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LEARNER ACCOUNTABILITY & SUPPORT

Patricia McGee, Ph.D.The University of Texas at San Antonio

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Agenda

• Learner Readiness & Support• Measures of Success• Scholarship of Teaching and Learning &

Information Fluency

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LEARNER READINESS & SUPPORT

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Why do students drop out OR not?

Because of…• The course design (media, organization,

activity) and relevance• The environment (family, organization, and

technical support)• Themselves (self-efficacy, self-determinism,

autonomy, & time management skills)

Street, H. (2010). Factors influencing a learner’s decision to drop-out or persist in higher education distance learning. Online Journal of Distance Learning Administration, 8 (10). Retrieved on June 21, 2012 from http://www.westga.edu/~distance/ojdla/winter134/street134.html

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Learner readiness

High stake thresholds • Higher education itself?• Prior experience w/

blended?• Program completion?• Technology access?• Technology literacy?• Learning Style/Preference?• Blended course

expectations?

• Part 1: Time Management• Part 2: Technology• Part 3: Class Preferences

Pre-Course surveys focus on

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Learner Continuum

Modified from Veronica Diaz, 2009

Not Ready

• Never taken blended/online course

• Advising?• Tutorials?• Other

Support?

Ready

• Taken blended/online course or skilled

• Model behaviors?

• Provide course review?

Experienced

• Taken multiple blended/online courses

• Lead activities?

• Self-paced/directed?

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High Touch: Coastal Bend Process1. Students submit an Application To Take Internet Courses2. Students meet with an Internet specific advisor to determine their readiness;

enrollment is based on student’s technical skills, life schedules, and motivation.3. Students attend an Orientation for Internet Students which addresses : information

management system, email, Internet course test policy, CMS, Smartthinking™, other web-based resources and helpdesk.

4. Retention Specialist directs initial contacts with online students via the HelpDesk and works with faculty to monitor class participation.

5. The HelpDesk assumes vital functions attempting to accomplish these via its webpage which provides links to Online Tutorials and FAQs. Student support services available through the HelpDesk include:– Student Support which includes information on orientation dates, downloads, web

page creation, and a link to the Virtual College of Texas website.– Faculty Support which includes: basic faculty online tutorials, information on

uploading files to ColdFusion site, basic navigation information, information on multi media software, and CMS.

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Critical Supports

• Hardware/software - http://www.deakin.edu.au/software/news/welcome.php

• Advising – phone, fax, email, live chat, virtual worlds• Study Skills - http://www.smartthinking.com/• Netiquette -

http://www.albion.com/netiquette/corerules.html• Library – online, virtual• Other?

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http://www.smartermeasure.com/

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UTSA Blended/Online Orientation

• Review of existing strategies• Focus: conscious decision-making• Clear objectives:

– Participate in asynchronous activities/events using appropriate tool/function.– Participate in synchronous activities/events using appropriate tool/function.– Select the appropriate communication tool for the situation– Use microphone, chat function and/or eBoard to communicate and interact in

class activity.– Respond in a time frame as appropriate to the urgency of the request by peer

or instructor.– Work collaboratively with peers in team/group activities/assignments.

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Blended Must-do’s

Keep the learner in the forefrontBe aware of class demographicsMake expectations and course operations

clearProvide direction for technology supports

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Discussion

• What skills and abilities do you expect students to already have in order to be ready to learn?

• Where are most likely areas will students need support of any kind?

• Use wiki docs to consider these questions– Planning Template and Guide to Prepare for,

Identify, and Preempt Student Crisis Points– Planning Guide for Assessing and Addressing

Student Readiness

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MEASURES OF SUCCESS

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What indicates success?

• Completion?• Student and faculty

satisfaction?• Student engagement?• Course evaluations?

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Challenges

• Haphazard scheduling

• Reluctant faculty• Unprepared/

motivated students• Other?

UCF – Dr.s Chuck Dziuban &Patsy Moskal

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Key strategies for success

• Courses/programs aligned with institutional mission and goals

• Address individual needs of faculty• Provide convenience for students with social

interaction

Dziuban, C., Hartman, J., Cavanagh, T. B., & Moskal, P. D. (2011). Blended Courses as Drivers of Institutional Transformation. In Kitchenham, A. (Ed.), Blended Learning across Disciplines: Models for Implementation. (pp. 17-37)

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What’s the matter?

Students like …• Convenience• Reduced Logistic

Demands• Increased Learning

Flexibility• Technology Enhanced

Learning

Students struggle with…• Reduced Face-to-Face

Time• Technology Problems• Reduced Instructor

Assistance• Overwhelming• Increased Workload

UCF – Dr.s Chuck Dziuban &Patsy Moskal

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What is the role of Learning Analytics?

Data collected in order to…. assess academic progress, predict future performance, and spot potential issues.• Individualized• Pattern Detection• Intervention

Carmean & Mizzie Nudge AnalyticsFranfort, Salim, Carmean, & Hynie Analytics

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Activity: Are you ready? (UCF)

1. A commonly understood definition among stakeholders for “blended learning”2. A blended learning strategy that aligns with institutional goals3. An effective organizational model to support the blended learning initiative4. Qualified staff capable to support diverse faculty needs and lifecycle of courses5. Online student support services to support blended learning6. A robust planning process to identify blended learning faculty/courses to develop7. A faculty development program to prepare faculty to teach blended learning courses,

including incentives and rewards as part of the program8. Learner support resources to prepare students to learn in blended learning courses9. The ability to identify blended learning courses in the class schedule10. Blended learning policies developed around accessibility, copyright, and intellectual

property11. An evaluation program to assess the impact of the blended learning initiative12. ROI calculated based on resources dedicated to the blended learning initiative13. Reusable courses and materials shared within departments engaged in blended

learning

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SOTL & INFORMATION LITERACY

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Handbook of Emerging Technologies for Learning

Information Fragmentation & Coherence

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Instructor & Student

SOTL• Examination of student

learning.• Public findings of research.• Disciplinary expertise w/

pedagogical expertise.• Technology acceptance.• EX:

Visible Knowledge Project

Information Fluency• Determines the nature and

extent of information needed.• Accesses needed information

effectively and efficiently.• Evaluates information and its

sources critically.• Uses information effectively to

accomplish a specific purpose.• Accesses and uses information

ethically and legally.

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Blended as a Solution: Information Fluency

Active Learning

Purposeful Tech

Shifted Roles

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Blended as a Solution: SOTL

Course Redesign

Reliance on Tech

Shift in RoleBackseat Teaching

Transference

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Discussion

For a blended initiative, how can administrative units support:• SOTL?• Information Literacy?At your institutions what are biggest existing solutions and barriers?

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Patricia McGee, PhD

Patricia.mcgee@utsa.eduThis work is licensed under the Creative Commons

NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit

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