negotiating change: determining the readiness of second...

UBCSoTLSeedResearchMee2ngJuly13,2016

Nego%a%ngChange:DeterminingtheReadinessofSecond-yearStudentsforSelf-directedLearning

GailHammond,PhD,RD 1AliceCassidy,PhD PatrickDubois,PhDstudent

NegotiatingChange:Determiningthereadinessofsecond-yearstudentsforself-

directedlearning

Gail Hammond, PhD, RD Alice Cassidy, PhD

Patrick Dubois, PhD student

AplaceofmindTHEUNIVERSITYOFBRITISHCOLUMBIA

SoTL Seed Project Meeting July 13, 2016

NegotiatingChange:Determiningthereadinessof2ndyearstudentsforSDL

Outline

§  Overviewofscholarlyinquiry

§  Results&commentsonmethodologies

§  Reflectionsandlookingforward




§  PurposeofinquiryintoSDL§  2015SoTLSymposium,2016STLHEconference

§  Characteristicsofstudents/course§  Collaboratingonperspectives(quant/qual)§  Selectedquantitativeresults/qualitativefindings

Overview of Scholarly Inquiry

ResearchQuestion:In what ways are second year nutrition

students ready for SDL?

Research Measures

Demographics(ID,Age,Year,Gender,AgelearnedEnglish)

TenItemPersonalityInventory(TIPI)•  Alsoextractedsocially-desirableresponsebias

Self-DirectedLearningReadinessScale(SDLRS,40items)

Questions:•  Previousgroupwork•  ReceptionofControversyprojectdelivery•  Perceptionofeachofthreecomponentsofproject•  OverallCourse,Instructor,TAratings




Selected Research Results

TAs,Course,Instructorratings:allgenerallypositiveDemographics•  Female:81%(76%forclasspopulation)•  Englishasfirstlanguage:51%•  Age:~20years;positivelyskewed(r=.50[.30,.66]

withUniyr)Overallgradesmarginallyhigherforrespondents,dropoutsSDLRS•  Highestdropouts;longersurveyduration•  Norelationtoanyacademicmeasure•  Conscientiousness:r=.42[.13,.64]•  Socially-DesirableResponseBias:r=.50[.24,.70]

Results: PeerEvaluationValidity

Evaluation CorrelationwithPeerRatings

Essay .29[.16,.41]Midterm1 .28[.15,.40]Midterm2 .39[.27,.50]Final .44[.33,.55]OverallGrade .44[.18,.63]

§  Measuredforall203studentsacrossthreesections(6%oftotal)

§  Explainedabout90%ofControversygrade




Research Findings: Students’ Voices

HowdoyoudefineSDL?

FNH250 FNH490

LearningonownTakingresponsibilitytoteachselfFindingresourcesforlearning

Transitioningfromcontent-basedtoprocess-drivennotionoflearningMobilizingownlearningprocesses;familiarizingselfwithownlearningstyle

Research Findings

LearningactivitiesforSDL;Skillsdeveloped

Casestudies,quizzesFlexibility&adaptabilityProjectmanagement

ConsiderselfasaSDL?Why?

Yes62%

Setowngoals

Managetime

Whentopicisofinterest

No38%

Prefergameplanlaidout

UnfamiliaritywithSDL

FNH 250 Students’ Voices




Quantitative Results: Takeaway

§  Beselectivewithmeasurementscales§  Designwithanalysisinmind§  Don’tletnegativecommentsswayyou;getstats§  Groupworkrequiresspecialtreatment

•  Valuablesocially,educationally;psychometricchallenges•  Grouplevel(aggregate)marksnotaccurateorfair•  Weakerstudentsliked/helped,strongerstudentsnot-

liked/hindered

§  Peerevaluationscanbepowerful•  Requirescontrolledadministrationtoavoid

Qualitative Results: Takeaway

§  SecondyearstudentshavenaïveunderstandingofSDL•  Providesupportresources&dialogue

§  Baselinestudy—informchangestocourse•  DevelopSDLmodule(&quiz?)•  CreatelearningactivitiesthatimplementelementsofSDL•  Developresourcesinconsultationwithcolleaguesand

openlyshare




Reflections & Looking Forward

§  Threedisciplinesworkingtogetherproducedmultidimensionalandricherresults

§  Sharingwithcolleaguesandchangestocourse

§  Publishingapaper(SoTL)

Survey Question

SoTL Seed Project -------------




Thank you!

[email protected]

[email protected]

[email protected]

SoTL Seed Funding, UBC Institute for the Scholarship of Teaching and Learning (ISoTL)

http://blogs.ubc.ca/selfdirectedlearning/

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