, self-determinism,
autonomy, & time management skills)
Street, H. (2010). Factors influencing a learner’s decision to drop-out or persist in higher education distance learning. Online Journal of Distance
Learning Administration, 8 (10). Retrieved on June 21, 2012 from http://www.westga.edu/~distance/ojdla/winter134/street134.html
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Learner readiness
High stake thresholds
• Higher education itself?
• Prior experience w/
blended?
• Program completion?
• Technology access?
• Technology literacy?
• Learning Style/Preference?
• Blended course
expectations?
Pre-Course surveys focus on
• Part 1: Time Management
• Part 2: Technology
• Part 3: Class Preferences
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Learner Continuum
Not Ready
• Never taken
blended/online
course
• Advising?
• Tutorials?
• Other Support?
Ready
• Taken
blended/online
course or skilled
• Model
behaviors?
• Provide course
review?
Experienced
• Taken multiple
blended/online
courses
• Lead activities?
• Selfpaced/directed?
Modified from Veronica Diaz, 2009
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High Touch: Coastal Bend Process
1. Students submit an Application To Take Internet Courses
2. Students meet with an Internet specific advisor to determine their readiness;
enrollment is based on student’s technical skills, life schedules, and motivation.
3. Students attend an Orientation for Internet Students which addresses : information
management system, email, Internet course test policy, CMS, Smartthinking™, other
web-based resources and helpdesk.
4. Retention Specialist directs initial contacts with online students via the HelpDesk and
works with faculty to monitor class participation.
5. The HelpDesk assumes vital functions attempting to accomplish these via its webpage
which provides links to Online Tutorials and FAQs. Student support services available
through the HelpDesk include:
– Student Support which includes information on orientation dates, downloads, web
page creation, and a link to the Virtual College of Texas website.
– Faculty Support which includes: basic faculty online tutorials, information on
uploading files to ColdFusion site, basic navigation information, information on
multi media software, and CMS.
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Critical Supports
• Hardware/software http://www.deakin.edu.au/software/news/welcome.
php
• Advising – phone, fax, email, live chat, virtual worlds
• Study Skills - http://www.smartthinking.com/
• Netiquette http://www.albion.com/netiquette/corerules.html
• Library – online, virtual
• Other?
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http://www.smartermeasure.com/
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UTSA Blended/Online Orientation
• Review of existing strategies
• Focus: conscious decision-making
• Clear objectives:
–
–
–
–
Participate in asynchronous activities/events using appropriate tool/function.
Participate in synchronous activities/events using appropriate tool/function.
Select the appropriate communication tool for the situation
Use microphone, chat function and/or eBoard to communicate and interact in
class activity.
– Respond in a time frame as appropriate to the urgency of the request by peer
or instructor.
– Work collaboratively with peers in team/group activities/assignments.
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Blended Must-do’s
Keep the learner in the forefront
Be aware of class demographics
Make expectations and course operations
clear
Provide direction for technology supports
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Discussion
• What skills and abilities do you expect students to
already have in order to be ready to learn?
• Where are most likely areas will students need
support of any kind?
• Use wiki docs to consider these questions
– Planning Template and Guide to Prepare for,
Identify, and Preempt Student Crisis Points
– Planning Guide for Assessing and Addressing
Student Readiness
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MEASURES OF SUCCESS
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What indicates success?
• Completion?
• Student and faculty
satisfaction?
• Student engagement?
• Course evaluations?
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Challenges
• Haphazard
scheduling
• Reluctant faculty
• Unprepared/motivat
ed students
• Other?
UCF – Dr.s Chuck Dziuban &Patsy Moskal
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Key strategies for success
• Courses/programs aligned with institutional
mission and goals
• Address individual needs of faculty
• Provide convenience for students with social
interaction
Dziuban, C., Hartman, J., Cavanagh, T. B., & Moskal, P. D. (2011). Blended Courses as Drivers of Institutional Transformation. In
Kitchenham, A. (Ed.), Blended Learning across Disciplines: Models for Implementation. (pp. 17-37)
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What’s the matter?
•
•
•
•
Students like …
Convenience
Reduced Logistic
Demands
Increased Learning
Flexibility
Technology Enhanced
Learning
•
•
•
•
•
Students struggle with…
Reduced Face-to-Face
Time
Technology Problems
Reduced Instructor
Assistance
Overwhelming
Increased Workload
UCF – Dr.s Chuck Dziuban &Patsy Moskal
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What is the role of Learning Analytics?
Data collected in order
to…. assess academic
progress, predict future
performance, and spot
potential issues.
• Individualized
• Pattern Detection
• Intervention
Carmean & Mizzie Nudge Analytics
Franfort, Salim, Carmean, & Hynie Analytics
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Activity: Are you ready? (UCF)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
A commonly understood definition among stakeholders for “blended learning”
A blended learning strategy that aligns with institutional goals
An effective organizational model to support the blended learning initiative
Qualified staff capable to support diverse faculty needs and lifecycle of courses
Online student support services to support blended learning
A robust planning process to identify blended learning faculty/courses to develop
A faculty development program to prepare faculty to teach blended learning courses,
including incentives and rewards as part of the program
Learner support resources to prepare students to learn in blended learning courses
The ability to identify blended learning courses in the class schedule
Blended learning policies developed around accessibility, copyright, and intellectual
property
An evaluation program to assess the impact of the blended learning initiative
ROI calculated based on resources dedicated to the blended learning initiative
Reusable courses and materials shared within departments engaged in blended learning
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SOTL & INFORMATION LITERACY
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Information Fragmentation &
Coherence
Handbook of Emerging Technologies for Learning
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Instructor & Student
SOTL
• Examination of student
learning.
• Public findings of research.
• Disciplinary expertise w/
pedagogical expertise.
• Technology acceptance.
• EX: Visible Knowledge
Project
Information Fluency
• Determines the nature and
extent of information needed.
• Accesses needed information
effectively and efficiently.
• Evaluates information and its
sources critically.
• Uses information effectively to
accomplish a specific purpose.
• Accesses and uses information
ethically and legally.
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Blended as a Solution: Information
Fluency
Active
Learning
Shifted Roles
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Purposeful
Tech
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Blended as a Solution: SOTL
Course
Redesign
Reliance on
Tech
Transference
Backseat
Teaching
Shift in Role
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Discussion
For a blended initiative, how can administrative
units support:
• SOTL?
• Information Literacy?
At your institutions what are biggest existing
solutions and barriers?
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Patricia McGee, PhD
Patricia.mcgee@utsa.edu
This work is licensed under the Creative Commons
NonCommercial Sampling Plus 1.0 License. To view a copy
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http://creativecommons.org/licenses/nc-sampling+/1.0/
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