hybrid statistics clicks janet winter penn state berks

Hybrid Statistics Clicks

Janet WinterPenn State Berks

Move lower level learning outside of class and

use class time to engage students in higher

level educational experiences.

• Increase the effectiveness & efficiency of the learning experience

• Address student needs: Provide additional time for more difficult

concepts in class Provide review workshops outside of class

1. Decreased time in class and trips to campus2. Guided practice with immediate feedback3. Opportunity for continuous Improvement 4. Accommodate different learning styles5. Accommodate non-traditional learners6. Increased in class student engagement7. Increased access to the instructor from

anywhere and almost anytime8. Structure provides assistance with

organizational and learning skills

1. Decreased scheduled class time2. Increased time with individual & groups of

students in workshops & office hours3. Increased on line time

Number of e-mails

4. Increased time creating on line materials

Type of Course

Summer 6 week

Spring 15 weeks

Hybrid 45 211

Regular 29 64

All registered hybrid stat students are required to complete a series of questions to determine if they were ready for a hybrid class

Students are able to switch to a non-hybrid section most semesters

Project I – summer 2008 50% class time vs 100% class time

Project II – spring 2009 75% class time vs 100% class time

Project III – fall 2009 & spring 2010 75% class time + optional extra class vs 100% class time

Both met during the same 6 week summer session with the same instructor

Both took the same final exam and took the same tests at the same time and in the same location

Both did the same paper and pencil projects

50% Class time: Regular Class:• on line homework written homework• video prof N/A• e-prof N/A• detailed notes traditional power • on line chapter quizzes point class notes• Content modules• weekly linked checklist weekly checklist• review projects review projects

Items in red were not available for regular class that met during the same session.

• To organize concepts for students

• To guarantee students have accurate and carefully stated information

• To optimize the use of class time

• To provide accurate problems and solutions for students to self check their work

91.7% said they took the class because they could only attend class two evenings per week

83.3% said they would have learned more in the regular class

75% said they would have earned a higher grade in the regular class

77% said they would take another hybrid course

Class Test 1 Test 2 Test 3 Test 4 Final (150 points)

50% Hybrid

91 77 74.09 77.6 122 or 81.3%

Regular 86 82 89.53* 85.69 138.6 or 92.4%

*Test 3 had the only statistically significant difference .

Classes 4.7 4.7 Textbook 3.3 2.3 Power Point Notes 4.4 4.1 Modules 2.7 N/A ANGEL site 4.0 4.1 Weekly Calendar 3.5 3.9 Formulas Sheets 5.0 4.9 Homework 3.2 3.8 Projects 3.9 4.6* E-mail Reminders 4.1 4.2*Regular class remained after class to work on projects in

groups while hybrid group worked independently None were statistically significantly different.

Scale: 0 (no help) – 5 (excellent help)

“I don’t think that my grade entirely resulted from the effectiveness or ineffectiveness of the hybrid course because I had an overwhelming amount of outside distractions.”

“What a crush of work! I’m amazed I survived.-------------------------------------------------

None of the students in the regular class complained about the amount of work even though both groups had 6 weeks to complete the same amount of course work and homework.

Students want the hybrid experience Students learned (almost as well) Gas prices were high It is an opportunity to engage students in

meaningful ways. It is a way to address different learning

styles.

Project II: 75% class time with improved materials

Project III: 75% class time with applets and an optional extra class

Technology: Paper and pencil:Homework Review projectsVideo prof TestsE-prof Weekly clicker questionsInteractive Course Guide Printable Course GuideQn line QuizzesLearning Modules

Class Test 1 Test 2 Test 3 Test 4 Final

Spring 100% class time (2008)

67.9 70.2 72.2 72.2 73.6%

Spring Hybrid 75% class timeNo optional class(2009)

76.5 78.5 73.3 78.0 81.9%

Clicker Questions:◦ Class time used for problem solving and

experiences◦ Class time is more engaging for students ◦ Students “own” their mistakes

Course guides:◦ Improve concept organization for students◦ Usable with text and in class

1. Assess class preparation◦ Encourage daily class preparation◦ Immediate feedback from all students ◦ Responses are private in class◦ Responses are corrected and tallied in a grade book

2. Adjust the pace and content of the class based on feedback from the entire class

3. Engage students◦ Create an interactive class for all students

1. Assess concept mastery 2. Emphasize important concepts3. Review previous class work4. Prompt start of the class – students arriving

late miss the first few questions

1. Use the 0-1 slide on the left side of your clicker. Advance the slide to 1 to turn it on.

2. Join the class by: a. pressing the letter or number located in the top left side of my next screen and then

b. pressing the green enter arrow in the center of the your clicker

If we are taking a test and we wish to score in the upper half of the students, then we wish to be higher than the

A) the mean of the test scores.B) the median of the test scores.C) the mode of the test scores.D) do not know.

The average credit card debt for college seniors is $3262. If the debt is normally distributed with a standard deviation of $1100, we want to find the probability that a senior owes at least $1000. What is the z score?

z =

1000 – 32621100

= – 2.06

z = X –

The average credit card debt for college seniors is $3262. If the debt is normally distributed with a standard deviation of $1100, we want to find the probability that the senior owes more than $4000

z =

4000 – 32621100 = 0.67

= 0.2514 or 25.14%

0.67 0

( 4000)P x ( > 0.67)P z = 1.0 – 0.7486

Question 3

How much time for everyone to respond?

How much re-teaching before moving forward?

1. Practicing concepts 7.68 7.27 (8.14)

2. Measuring learning 7.24 6.31 (8.71)

3. Keeping you involved 8.24 7.75 (8.14)

4. Encouraging class Preparation 7.73 6.16 (4.43)

Note: Hybrid class in italics, Regular class in black, Teachers in parentheses (2008 survey at Berks)

In a hybrid class where time is limited, clicker questions:

• encourage preparation for class • evaluate class preparation• keep students’ engaged in learning• Permit instructors to expediently respond to

students’ needs

Project II: 75% class time with improved materials and clickers

(Approximately 1/3 of the students needed extra help during office hours!)

Project III: 75% class time with revised materials, clickers, applets and an optional extra class

Revise course guides based on students’ error patterns

Applets – interactive simulations rather than static reading

Optional – extra class each week for questions and problem solving

Class Test 1 Test 2 Test 3 Test 4 Final

Fall 100% class time (2008)

67.9% 70.2% 72.2% 72.2% 73.6%

Fall Hybrid 75% class timeWith one extra optional class(2009)

82.2% 69.8% 80.4% 82.2% 80.1%

Spring Hybrid 75% class timeWith one extra optional class(2010)

82.8% 81.2% 76.6% 72.3% 74.8%

The students who attend 50% of more of the extra classes are:

◦ A students – 43.0%◦ B students – 21.4%◦ C students – 21.4%◦ D students – 7 .1%◦ F students – 7.1 %

ANGEL quizzes for the applets

Online reviews

Online course review

Janet WinterPenn State University

Berks College

jmw11@psu.edu