the role of lecture in course redesign lori van wallendael unc charlotte department of psychology
TRANSCRIPT
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The Role of Lecture in Course Redesign
Lori Van WallendaelUNC Charlotte
Department of Psychology
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Special thanks to my partners in the PSYC 1101 General Psychology Redesign:
Bill SiegfriedSue Spaulding
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Our Challenges
Large course sections (typically 300 students)Mostly first-year students
Often unprepared for college-level workNot very engaged in learningReluctant to take responsibility for their own
learning
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Hybrid Format
Replaced one of two face-2-face meetings each week with online activities, media assignments, quizzes, & practice exams
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Why We Did It
• Encourage student responsibility for learning• More efficient use of resources (space)• Serve more students
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What We Learned During the Pilot Semester
• Students will see the face-to-face portion of class as “optional” unless you require attendance
• Students chase points, not knowledge• Students are not technologically
sophisticated!• Working on one’s own does not necessarily
equate to taking increased responsibility
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In Class• Had to make class time relevant but not
redundant• Letting go is hard to do – combined, we have
85 years experience teaching Introductory Psychology
• Learning a new way of teaching is invigorating
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Modifications to face-to-face component of course
Try to rely less on lectureUse clicker quizzes to reward attendance and
preparationMore classroom demonstrationsUse of YouTube and popular TV clips (House
MD, Big Bang Theory, The Office), sometimes tied to clicker quizzes
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Covering a chapter in 75 minutes of face-to-face time
What is not already being covered in online activities?
What works better in a large group format than in an online setting?
What concepts do students find most difficult?
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Our opportunity
Online component of course included media assignments, chapter tests, study plans
Work due BEFORE we cover a chapter in face-to-face class
So, data on student success on chapter tests could become a guide for what we needed to cover in greater depth in the face-to-face meetings
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Chapter tests provide great clues
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An example: Chapter 6 (Memory)
My original plan:Define stages of memoryEyewitness memory demonstration (video)Short term memory span testEncoding specificity; levels of processingSerial position effectFalse memory demonstrationMnemonics, visualization
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Request student performance data on Chapter 6 questions
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An example: Chapter 6 (Memory)
My revised plan:Define stages of memoryEyewitness memory demonstration (video)
RecognitionShort term memory span test RecallEncoding specificity; levels of processingSerial position effectFalse memory demonstration RecallMnemonics, visualizationClicker quiz on recognition/recall
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Student Outcomes• Two hybrid sections and one traditional
section were included in the Spring 2011 pilot. Three hybrid sections, 1 traditional section, and one online section were offered in Fall 2011.
• Comparisons were made in performance and course satisfaction across all formats
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Grade Distribution
DFW – Grade of D or F or Withdrawn
ABC DFWSpring 2011
Fall 2011
Spring 2011
Fall 2011
Hybrid 69% 69% 31% 31%Traditional 76% 72% 24% 28%Online 83% 76% 17% 24%
The Friday section of the Hybrid course in both Spring and Fall performed significantly below the traditional, other hybrid, or online sections. The students’ beginning GPA in the Friday section was significantly below the other sections.
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Exam Performance, 2 best unit exams and comprehensive final exam, Fall 2011
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Performance on core items in common final exam – Fall 2011
0
20
40
60
80
100
Percent correct
Hybrid 1
Hybrid 2
Hybrid 3
Traditional
Online
ONLINE
TRAD
HYBRID
F
HYBRID
W
HYBRID
M
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Why the online advantage?
More juniors and seniors (44%) in the online course; mostly freshmen in the hybrid (68%) and traditional (59%) courses
Students in the online course had higher average gpa (2.97) than students in the hybrid (2.66) or traditional (2.83) sections
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Does lecture still matter?
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Does being PREPARED for lecture really matter?
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Student SatisfactionHybrid Traditional OnlineN = 492 N = 218 N = 61
MPL contributed to my success in course? 69% 46% 57%Recommend MPL to
friends, other students? 67% 57% 64%Wish other Psychology
professors used MPL? 53% 45% 53%MPL added value to
this course? 69% 51% 64%Compared to traditional
format, like hybrid? 49% NA NA
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Advice We Might Offer
• Need for DETAILED tutorials for students• Need reliable technology support• Need to be creative in getting TA help• Expect lower evaluations during the
development phase of the redesign• But have fun with it! Especially if you can
work with colleagues, you’ll learn a lot.