a student geography persona and a learner persona walk into a bar: now what? (255573946)

8/9/2019 A Student Geography Persona and a Learner Persona Walk into a Bar: Now What? (255573946)

http://slidepdf.com/reader/full/a-student-geography-persona-and-a-learner-persona-walk-into-a-bar-now-what 1/31

• Chuck Dziuban, University of Central Florida,[email protected]

• Flora McMartin, Broad-based Knowledge,[email protected]

• Glenda Morgan, University of !llinois Urbana,[email protected]

• Josh Morrill, "orrill #olutions $esearch,

%[email protected]

A Student Geography Persona and A Learner

Persona Walk Into a Bar… Now What?

Researchers (in alphabetical order)



Background of the Study



ur sur!ey " A #r$ef h$story

3 useful groups tocompare:

%& 'urrent students(full t$)e part

t$)e* etc+&

,& Past students - Alu)n$

.& Ne!er students- Ne!er

went to college+

Post-FacultyStudy

Marketing

vendor forstudentsample

TotalSample

N / %*012

$



So)e 3$nd$ngs…



Student status (n / %*014&

)*

+)*

)*

)*

)*

/)*

0)*5.6

26

.%6

76



8ype of $nst$tut$on )ost recently attended

(n / %*555&

%96

0+*

,6

%0616 , :r 'o)) 'ollege

1 :r School or ;n$!+

8rade-8ech School or ;n$!+

'o)p or <esearch ;n$!+

ther-=o Not know



8he Personas



>ow were personas der$!ed?

Started w$th the uest$ons onlearn$ng - study$ng preferences

(sa)e uest$ons used for factor

de!elop)ent&

'onducted a Latent ClassAnalysis on these $te)s

3ound d$fferent* $nternally

cons$stent su#groups+

=e!eloped personas to help

e@pla$n these su#groups+



Student personas

I sol!e pro#le)s us$ng a plan I a) syste)at$c $n )y learn$ng I prefer to set )y own learn$ng

goals

I enoy study$ng I ha!e a need to learn I set spec$f$c t$)es for study$ng I alter )y pract$ces when

presented w$th new $nfor)at$on

When presented w$th pro#le)sI cannot sol!e* I ask for

ass$stance I a) conf$dent $n )y a#$l$ty to

search for $nfor)at$on

Went from tese! !To tese!

Ambivalent

earners

Ada!tiveearners

FreeForm

earners

"ime#ensitiveearners



Student personasI)portant 'ons$derat$ons of 8hese Personas

Ambivalentearners

.1*of#a&le

8h$s seg)ent addresseslearn$ng pro#le)s us$ng

a plan (at least they

believe that they ha!e a

plan&+ But* )ostly* they

do not feel strongly

a#out the$r learn$ng+

8hey are conf$dent $nthe$r a#$l$ty to f$nd

$nfor)at$on* #ut do not

enoy study$ng nor do

they ha!e a need to

learn+ 8h$s $s the largest

learner seg)ent fro) thesa)ple+

Ada! veearners

,0*of #a&le

8h$s seg)ent e@h$#$ts alot of character$st$cs of

$dealC learners (8hey

sol!e pro#le)s w$th a

plan* they are

syste)at$c* they set

goals* they ask for help $f

they e@per$ence apro#le)* they enoy

study$ng and ha!e a

need to learn&+ A

d$fferent$ator $n th$s

group $s that there $s

)ore !ar$ance aroundsett$ng spec$f$c t$)es to

study+ 3or e@a)ple* th$s

could #e a learner who

stud$es $n a hallway

whene!er they had so)e

free t$)e+

FreeFormearners

+-*of#a&le8h$s group $s not

syste)at$c $n the$r

learn$ng* and do notsol!e pro#le)s w$th

plans+ But they are

w$ll$ng to change what

they do when presented

w$th new $nfor)at$on

()ay speak to an

e@per$ent$al type of

learner&+ 8h$s group also

feels l$ke they ha!e a

need to learn* #ut are

a)ong the least l$kely toset as$de spec$f$c t$)e to

study+

"ime#ensi veearners

++*of #a&le8h$s seg)ent $s s$)$lar

to the adapt$!e learners

$n )any ways (use aplan* are syste)at$c*

etc&* #ut they are ust not

?u$te as strong $n these

sk$lls+ =$rect$onally they

are $dent$cal to adapt$!e

learners+ 8he other key

d$fference $s that th$s

group $s the )ost l$kely

to set spec$f$c t$)es to

study* and least l$kely to

ask for ass$stance w$th apro#le)+ 8h$s $s also the

s)allest learner

seg)ent+

D L$)$ted to ;+S+ sa)ple

D We focused on current - act$!e students (and limited age range for collection)

D We are not yet sure a#out state !s+ tra$t



Student persona %E

A)#$!alent learners

=o not feel strongly a#out learn$ng

'onf$dent $n a#$l$ty to f$nd $nfor)at$on

=o not enoy study$ng

=o not ha!e a need to learn

48%of

Sample

argest#egmen

t



Student persona ,E

Adapt$!e

learners Sol!e pro#le)s w$th a plan

Set learn$ng goals

Ask for help $f they e@per$ence a pro#le)

Fnoy study$ng =o N8 set spec$f$c t$)es to study

26%

of Sample



Student persona .E

3ree for)

learners Least l$kely to set spec$f$c t$)es to study

=o N8 sol!e pro#le)s w$th plans

= ha!e a need to learn

A<F w$ll$ng to change what they do whenpresented w$th new $nfor)at$on

N8 syste)at$c $n learn$ng

13%

of Sample



Student persona 1E

8$)esens$t$!e learners

S$)$lar to Adapt$!e (IdealC& Learners $n )any

ways…ust not as strong-e@tre)e on the

d$)ens$ons

S8 l$kely to set as$de spec$f$c t$)es to study =o N8 sol!e pro#le)s w$th plans

LFAS8 l$kely to ask for ass$stance $f they

encounter a pro#le)

11%

of Sample



Persona de)ograph$cs



Personas and #lended learn$ng6 des$r$ng… All face-to-face, half-and-half, or all online courses



A)#$!alence at Work

Were you satisfied with your

online course?

(ell...



A)#$!alence

In retrospect* $t see)s rather s$)pl$st$cto th$nk of att$tudes as always #e$ng

un$d$)ens$onal+ After all* who hasnHt

e@per$enced )$@ed feel$ngsH a#out

people* places* and th$ngs+C

'ra$g J art$neK (,445&



8hree good #ooks a#out a)#$!alence



!erall rat$ng of the $nstructor

2 o s i t i v e

3 o n

-

a b i v

a l e n t

3 e g a t i v

e 3 o

n -

a b i v a

l e n t

4

b i v a

l e n t

2 o s i t i v e

4 b i v a

l e n t

3 e g a t i v e

4 b i v a

l e n t

/ +



Student sat$sfact$on d$)ens$ons

r / +9%

r / +1%

r / +.7

r / +1.

r / +57

Positi"e Non-Am#i"alent Positi"eAm#i"alent Am#i"alent Negati"eAm#i"alent Negati"e Non-Am#i"alent

'ourseLandscape

Instructor

Fngage)ent

Bench)arkProgress

'ourseLandscape

Instructor

Fngage)ent

Bench)arkProgress

'ourse <hyth)

F@pectat$on

<ules

InstructorFngage)ent

Bench)ark

Progress

'ourse <hyth)

F@pectat$on

<ules


Bench)ark

Progress

'ourse <hyth)

F@pectat$on <ules


Bench)ark

Progress

Instructor<espons$!eness



Prototype %'ourse

<hyth)

F@pectat$on

<ules

Bench)ark

Progress

Instructor

Fngage)ent

Instructor

<espons$!eness

5

1

.

,

%

A!erage oe / .



Prototype ,'ourse

<hyth)

F@pectat$on

<ules

Bench)ark

Progress

Instructor

Fngage)ent

Instructor

<espons$!eness

5

1

.

,

%

'old 3$sh / .



Prototype .'ourse

<hyth)

F@pectat$on

<ules

Bench)ark

Progress

Instructor

Fngage)ent

Instructor

<espons$!eness

5

1

.

,

%

What do you want? / .



Prototype 1'ourse

<hyth)

F@pectat$on

<ules

Bench)ark

Progress

Instructor

Fngage)ent

Instructor

<espons$!eness

5

1

.

,

%

Where a) I? / .



Now what?



8he students of today

w$ll #e there parents of

students to)orrow

ass

custo)$Kat$on

, 4 . 4

$ % P L

$ C A T $

& N S



8he learners of today " w$ll #e the

parents of learners to)orrowTe Personas'

Poss$#ly )ore8$)eDSens$t$!e

learners?

A new type - #reed

of a)#$!alent

learners?

Great =epress$on

Great <ecess$on



ass custo)$Kat$onM

(>a!e $t your way…& Te Personas' S8;=FN8S A<F

N8 8>F SAF

8$)eDsens$t$!e

and 3reeDfor)

learners do not

want the sa)e

th$ng

which way?



What should we do NOW?

• =eep d$!e $nto a)#$!alence?

• Look at conte@ts?

• Look at conte@ts - sta#$l$ty of personas?• So)eth$ng else…+?

What $ould be M%#" usefulto see as the ne&t ste! of

this research'



uest$ons and co))entsGlenda organ glenda+)organOg)a$l+co)

O)organ)undu)

Or one of the other researchers on the proect

'huck =K$u#an* ;n$!ers$ty of 'entral 3lor$da* charles+dK$u#anOucf+edu

3lora cart$n* BroadD#ased nowledge* 3lora+cart$nOg)a$l+co)

osh orr$ll* orr$ll Solut$ons <esearch* oshuaO)orr$llsolut$ons+co)

Patsy oskal* ;n$!ers$ty of 'entral 3lor$da* patsy+)oskalOucf+edu

Alan Wolf* ;n$!ers$ty of W$scons$n at ad$son* alanwolfOw$sc+edu

Support for tis pro(ect )as pro"ided #y te National ScienceFoundation *+, a)ard no ./0123 Any opinions, findings, and conclusions or

recommendations e!pressed are those of the authors and do not necessarily

reflect the "iews of the National #cience $oundation

mailto:[email protected]

mailto:[email protected]

a student geography persona and a learner persona walk into a bar: now what? (255573946)

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