developmental education and learning assistance via the...

Developmental Education and Developmental Education and Learning Assistance Via the Learning Assistance Via the InternetInternet

David ArendaleCo-director for Dissemination

Supplemental InstructionUniversity of Missouri-Kansas City

Session ObjectivesSession Objectives

Review current issues in learningIdentify key principals for effective distance academic support programsReview several models of technology-based learning assistanceIdentify resources for further studyIdentify questions for further study

Two Sides of the Same Coin?Two Sides of the Same Coin?

Are teaching and learning two sides of the same coin?

New Emphasis in Higher EducationNew Emphasis in Higher Education

Old modelTeacher-centeredTransmission of

increasing quantityTraditional exam and

verify methodsTraditional views of

students

New modelLearning-centeredLearning efficiency &

effectivenessContinuous classroom

assessmentUnderstand needs of

today’s students

Common Educator StrengthsCommon Educator Strengths

– Peer collaborative learning– Informal classroom assessment– High school/college bridge programs– Instructional technology– Affective domain needs of students– Curriculum development– Adapting instruction for diverse

learning styles

Multiple Responsibilities of the Multiple Responsibilities of the Developmental EducatorDevelopmental Educator

Program designers and managersProviders of direct service to studentsClassroom teachersHigh expectation levels with modest staff and financial support

Tinto’s Themes of AttritionTinto’s Themes of Attrition

Adjustment problemsDifficultyIncongruenceSocial isolationPersonal financesObligations to external communities

(e.g., family, friends)

Frontloading ServicesFrontloading Services

To make the first-year student connection, institutions must adopt the concept of "front loading", putting the strongest, most student-centered people, programs and services during the first year.

Hierarchy of Learning ProgramsHierarchy of Learning Programs

Level 1: Remedial Courses

Level 2: Learning Assistancefor Individual Students

Level 4Comprehensive

Learning SystemsLevel 3: Course- related Learning Services

Higher Potential forimproved learning and instructional change

Lowerpotential

Dr. Ruth Keimig, Raising Academic Standards, ERIC

Future Trends and OpportunitiesFuture Trends and Opportunities

PoliticalStudentInstitutionalEconomicInstructional

NADE Strategic PlanHttp://www.umkc.edu/cad/nade/

Instructional TrendsInstructional TrendsResearch-based instructional improvements increase student successMore departments are expanding into teaching/learning centersServices will need to be “bundled” to increase their synergistic impact“Mainstreaming” of developmental educationDistance learning & instructional technology

Why Offer Internet Enrichment?Why Offer Internet Enrichment?

Serve distance learnersBuild “virtual” learning communities and extend the classroom wallsAdd instructional time beyond classProvide services when and where students want to access themPermit different role for class professorProvide flexibility regarding areas to engage in supplemental learning

Concerns and QuestionsConcerns and Questions

Balanced review of implementationConcerns expressed by other stakeholdersIdentification of new areas of research and experimentation

Milken Family Foundation ReportMilken Family Foundation Report

Key success factors– Teacher incentives

to innovate and implement

– Extensive teacher training & ongoing technical support

– Careful design of computer activities for students

Institute for Higher Education PolicyInstitute for Higher Education Policy

Poor D.E. research design provides few clear findingsMost D.E. studies only evaluate the “survivors” D.E. access is unclearD.E. success is more than just hardware/software

Study Funded by the AFT and NEA

D.E. = Distance Education

Key D.E. Questions to ConsiderKey D.E. Questions to ConsiderDoes D.E. work better for some students?What are the causes of higher rates of D.E. dropouts?How is information obtained differently by students through D.E.?Does D.E. work better in some academic subjects than others?What are the key success elements for students in D.E. courses?

Concerns by Faculty UnionsConcerns by Faculty Unions

Ad campaign funded by AFT & NEA teacher unionsQuestions whether D.E. is equivalent or better than live instruction

American Association of American Association of University Professors (AAUP)University Professors (AAUP)

Lack of full-time faculty membersInsufficient online reference librariansInsufficient online support servicesPrepackaged courses designed by others preclude academic freedomNo shared governance without facultyDistance education lacks academic integrity due to lack of interaction

Opposition to Accreditation of Online UniversityOpposition to Accreditation of Online University

The College Board StudyThe College Board Study

Healthy skepticism is warrantedTechnology may erect new barriers rather than eliminateTechnology is pulling pedagogy rather than pedagogy driving the creation of hardware and software

Historical PerspectiveHistorical Perspective

Most technology has supplemented and enhanced -- not supplantedMost technology has made education enterprise more expensive for deliveryTechnology has to be replaced oftenEducation costs are sometimes higher for students

D.E. Access Related to IncomeD.E. Access Related to Income

Wide disparities in access to home computersStudents with greatest need get the least accessOther disparities related to ethnicity

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$75K $25-$35K $15K

Examples of IT ImplementationExamples of IT Implementation

Internet Supplemental Instruction– Citrus College, Glendora, CA– Univ. of Missouri-Kansas City

Video-based Supplemental Instruction (UMKC)Algebra Virtual Office Hours (University of Missouri System)

Supplemental Instruction (SI)Supplemental Instruction (SI)

Targets historically difficult academic coursesRegularly scheduled, out-of-class sessionsStudent facilitated review sessionsSI offered to all enrolled studentsSessions are voluntary and anonymous

In SI, Students Construct Own In SI, Students Construct Own Knowledge Through a Process ofKnowledge Through a Process of

•social interaction

•exploration•application

With guidance of a SI leader...With guidance of a SI leader...

students discuss course contentstudents clarify what they read and hearstudents learn to analyze, criticize, question, and seek verification of ideasstudents recognize that they perceive the world differently as a function of personal experiences

Citrus College Citrus College (Glendora, CA):(Glendora, CA):

One-on-one E-mail review of papersEnglish group tutoring web discussion boardOn-line live chat tutor chat room at designated time each week. (On-line SI session in addition to weekly in-person)Web text handouts (frequently asked questions & answers based on previous chat room and web discussion board, instructor made handouts, etc)

University of MissouriUniversity of Missouri--Kansas CityKansas City

Established listserv discussion groups for ten courses with high DFW ratesProvided traditional face-to-face SI program in same coursesSI leader served as facilitator for both programs

Results for Internet SI ActivitiesResults for Internet SI Activities

Citrus College– Students used Internet

SI services due to high motivation not to drive back to campus due to Los Angeles traffic issues

– High satisfaction with providing both live and Internet based SI academic enrichment

UMKC– Students seldom used

the Internet services due to: preference for live SI sessions; difficulty learning how to use the free campus email software; and campus culture does not promote extensive use of Internet for academic enrichment

VideoVideo--based Supplemental Instructionbased Supplemental InstructionCreate telecourses of core curriculum courses (history, physics, chemistry, algebra)Embed study skills instruction inside of the telecoursesTrain facilitators to use telecourses with college & high school studentsRequire students to work in groups who watch the videotapes and frequently stop the video for facilitator activities

Results for VSIResults for VSI

Students report high satisfaction level with use of technologyAcademic achievement higher than predictedFacilitator is key figure for successful use of technology by students

University of Missouri SystemUniversity of Missouri System

Web site with “Frequently Asked Questions and Answers” pages– Base FAQ answers on questions raised during E-mail

questions and logs from live chat rooms

Weekly contests with difficult math questions submitted by teams via E-mailNightly “virtual SI sessions” between 9:00 p.m. and 1:00 a.m. [NetMeeting-based]Web site with handouts & links to math sites

Results of UM Virtual Office HoursResults of UM Virtual Office Hours

Average one or two visits per day among 800 students enrolled in classStudents often lacked computer equipment (e.g., graphics tablet, microphone)

Students need training to use the software and hardwareMany students express frustration with lack of human interaction for encouragement

Lessons From Internet Pilot ProgramsLessons From Internet Pilot Programs

Students must be actively involved.Group facilitator cannot dispense information for passive reception.Conduct research studies to examine student outcomes.Encourage everyone to participate regardless of previous success.Keep process as simple as possible.

Avenues for Internet EnrichmentAvenues for Internet Enrichment

Basic Level: Provide Text, PowerPoint, and Video MaterialsModerate Level: Host Conversation GroupsAdvanced Level: Create Comprehensive Course Delivery Packages

Basic Level Enrichment:Basic Level Enrichment:Text, PowerPoint & Video MaterialsText, PowerPoint & Video Materials

Web homepages– Course syllabus– Handouts created by instructor– Links to other Internet resourcesStreaming video– Video clips and short lessonsPowerPoint presentations

Moderate Level Enrichment:Moderate Level Enrichment:Conversation Groups (1 of 2)Conversation Groups (1 of 2)

Off-Line Asynchronous– One-on-one exchange of papers: Student-

Prof..; Student-Student; Grammar Hotline

– Group Listserv Discussion– Group Web-based Discussion Board

On-Line Synchronous– Chat Room (share text)– Video Conference (1 on 1; multiperson)

Moderate Level Enrichment:Moderate Level Enrichment:Conversation Groups (2 of 2)Conversation Groups (2 of 2)

Features of Conversation Software– Audio and text conversation modes– View on screen the group text conversation and

photos of on-line group members– Ability to print log of group conversation and of

graphic whiteboard material– Graphic whiteboard for images/hand written notes– Collaborative browsing of web pages– Send and receive data files– Password protection and control of participants

Advanced Level Enrichment:Advanced Level Enrichment:Comprehensive Packages (1 of 3)Comprehensive Packages (1 of 3)

Potential Features of Package–Text material

• course syllabus• class announcements• instructor homepage

–Student information• email address• student homepage

Advanced Level Enrichment:Advanced Level Enrichment:Comprehensive Packages (2 of 3)Comprehensive Packages (2 of 3)

–Learning Links• Web class discussion forum (“live”

chat rooms & web-based discussion boards)

• Quizzes that are immediately scored by the computer

• Recommended Internet web links to related course material

• Availability of downloadable text files designated by the course instructor

Advanced Level Enrichment:Advanced Level Enrichment:Comprehensive Packages (3 of 3)Comprehensive Packages (3 of 3)

–Lesson Builder. Allows instructor to “package” the following activities to follow course topics• text material• downloadable files• quizzes

7 Habits of Highly Effective Educators7 Habits of Highly Effective Educators

Be proactiveBegin with the End in mindPut first things firstThink win-winSeek first to understand…Then to be understoodSynergizeSharpen the saw

1. Be Proactive1. Be Proactive

Conduct detailed studies on the use of technology and its impactDevelop IT partnerships nowJoin the campus learning technology/distance learning committeeExpand academic assistance to new areas of service such as distance learning courses

2. Begin with the End in Mind2. Begin with the End in Mind

What do we want our program to look like in one year, five years?“Repurpose” and expand into Learning and Teaching CentersWho are the new students to be served both on and off campus?What are the services needed?

3. Put First Things First3. Put First Things First

Schedule several hours weekly to plan the futureGrant applications for pilotsDo research studiesConduct experimentsDevelop expertiseMeet with faculty members and campus IT personnel

4. Think Win4. Think Win--WinWin

Work with other departments on campus who have a common purpose in supporting student success through ITSeek other faculty members to be involved with your pilot IT programAlign learning assistance program with college strategic plan regarding distance learning and instructional technology

5. Seek First to Understand...Then 5. Seek First to Understand...Then to be Understoodto be Understood

Read the professional literature of instructional technology and distance learningUse the technical language of the discipline so that your message will be more clearly understood

6. Synergize6. Synergize

Share your strengths with others– Instructional technology– Affective domain needs of students– Curriculum developmentBundle academic support systems and instructional technology to meet needs of students

7. Sharpen the Saw7. Sharpen the Saw

Attend conferencesRead widely in areas related to learning assistance, distance learning, and instructional technologyEarn advanced academic degrees in this new area

Resources To ExploreResources To Explore

SI homepage www.umkc.edu/cad/si/

NADE homepage www.umkc.edu/cad/nade/

TLT computer discussion groupNADE, CRLA, SI national conferencesFree publications such as ConvergeExplore links on the web related to instructional technology and distance learning

OnOn--Line IT Information ResourcesLine IT Information Resources

IT Professional AssociationsIT Professional Associations

OnOn--Line IT Professional PublicationsLine IT Professional Publications

Wake Forest UniversityWake Forest University

LEARN North CarolinaLEARN North Carolina

Next Steps for Exploring OptionsNext Steps for Exploring Options

Talk with other IT usersBuild partnership with campus IT personnel – Learn from them, access their computer hardware,

partner with them on expensesRead the literature & attend IT conferencesExperiment with IT software packagesBudget twice as much time and money as reasonably expectedBe sure that it is worth the effort before starting

Final ThoughtsFinal Thoughts

Whatever the name for your program, become a more comprehensivelearning center in service.“Mainstream” your program within the institution. Become practicably indispensable.Put “First Things First” and begin today.