Strengthening Academic Internet Learning

Angie RuddKelly Hinson

Instructors, Gaston College, Gastonia, NC

Background Information

.

• serves Gaston and Lincoln County• enrolls over 5,000 students each term in curriculum

programs and about 16,000 students in continuing education programs.

• part of the statewide North Carolina Community College System • made up of 58 schools• is the 3rd largest in the nation based on number of

colleges• is accredited by the Southern Association of Colleges and

Schools (SACS) to award Associate Degrees. http://www.gaston.edu

Background Information

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Online Course Growth

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

0

100

200

300

400

500

600

Online Course Growth

Online Course Growth

443 Internet courses offered4,760 students ~ 53% of total curriculum student

population

8 Internet courses offered

The Benefit of Gaston College‘s QEP

• Promotes student learning

• Responds to the increased demand in distance education

• Expands the College‘s commitment to online course excellence and to distance education as a viable method of course delivery

Link to Gaston College QEP

http://www.gaston.edu/qep/

SAIL Course Standard Rubric

1. Course Introduction

2. Learning Outcomes

3. Assessment Strategies

4. Instructional Materials

5. Interaction

6. Course Navigation and Technology

7. Student Support

8. Accessibility

SAIL STANDARD COURSE

• In Blackboard, our QEP/SAIL directors have a shell containing much of the needed information for an online course as well as a good layout to follow. We are encouraged to copy some items, but are allowed to make changes necessary to the course.

The overall design of the course is made clear to the student at the beginning of the course.

COURSE INTRODUCTION

1.1 Instructions make clear to the student how to get started and where to find various course components, including a welcome message on the front page.

1.2 A statement introduces the student to the purpose of the course and to its components, and how best to approach the online learning environment.

1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.

COURSE INTRODUCTION

1.4 A self-introduction by the instructor is appropriate and available online. This includes an instructor “bio” with a photo, along with multiple forms of communication (for example, email, phone, chat, etc.), office hours and clear instructions on how best to contact the instructor.

1.5 Minimum technical skills of the student are clearly stated.

1.6 An approved syllabus as determined by the divisional dean is present.

1.7 A course calendar/timeline detailing all due dates for assignments is present.

COURSE INTRODUCTION

Learning Outcomes

Learning outcomes are clearly stated and explained. They assist students in focusing their efforts in the course.

Learning Outcomes

2.1 The course learning outcomes are clearly stated and measurable.

2.2 The module/unit learning outcomes are clearly stated and measurable, and are consistent with the course level outcomes.

Assessment Strategies

Established methods are used to measure effective learning, evaluate student progress by reference to stated learning outcomes, and are designed to be integral to the learning process.

Assessment Strategies

3.1 Varied assessments measure all of the stated learning outcomes and are consistent with course activities and resources.

3.2 A variety of types of assignments are used to assess student learning (i.e., quizzes, discussion forums, projects, papers, exams, surveys, etc.) and to accommodate different learning styles; activities occur frequently throughout the duration of the course.

Assessment Strategies

3.3 The course grading policy is stated clearly, detailing the method by which assignments will be graded and including how the grades will be made available.

3.4 Grades are made available to students online in a secure environment and posted within 1 week of due date (some assignments may require more grading time; details of extended times must be clarified by instructor.)

3.5 “Self-check” or practice assignments are provided, with timely feedback to students.

Instructional Materials

Instructional materials are sufficiently comprehensive to achieve stated course learning outcomes and are prepared by qualified persons competent in their fields.

Instructional Materials

4.1 The relationship between the instructional materials and the assignments is clearly explained to the student.

4.2 The instructional materials have sufficient depth for the student to master the required outcomes.

4.3 The instructional materials provide activities that help students develop critical thinking, analysis and problem-solving skills and are explained with examples or models; individualized instruction, remedial activities, or resources for advanced learning activities are provided.

Instructional Materials

4.4 Clear instructions are provided for completing and submitting course assignments, activities, and assessments.

4.5 Course content has been evaluated by a content expert and adequately reflects potential mastery of the course student learning outcomes.

Interaction

Meaningful interaction between the instructor and students, among students, and between students and course materials is employed to motivate students and foster intellectual commitment and personal development.

Interaction

5.1 Learning activities require instructor-student, content-student, and if appropriate to the course, student-student interaction.

5.2 Clear standards are set for instructor responsiveness or availability. • Instructor’s methods of collecting and returning work are

clearly explained.• Turn-around time for response is one (1) business days and

grades should be posted within one (1) week.

Interaction

5.3 The requirements for student interaction are clearly articulated.

5.4 Learning activities use a variety of technology tools/teaching methods to facilitate communication, enhance learning, and interactively engage students.

5.5 The instructor must provide five (5) opportunities for synchronous and/or asynchronous communication events throughout the semester

Course Navigation and Technology

Course navigation and the technology employed in the course foster student engagement and ensure access to instructional materials and resources.

Course Navigation and Technology

6.1 Navigation follows the college standard and is logical, consistent, and efficient. • Content is made available or “chunked” in manageable segments

(i.e., presented in distinct learning units or modules). • Courses are to be structured per the SAIL template with the first

three items being; Announcements, Course Information, then Faculty Information, with the use of sub headers and dividers.

6.2 Students have ready access to the technologies required in the course. 6.3 Course materials use standard formats to ensure accessibility.

Student Support

The course facilitates student access to institutional services essential to student success.

Student Support7.1 The course instructions articulate or link to a clear description of the technical support offered.

7.2 Course instructions articulate or link to an explanation of how the Institution’s academic support system can assist the student in effectively using the resources provided.

7.3 Course instructions articulate or link to an explanation of how the Institution’s student support services can help students reach their educational goals.

7.4 Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.

Accessibility

The face-to-face and online course components are accessible to all students.

Accessibility

8.1 The course incorporates ADA standards and reflects conformance with Institutional policy regarding accessibility in all courses.

8.2 Course pages and course materials provide equivalent alternatives to auditory and visual content.

8.3 Course pages have links that are self-describing and meaningful.

8.4 The course ensures screen readability. (Fonts are easy to read and consistent throughout the course.)

Does this really work?

Student Learning Outcomes Measured

1. Demonstrate proper use of terminology in relation to information technology.

Questions: 1 – 15 (15 points)

Student Learning Outcomes

2. Use critical thinking to identify legal, ethical, social, and security issues related the different areas of information technology, including ways to safeguard against computer viruses, worms, and Trojan horses.

Questions: 16 – 31 (16 points)

Student Learning Outcomes

3. Demonstrate knowledge of current application packages (including word processing, spreadsheet, database, and presentation tools) and operating systems (including basic operating system functions) and the relationship between them.

Questions: 32 – 52 (21 points)

Student Learning Outcomes4. Demonstrate understanding of the interrelationship between hardware, application packages, systems software and servers by being able to:

 • Describe the categories of computers• Summarize how various input devices work• Identify the various types of printers• Describe the characteristics of various storage devices • Describe commonly used communications devices• Differentiate among the various types of programming

languages.

• Questions: 53 – 79 (27 points)

Student Learning Outcomes

5. Demonstrate knowledge of how the Internet and World Wide Web work, including explaining how to view pages and search for information on the Web.

Questions: 80 – 100 (21 points)

So what did the Data tell us?

Charting our Waves

SLO #1 SLO #2 SLO #3 SLO #4 SLO #570.00%

75.00%

80.00%

85.00%

90.00%

95.00%

Charting our Waves% of points earned

Online WAVE sections

Seated, Traditional Sections

Axis Title

Charting Our Waves

Student Learning Outcome #1(15 points)

Student Learning Outcome #2(16 points)

Student Learning Outcome #3(21 points)

Total Points Earned SLO #1

Percentage of Points Earned

SLO #1

Total Points Earned SLO #2

Percentage of Points Earned

SLO #2

Total Points Earned SLO #3

Percentage of Points Earned

SLO #3

Online WAVE Sections 519 91.05% 565 92.93% 713 89.35%

Seated, Traditional Sections 3148 90.46% 3278 88.31% 4096 84.07%

Difference   0.59%   4.62%   5.28%

Charting Our Waves

Student Learning Outcome #4

(27 points) Student Learning Outcome #5

(21 points)

Total Points

Earned SLO #4

Percentage of Points Earned

SLO #4

Total Points Earned SLO

#5

Percentage of Points Earned

SLO #5

Online WAVE Sections 882 85.96% 691 86.59%

Seated, Traditional Sections 4931 78.72% 3969 81.47%

Difference 7.24% 5.12%

Indirect Assessment Questions

What is the baseline failure rate for students in the online course?

• Out of the 38 students who completed the online CIS 110: Introduction to Computers, three of them received a failing grade in the course. This represents a failure rate of 7.89%.

What is the baseline failure rate for students in the seated, traditional courses?

• Out of the 268 students who completed a seated, traditional CIS 110: Introduction to Computers course, 40 of them received a failing grade in the course. This represents a failure rate of 14.93%.

Indirect Assessment QuestionsWhat is the baseline retention rate for students in the online course?

• Out of the 55 students who registered for the online CIS 110: Introduction to Computers course, 38 of them completed the course. This represents a retention rate of 69.09%.

What is the baseline retention rate for students in the seated, traditional courses?

• Out of the 319 students who registered for the seated, traditional course in CIS 110: Introduction to Computers, 268 of them completed the course. This represents a retention rate of 84.01%.

Charting Our Waves

Total RegisteredTotal Enrollment

at End of SemesterRetention Rate

Numberof F's

Failure Rate

Online WAVE Sections 55 38 69.09% 3 7.89%

Seated, Traditional 319 268 84.01% 40 14.93%

Difference -14.92%   -7.03%

Theories?

• Retention rate is lower in Online classes– Active participation

• Online – attendance measured by active participation ---dropped if not active

• Seated – you can come to class and do turn in no work and not be dropped.

– Retention rate is tied to attendance– Online students are different

• Failure rate higher in Seated classes– The way active participation is measured

The Instructor Process

• Attend SAIL training• Discuss with the Department Chair• Fill out the SAIL Request form• Get the appropriate signatures• Have the SAIL shell created in Blackboard• Meet with the SAIL QEP administrators• Begin work on the course• Meet with the SAIL QEP administrators as needed• Have course content verified by a content expert• Submit the course for SAIL evaluation

Rules• February 28 and September 30 are the

only 2 dates that courses can be submitted

• Pay Scale for Faculty:– New Course $1000– Pilot Level 1 course $1000– Pilot Level 2 or 3 course $750

• Paid 2 times a year – May and November

Come SAILing with Gaston College