CSU Chancellor’s Conference:
Proficiency in the First Year at the University
October 30 & 31, 2008
Integrating Online and In-Person Learning for
Developmental Writers
Presenter: John Leih, Director, Language Development Center
Department of Linguistics and Language Development
San Jos é State University
John.
Leih@gmail .com

• Students enter CPR essays online
• Students evaluate 3 calibration essays using
10-point CPR checklist
• Students evaluate 3 peer essays and provide anonymous feedback comments using CPR checklist
• Students assess their own essays using CPR checklist
4

FRAMING:
DISCONNECTED CURRICULUM
2003-05: LDC Online component disconnected from In-person component.
2003-05: LDC In-person component disconnected from
Online component. l

Framing

Online
Learning
DEFINING THE LEARNING SPACE:
CURRICULUM DESIGN PERSPECTIVES
10/1
Online Only
(+) Analytical framework
(+) Measurable milestones
() “Drill and Kill”
10/10
INTEGRATED
LEARNING
UNINTEGRATED
LEARNING
In-person Only
(+) Critical reflection
(+) Responsive to whole learner
() “Expensive Pill”
1/10
1 2 3 4 5 6 7 8 9 10
In-person Learning

Assessing student motivation and outcomes in online peer review (CATESOL 2007)
• Student evaluations:
660 students
• Student survey:
17 students
• Focus group:
5 CPR coaches
8

MAPPING THE DILEMMA: LEARNER PERSPECTIVES
Online Only
(+) Motivated by online environment and analytical frameworks
(+) Motivated by independent milestones
(+) Anonymous feedback “more honest”
(-) Peer evaluation sometimes inaccurate or incomplete
() Students sometimes “click quick picks”
Online
Learning
In-person Only
(+) Motivated by critical discussions
(+) Respect for guidance/mentorship
(+) Opportunity to obtain “correct” feedback
In response to inaccurate or incomplete feedback
(-) Students like to talk more than write
1 2 3 4 5 6 7 8 9 10
In-person Learning

MAPPING THE DILEMMA: DAVID KOLB’S LEARNING STYLES MODEL
Doers Creators
Deciders
Planners

Doers: Prefer experiential action-focused feedback
ACT
Online learning process
Deciders: Prefer analytical actionfocused feedback
EXPERIENCE
Gather Evidence
ANALYZE
Gather Reasons
Creators: Prefer experiential reflection-based feedback
REFLECT
In-person learning process
Planners: Prefer analytical reflection-based feedback

FRAMING: DESIGN PRACTICUM
TO FACILITATE INTEGRATED LEARNING
In the context of IN-PERSON Conferences that support
REFLECTIVE evaluation.
LDC Curriculum 2006-08:
Grad coaches actively model and guide ONLINE evaluation feedback using analytical checklists …

CYCLING: DESIGN PRACTICUM
TO FACILITATE INTEGRATED LEARNING
Doers
So that students give and receive accurate ONLINE feedback for revising portfolio essay
Deciders
GUIDE student writers by modeling accurate feedback
Creators
In the context of
IN-PERSON planning conferences
Using analytical evaluation checklists
Planners

SYNERGIZING THE DILEMMA
Online supports
ACTION learners with decisionmaking steps
Integrate Online +
In-person Learning:
ACTION/REFLECTION styles mutually supported
Online Learning
In-person supports
REFLECTIVE learners with critical planning opportunities
1 2 3 4 5 6 7 8 9 10
In-person Learning

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• http://cpr.molsci.ucla.edu
• “Who uses CPR?” for a list of schools currently using CPR
• Contact Arlene Russell, Project Director: russell@chem.ucla.edu
• To network with faculty about CPR contact
Tim Su: telemark@chem.ucla.edu
16

CSU Chancellor’s Conference:
Proficiency in the First Year at the University
October 30 & 31, 2008
Integrating Online and In-Person Learning for
Developmental Writers
Presenter: John Leih, Director, Language Development Center
Department of Linguistics and Language Development
San Jos é State University
John.
Leih@gmail .com