an assessment of freshman composition online
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An Assessment of Freshman Composition Online. NMHEAR 2004 Albuquerque Susan Wood. Distance Education Student Profile. What are the assumptions about who they are? What are the assumptions about the skills they need?. Effects of Geographic Separation. Effects of Media/Technology. - PowerPoint PPT PresentationTRANSCRIPT
An Assessment of Freshman Composition OnlineNMHEAR 2004AlbuquerqueSusan Wood
Distance Education Student Profile
What are the assumptions about who they are?What are the assumptions about the skills they need?
Effects of Geographic Separation
Effects Skills neededMore autonomy Self-direction
Less direct stimulation
Self-motivation
Less direct guidance
Focus and self-discipline
Less direct feedback
Self-evaluation
Less direct support Help-seeking
Effects of Media/Technology
Effects Skills Needed
Flexibility in when you learn
Time management
Flexibility in where you can learn
Creating own learning space
Mediated Materials Technology skills and ability to learn independently
Interacting with others via media
Communication skills
Comparison of Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Distribution by Gender
6860
3240
0
20
40
60
80
100
Online N=78 Traditional N=596
Female
Male
Comparison of Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Distribution by Ethnicity
5866
2215
21 19
0
20
40
60
80
100
Online N=78 Traditional N=596
Hispanic
White,Non-Hisp.
Other
Comparison of Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Distribution by Credit Load Status
7769
2331
0
20
40
60
80
100
Online N=78 Traditional N=596
Fulltime
Parttime
Comparison of Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Distribution by Enrollment Status
91
79
0
119 9
0
20
40
60
80
100
Online N=78 Traditional N=596
Continuing
New Student
Re-Admits/Trans
Comparison of Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Distribution by High School
49 51
2720
14 15
3 58 9
0
20
40
60
80
100
Online N=78 Traditional N=596
Serv Area
GED/Home
Other NM
Texas
Other
Comparison of Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Distribution by Next Retention Status
3124
1014
59 62
0
20
40
60
80
100
Online N=78 Traditional N=596
Retained
Grad/Trans
Stop-Out
Comparison on Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Distribution by Grade
28 3131
2214
104 68
1815 12
0
20
40
60
80
100
Online N=78 Traditional N=596
A
B
C
D
F
W
Comparison on Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Semester GPA
Online Traditional
Headcount 78 596
Mean 2.66 2.35
Standard Dev 1.26 1.33
First Quartile 2.00 1.40
Median 3.00 2.62
Third Quartile 3.66 3.50
Comparison of Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Cumulative GPA
Online Traditional
Headcount 78 596
Mean 3.11 2.73
Standard Dev 0.68 0.93
First Quartile 2.72 2.21
Median 3.03 2.85
Third Quartile 3.71 3.46
Comparison on Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
ACT English Score
Online Traditional
Headcount 30 283
Mean 14.47 15.23
Standard Dev 4.69 4.15
First Quartile 12 12
Median 15 15
Third Quartile 18 18
Comparison on Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Best Compass Reading Score
Online Traditional
Headcount 46 306
Mean 76.37 71.31
Standard Dev 25.95 25.68
First Quartile 75 65
Median 84 79
Third Quartile 91 89
Comparison on Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
Best Compass Writing Score
Online Traditional
Headcount 46 310
Mean 55.2 54.8
Standard Dev 25 30.37
First Quartile 36 30
Median 53 58
Third Quartile 75 82
Comparison on Online English 111 Students to Traditional Classroom Students for the Fall 2002 and Spring 2003 Semesters
ACT Math Score
Online Traditional
Headcount 30 280
Mean 15.5 15.84
Standard Dev 4.09 3.29
First Quartile 14 14
Median 15 16
Third Quartile 18 17
Learner Needs
What are the implications of distance and technology on the distance learner profiled in these slides?Distance learners use four times more metacognitive strategies than their classroom counterparts. What prepares them for this demand?
Strategizing for Successful DE classes: Instructional Design
Three Pillars of Online Course Design
1.User motivation2.Course structure3. Instructional objectives
Learner Motivation
John Keller’s ARCS Model Attention Relevance Confidence Satisfaction
Course Structure
Instructional Objectives
Gagné’s Nine Events of Instruction
1. Gain Attention
2. Inform Learner of Objective
3. Recall Prior Knowledge
4. Present Material to be Learned
5. Provide Guidance to Learner
Instructional Objectives
6. Elicit Performance
7. Provide Informative Feedback
8. Assess Performance
9. Enhance Retention and Transfer
Reflective Practitioner
How does this information apply to your class(es)? Example: Online Debate Assignment and student participation