Student Success in a
Competency-based Online
Course in Economics
Dr. Steven C. Myers
myers@uakron.edu
Associate Professor of Economics
The University of Akron
Presented at the Western Economic Association
International conference – July 2, 2002
History
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Online with every class since 1993
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Face-to-face classes
Web supportive materials
Assignments and Daily Evaluations online
Web-enhanced or Hybrid
Results mixed
100% Online since Fall 2001
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No face-to-face meetings
Web-based
Results very satisfying
Outline for Being Online
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What are the goals of the course?
What are the objectives you want to
accomplish?
What is the best way to assess learning of
the objectives?
How you you fit that into the available
technology knowledge you have?
How do you know if you succeed?
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Goals – Student Success, higher learning ,
higher grades, lower dropout rates
Objectives – Taken from each chapter of Parkin
Assessment – graded mastery quizzes and nongraded evaluations
Available Technology – WebCT
Success – grades, evaluative remarks, formal
tests and comparisons
Asynchronous Tools
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Email @UAkron.edu
Email in WebCT
Discussion Groups
FAQs (http://www3.uakron.edu/econ/econga1/faq/)
Yahoo Messenger (offline messages)
Keith’s mailer
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(http://www3.uakron.edu/ip-tools/email-cgi.html)
Synchronous Tools
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MSN Instant Messenger (text, voice)
Yahoo Messenger (text, voice, video)
WebCT chat (text, graphics whiteboard)
MS NetMeeting (text, voice, video,
graphics, sharing of applications)
Development of the course
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Built in modules
Modules completed in order
Competency based testing
Use student feedback
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For student learning enhancement
For modifying & improving the course
Course
Design
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DL requires
planning for
contingencies
14 Content
Modules
Active Learning
vs. Passive
Learning
Pre-class and Module 1:
Preparing Students to Learn
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Email me!
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http://gozips.uakron.edu/~myers/online/
Is Distance Learning for Me?
VARK – testing learning styles
Orientation Module—‘ How to logon to WebCT’
Orientation Module—‘ How to Use WebCT’
Syllabus
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Graduate course
Undergraduate course
Pre-class and Module 1:
Additional Orientation
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How to Communicate with Dr. Myers
How to access your online text
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http://www.economicsplace.com/econ5e/
Rules of the game
Building a relationship –
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Breakdown the anonymity
Survey “Tell me about yourself”
Content Modules 2-15
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Module Introduction & Objectives
Chapter Introductions
Content
Supportive Materials
Assessment of Learning - Quizzes on
objectives with multiple trials
Evaluation
Introductions
& Content
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Mostly Passive
Learner Centered
Students progress
without
intervention
Micro –
Modules 2-8
Macro –
Modules 9-15
Assessment of Learning
Graded Quizzes
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Module quizzes, written evaluations
and graded research / writing
assignments
Quizzes are for testing problem
solving, analysis and application skills,
not for testing recall (simple
recognition).
Graded
Assessment
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Competency based
Everyone strives to
get a perfect 10
Three attempts,
time limit
Random
intervention
Questions a mix of
(1) Recognition,
(2) Conceptual, &
(3) Analytic
~71% C&A
Module Evaluation
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What comments do you have on this module and your
experience in completing it?
What main point have you learned that you did not
fully understand before?
What questions … Include any points that still remain
muddy or unclear. Do consider posing the muddy
points to your fellow students in the discussions.
What recommendations do you have for us as we
continue to change and enhance the course?
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Uses Keith’s email CGI http://www3.uakron.edu/ip-tools/emailcgi.html
Role of
Module Evaluation
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Planned intervention
Forced contact
Professorial
encouragement
Decreases dropout
rates
Process repeats
2 Research & Writing
Assignments – some objectives
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Practice and experience in reflecting on
a topic in the current economy.
Practice in analysis of economic trends.
Gaining of confidence about talking
about the economy.
Ability to know and use the resources of
economic commentary, prior analysis
and data.
Assessment of Learning
Module
2
3
4
5
6
7
8
Total
%-tage
Recognition
11
12
8
9
20
20
15
95
29%
Conceptual
19
27
18
25
23
12
26
150
45%
Analytical
%C&A
12
14
16
12
7
16
9
86
26%
74%
77%
81%
80%
60%
58%
70%
71%
The course design has
influenced student success
Foundations of Economic Analysis – Phase I MBA course
Fall 2001
7 As, 2 Bs, 1 F, 1 WD
Spring 2002* 20 As, 2 Bs, 1 F, 1 WD
Su 2002**
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9 As, 0 Bs, 0 F, 2 WD
* Spring included 4 incompletes, 2 of which are now finished.
** estimated grades based on current performance
Of the 31 completers, Final average = 92.6, s=.03, range=
Course Evaluations
Percentage Agree and Strongly Agree (n=21)
Quizzes effective in testing objectives
76%
Quizzes tested mostly recognition
62%
Quizzes tested mostly analytical skills
43%
Course better than other web-based and
technically enhanced courses
76%
(48% strongly
agree)
Prefer hardcopy text to the online text
81%
The online text is helpful
48%
Course Filter
Is Distance Learning For Me?
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webct.prenhall.com/public/dist_learn_hand/Is_DL_4_Me.htm
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Some interesting relationships
Correlations
ISDL4ME
Q2 – Being part of a class not impt.
Avg Grade
.230
-.359*
Q5 – independent in following directions
.342
Q8 – enjoys learning new technologies
.374*
Q10 – can go to campus anytime
.453**
Q10+Q8+Q5-Q2
.501**
Course Filter
VARK an assessment of learning styles
www.VARK-learn.com
 No significance
Correlations
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Avg Grade
VARK
Visual (no. of times V is selected)
-.27
(=.19)
Aural (no. of times A is selected)
.15
(=..47)
Reading/Writing (no. of times R selected)
-.03
(=..90)
Kinesthetic (no. of times K selected)
-.07
(=..71)
Total / multimodal learning (50-70% of pop)
-.04
(=..85)
Student Comments
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“The fact that this course was completely
internet based, had no bearing on the level
of knowledge I gained from the course. I
think I learned as much, or even more, than
I would have in a traditional classroom. I
contribute this most to the way the
instructor organized the course.”
Student Comments
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“The class was great - I enjoyed the work at
my own pace. I could take quizzes at 11pm
or 5am depending on what was convenient
for me. I could relax one week and focus
on projects for my other class and then
work extra the next week to get caught up.
Overall, this was a great experience. I wish
more of my coursework could be offered as
web-based.”
Student Comments
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“He was always prompt with his
responses to my questions and
always kept the class up to speed
on class events. I felt every bit as
much a valuable student of his as I
would have had I been there in
person.”
Student Comments
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“I would recommend webbased learning to others, so
long as they are able to
work on their own.”
Student Comments
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“This course was excellent. It presented a
whole new style of learning to me. I did not
know what to expect going into it, but I
specifically learned … in order to achieve at
a class like this - you must be completely
100% motivated to do so.”
Student Comments
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“I think the online class involved
more work than a regular class,
since there is no real classes, you
find yourself trying to figure out
questions that may arise on your
own - but it is nice to know you
have a professor their when you
can't figure it out.”
Student Comments
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“I believe that the benefits of web-based
courses (distance-learning, flexibility, etc.)
far outweigh any disadvantages such as lack
of face-to-face interaction--at least in this
particular course. Dr. Myers' course was, of
the four I took this semester over the web,
the truthfully the best organized, most welladapted to the web (by his efforts) of them
all.”
Student Comments
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“Thanks for the extra help. I'm still
no economist but at least I can
understand better what you and your
colleagues do!”
Shortcomings
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Lack of group work and team work exercises
(collaborative learning)
Severe limitations of WebCT, especially the
selective release function
Pre and post assessment using a standard
comprehensive economics test (Test for
Understanding of Economics)
Physical book desired by some
Publisher’s Server Crash
Next Step
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Same results for Undergraduates?
Is the course more effective than a face
to face course?
Myers and Nelson, grant to test this.
Nelson will teach f2f, Myers online
Preparing a pre/post-test with R, C and
A elements.
Testing of Economic Myths
The end
For more information:
Dr. Steven C. Myers
Myers@uakron.edu
My WebCT
3250:600
Module 2
Course Content