Retention: YOU are the Key!Instructor Strategies for Retaining Students

Troy University eTROY Colloquium April 17-18, 2012

Pamela T. Dunning Pamela A. Gibson

Instructional Design to Encourage, Engage, and Educate the Distance Learning Student   

Purpose Provide the principles of the Quality

Matters™ approach to course design Provide tips for developing syllabi and

incorporating Blackboard tools to help link course learning objectives with◦Learner engagement

◦ Instructional materials

◦Technology

◦Assessment & measurements

Quality Matters™ (QM)

A faculty centered, peer review process Designed to certify course quality with

specific attention to online components

Troy became a QM consortium member in Fall 2008 24 Troy faculty have completed the QM Peer

Reviewer Certification course 65 have completed Troy University training and

conducted reviews As of July 2011, 420+ course, covering over 50% of

all discipline areas within the five colleges, have been reviewed ◦ 80% successfully met the 85% standard

Troy Participation

Two training modules◦The “Exemplary eCourse” module introduces

instructors to Best Practices in online course design and delivery

◦“Intro to QM” is a separate self-directed Bb training module with information on Quality Matters principles

Troy Blackboard Training

Peer Course Review

Feedback

Course

Course Meets Quality Expectations

Course Revision

Instructional Designers

InstitutionsFaculty Course Developers National Standards &

Research LiteratureRubric

Faculty Reviewers

Training

Quality Matters: Peer Course Review

Process

The Rubric Eight General Standards:

1. Course Overview and Introduction2. Learning Objectives 3. Assessment and Measurement4. Instructional Materials5. Learner Engagement &Interaction6. Course Technology7. Learner Support8. Accessibility

Key components must align

The Rubric

Alignment: ◦Critical course elements work together to

ensure that students achieve the desired learning outcomes

◦Stated Course Objectives – Activities – Assessments – are consistent with one another

Course Learning Objectives (2)

Instructional Materials (4) & Technology (6)

Assessment and Measurement (3)

Learner Engagement & Interaction (5)

Key sections that must align…

Incorporating Alignment Into Your Course

Standards used in both on-line and hybrid classes

Following are examples of the general standards that pertain to alignment and ways to incorporate them in your course (2011-2013 Rubric)

Course Learning Objectives

Are clearly stated◦Use of a course design matrix that ties

together stated learning objectives to specific content, strategy to achieve them & assessment of success

◦Should include unit-level learning objectives

Include instruction as to how to meet the objectives

  Course Objective Module Content Strategy Assessment

1   

Identify the major functions of the budgetary process and major actors at each phase of that process.

Weeks 1 through 7

• Course notes• Assigned

readings• Assigned cases

• Discussion board

• Case analysis

 

• Graded discussion forums

• Case study • Quiz• Exam

2

Describe the relationship of public budgeting to public policy decision making, implementation, and evaluation. 

Weeks 1, 2, 5, 7 & 8

• Budget Hero simulation

• Course notes• Assigned

readings

• Discussion board

• Simulation analysis

• Graded discussion forums

• Case study• Quiz• Exam

3 

Describe the efforts to integrate planning and programming with the budget process. 

Week 4

• Course notes• Assigned

readings• Assigned case

• Discussion board

• Case analysis

 

• Graded discussion forums

• Quiz • Case study 

4 

Articulate an understanding of: program analysis, PPBS, zero based budgeting, incremental budgeting.

Weeks 4 & 7

• Course notes• Assigned

readings• Assigned case 

• Discussion board

• Case analysis

• Graded discussion forums

• Quiz • Exam

PA 6650 Course Design Matrix

Learner Engagement & Interaction Engaging students to become active learners Ideally should include◦ Faculty to student

Self-introduction, discussion postings and responses, feedback on project assignments, e-mail communication

◦ Student to content Essays, term papers, group projects, etc. based on readings,

videos, and other course content; self assessment exercises; group work products

◦ Student to student (if applicable) Group discussion board Blogs, wiki’s Presentations

Learner Engagement & Interaction

Clear standards for:◦ Instructor response and availability

How to contact When to contact Response time – 24-48 hours

◦Weekly submission times for discussion board postings Quantity Quality Examples

Instructional Materials Materials that support course objectives Use of different types of accessible media◦Textbooks◦Lecture notes/outlines◦Wimba/Collaborate/Blackboard IM◦PowerPoint◦Video

NBC Learn, TED, You Tube, etc.◦Websites

Identified as background information, additional personal enrichment, or required for an assignment

Course Technology

Facilitates student learning & not difficult to learn to use

Technology should “enhance” rather than be the end product

Be easily accessible◦Downloadable, instructions provided

Course tools & Student Resource Tab (educational technology)

Assessment & Measurement

Implemented to allow instructors to measure student learning and allow students to measure their own learning

Use of multiple assessment and feedback mechanisms◦Discussion board◦Draft assignments◦Email feedback◦Quick Comments function in Grade Center

Options for students to measure their own learning process Writing assignments that allow for submission of a draft

for instructor comment & suggestions for improvement Interactive games/simulations with built-in feedback Self-scoring practice quizzes Peer reviews Turnitin

Assessment & Measurement

Course Overview & Introduction Although not part of alignment, but a QM

standard and a critical element in creating a conducive learning environment for students

Clear instructions to make navigating the course easy for students◦ Use of “Start Here” button◦ Instructor and student introduction

Identification of course and technology requirements

◦ Syllabus or Bb menu item

Course learning objectives describe measurable outcomes but are not useful unless students engage with learning activities, materials & other resources to help them achieve those objectives

Alignment of these areas will provide students with the tools they need to succeed

Conclusion

For more information about Quality Matters:

www.qualitymatters.org

For more information on eTROY’s Quality Assurance program:

Dr. Deb Fortune (dfortune@troy.edu)