A Hybrid Model of Distance A Hybrid Model of Distance

LearningLearning

Adam Kieffer & Julia Tabbut Adam Kieffer & Julia Tabbut

Hubbs Center for Lifelong Hubbs Center for Lifelong LearningLearning

St. Paul ABESt. Paul ABE

Summer Institute August 17, Summer Institute August 17, 20122012

Hubbs Center (Midway/Frogtown neighborhood,

St. Paul)

Distance Learning Office

SPPS ABE/Hubbs Center Snapshot - 2011/12SPPS ABE/Hubbs Center Snapshot - 2011/12

6,103 enrollees 6,103 enrollees 628,571 hours (largest in MN)628,571 hours (largest in MN) 4,059 participants (students with 12 or more hours) 4,059 participants (students with 12 or more hours) Students served daily and weekly (based on April Students served daily and weekly (based on April

2012 data):2012 data):

Hubbs staff involved in DL last year

Online DL Platforms/Curricula

Approved DL Platformshttp://mnabe-distancelearning.org/minnesota-programs

DVD and work packet curricula

EASY ESL Crossroads Café

English for All

Videos for ELL levels 0 - 5

Hubbs Distance Learning Proxy Hubbs Distance Learning Proxy Hours 2011-2012 School Year: Hours 2011-2012 School Year:

26,93326,933

0

5,000

10,000

15,000

20,000

25,000

30,000

2010-11 2011-12

23%

24%

53%

Hubbs

Outreach

Hybrid

26,933 DL Proxy Hours in 2011-2012

Average “Active” Learners per Average “Active” Learners per Month: 251Month: 251

0

50

100

150

200

250

300

2010-2011 2011-2012

Hybrid model of DL: What is it? National Reporting System Implementation Guidelines, July

2007:“Distance education is a formal learning activity where

students and instructors are separated by geography, time or both for the majority of the instructional period.”

Instructional Delivery ModelsDistance Education – Students are able to work

independently at a distance or in a site’s computer lab, and have strong computer literacy skills.

Hybrid – This is a blended instructional delivery model for students who receive some in-class pre-teaching, but are able to work independently at a distance and have strong computer literacy skills. In class and online/DL content are related.

Impetus for pilot Distance Learning hybrid classes Keep pace with current teaching/learning

methods Improve digital literacy skills and comfort

level w/ learning independently online See if we could increase hours (vs. regular

class) See if we could increase learning/level gains

with less classroom time Increase independent work skills in

preparation for post-secondary expectations Get feedback from teachers and learners for

continuous improvement loop

SWOT Analysis of Hybrid Model of DL*

*University of Houston www.class.uh.edu/classidt/Tutorials_Help/profs/hybrid/SWOT.pdf

SWOT Analysis of Hybrid Model of DL

How we have implemented hybrid DL 1st attempts, 2009/2010 A: Used Learner Web to support workforce

prep class: pre-CNA. Result: we continue to use it with increasing learner interest & use and instructor buy-in each year.

B: Used USA Learns to complement Intermediate ELL class. Result: USAL content didn’t match class content very well, not enough teacher buy-in, not enough learners had access to internet outside of class. Cancelled.

How we have implemented hybrid DL cont.

2nd attempt: 2010/2011, used Learner Web to support Citizenship prep class, which only met twice a week. Result: not enough teacher buy-in, huge range of English and digital literacy skills in class, so online content wasn’t a good fit for most of the learners. Cancelled.

Continued to use Learner Web with Medical Office Prep and pre-CNA classes

How we have implemented hybrid DL cont. 3rd attempt 2011/2012Used Skills Tutor to complement content in 4 classes:

ELL 5 (CASAS Reading 221-227), Writing 1 (TABE Lang. 1.0-3.9), ELL Math B (CASAS Math 190-221), Math 2/3 (TABE Math 4.0-8.9)

4-day classes. Every Friday was open lab time. Hybrid teachers had time to check on learners’ online progress.

Invested more time and training for teachers. Assigned CTEP staff to help support/orient learners new to the classes each session. Provided open lab times for classes to use.

Continued to use Learner Web for Medical Office Prep and pre-CNA classes. Added Medical Terminology and Child Development courses too.

How we have implemented hybrid DL: What’s most important

Teacher buy-in: enthusiasm and digital literacy

Staff time for software orientations, one-on-one help, feedback and communication, reporting, etc.

Lab space and time Material that aligns with that covered

in class Learner motivation and adequate

digital literacy

Hybrid Class DL Hours during 2011-2012 School Year: 6,367

0

1000

2000

3000

4000

5000

6000

7000

2010-11 2011-12

Successes and lessons Successes and lessons learned:learned:Attendance hour Attendance hour comparisoncomparison

*Based on percentage of attendance in similar non-hybrid classes at Hubbs.

Successes and lessons Successes and lessons learned: learned: Level gain comparisonLevel gain comparison

HybridHybrid ConventionalConventional

ELL 5ELL 5 67.7%67.7% 58.6%58.6%

WritingWriting 71.4%71.4% 77.6%77.6%

ELL MathELL Math 84.4%84.4% 72.1%72.1%

Math 2Math 2 79.7%79.7% 72.7%72.7%

Shows percentage of students making level gainShows percentage of students making level gain

Successes and Successes and lessons lessons learned:learned:

2011 Fast 2011 Fast Trac Trac Healthcare Healthcare Initiative ABE Initiative ABE Course Survey Course Survey (used Learner (used Learner Web) Web)

Successes and lessons learned: hybrid class learner survey cont.

I used Learner Web as much as possible. 33%

I used Learner Web occasionally. 33% I only used Learner Web when my

teacher asked me to. 20% I never used Learner Web. 13%

Hybrid class teacher comments: learner progress

“The amount of time these students spent on their Skills Tutor (DL) work was a clear sign of their motivation to improve their skills and continue to move through the Hubbs writing program.”

“Those who used it regularly were the students who moved up to the next level math class.”

“I've seen a number of students dedicate themselves to using the Skills Tutor lessons that were assigned to them, and I think they've enjoyed having this online tool to reinforce and advance their knowledge of English grammar and writing conventions.”

Hybrid class teacher comments: teacher satisfaction

If your weekly teaching load was slightly lessened, so that adequate time is provided, would you be willing to consistently check on your learners' progress and communicate (via email or in class) with them about how they're doing? ~All answered Yes.

Would you be interested in continuing to use Skills Tutor with your class(es) next year? ~All answered Yes.

“I'm very glad we piloted these hybrid classes, and I'm happy that I am now more familiar with Skills Tutor and Distance Learning at Hubbs in general.”

Hybrid class teacher comments: suggestions for improvement

“…put in place an expectation that students will be required to work on their Skills Tutor lessons for a minimum amount of time each week/month.”.”

“Teachers publicly pointing out those who use Skills Tutor made progress faster, move out of class faster. Students receive certificate of completion for each ST class completed.””

Build a stronger communication connection between DL staff and hybrid teachers.

Having dedicated computer lab time and staff who can help learners get comfortable using ST is great.

Plans/changes for next year Increase number of hybrid classes Increase number of hybrid classes

offeredoffered Dedicate DL staff to support hybrid Dedicate DL staff to support hybrid

teachers & learners, hold regular teachers & learners, hold regular meetings, improve best practices, meetings, improve best practices, improve data tracking, improve improve data tracking, improve matching of Skills Tutor content with matching of Skills Tutor content with class content, etc.class content, etc.

Hybrid class teacher PLC (?)Hybrid class teacher PLC (?) Plan for hybrid classes as the new normPlan for hybrid classes as the new norm

DL Professional Development DL Professional Development 2012/132012/13

http://www.mnabe-distancelearning.org/

Click on 2013 Project IDEAL Applications (on Click on 2013 Project IDEAL Applications (on right)right)

DL 101: Recruitment, Orientation/Screening, DL 101: Recruitment, Orientation/Screening, Teaching, Assessment; Creating a site DL Teaching, Assessment; Creating a site DL plan. Implement plans. Report on progress plan. Implement plans. Report on progress and get support via monthly webinars with and get support via monthly webinars with cohort from around MN. Facilitated by cohort from around MN. Facilitated by experienced MN DL colleagues.experienced MN DL colleagues.

http://projectideal.org/

Questions…?Questions…?

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ContactContact Adam.kieffer@spps.org Julia.tabbut@spps.org

DL Supplemental Services Grant:DL Supplemental Services Grant: Jennifer.weaverling@spps.org MN ABE DL WebsiteMN ABE DL Website http://www.mnabe-distancelearning.o

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