student success in a competency-based online course in economics dr. steven c. myers...
Post on 20-Dec-2015
219 views
TRANSCRIPT
Student Success in a Competency-based Online Course in Economics
Dr. Steven C. Myers [email protected]
Associate Professor of Economics
The University of Akron
Presented at the Western Economic Association International conference – July 2, 2002
History Online with every class since 1993
Face-to-face classes Web supportive materials Assignments and Daily Evaluations online Web-enhanced or Hybrid Results mixed
100% Online since Fall 2001 No face-to-face meetings Web-based Results very satisfying
Outline for Being Online What are the goals of the course? What are the objectives you want to
accomplish? What is the best way to assess
learning of the objectives? How you you fit that into the available
technology knowledge you have? How do you know if you succeed?
Goals – Student Success, higher learning ,
higher grades, lower dropout rates Objectives – Taken from each chapter of
Parkin Assessment – graded mastery quizzes and
non-graded evaluations Available Technology – WebCT Success – grades, evaluative remarks,
formal tests and comparisons
Asynchronous Tools Email @UAkron.edu Email in WebCT Discussion Groups FAQs (http://www3.uakron.edu/econ/econga1/faq/)
Yahoo Messenger (offline messages) Keith’s mailer
(http://www3.uakron.edu/ip-tools/email-cgi.html)
Synchronous Tools MSN Instant Messenger (text, voice) Yahoo Messenger (text, voice,
video) WebCT chat (text, graphics
whiteboard) MS NetMeeting (text, voice, video,
graphics, sharing of applications)
Development of the course Built in modules Modules completed in order Competency based testing Use student feedback
For student learning enhancement For modifying & improving the course
CourseDesign
DL requires planning for contingencies
14 Content Modules
Active Learning vs. Passive Learning
Pre-class and Module 1: Preparing Students to Learn Email me! http://gozips.uakron.edu/~myers/online/
Is Distance Learning for Me? VARK – testing learning styles Orientation Module—‘ How to logon to
WebCT’ Orientation Module—‘ How to Use WebCT’
Syllabus Graduate course Undergraduate course
Pre-class and Module 1:Additional Orientation How to Communicate with Dr.
Myers How to access your online text
http://www.economicsplace.com/econ5e/
Rules of the game Building a relationship –
Breakdown the anonymity Survey “Tell me about yourself”
Content Modules 2-15 Module Introduction & Objectives Chapter Introductions Content Supportive Materials Assessment of Learning - Quizzes
on objectives with multiple trials Evaluation
Introductions& Content Mostly Passive Learner
Centered Students
progress without intervention
Micro – Modules 2-8
Macro –Modules 9-15
Assessment of LearningGraded Quizzes Module quizzes, written
evaluations and graded research / writing assignments
Quizzes are for testing problem solving, analysis and application skills, not for testing recall (simple recognition).
GradedAssessment
Competency based Everyone strives to
get a perfect 10 Three attempts,
time limit Random
intervention Questions a mix of
(1) Recognition, (2) Conceptual, &(3) Analytic~71% C&A
Module Evaluation What comments do you have on this module
and your experience in completing it? What main point have you learned that you did
not fully understand before? What questions … Include any points that still
remain muddy or unclear. Do consider posing the muddy points to your fellow students in the discussions.
What recommendations do you have for us as we continue to change and enhance the course?
Uses Keith’s email CGI http://www3.uakron.edu/ip-tools/email-cgi.html
Role of Module Evaluation Planned
intervention Forced contact Professorial
encouragement Decreases dropout
rates Process repeats
2 Research & Writing Assignments – some objectives Practice and experience in reflecting
on a topic in the current economy. Practice in analysis of economic
trends. Gaining of confidence about talking
about the economy. Ability to know and use the
resources of economic commentary, prior analysis and data.
Assessment of Learning
Module Recognition
Conceptual
Analytical %C&A
2 11 19 12 74%
3 12 27 14 77%
4 8 18 16 81%
5 9 25 12 80%
6 20 23 7 60%
7 20 12 16 58%
8 15 26 9 70%
Total 95 150 86 71%
%-tage 29% 45% 26%
The course design has influenced student success
Foundations of Economic Analysis – Phase I MBA course
Fall 2001 7 As, 2 Bs, 1 F, 1 WD
Spring 2002*
20 As, 2 Bs, 1 F, 1 WD
Su 2002** 9 As, 0 Bs, 0 F, 2 WD
• * Spring included 4 incompletes, 2 of which are now finished.• ** estimated grades based on current performance• Of the 31 completers, Final average = 92.6, s=.03, range=
Course Evaluations
Percentage Agree and Strongly Agree (n=21)
Quizzes effective in testing objectives 76%
Quizzes tested mostly recognition 62%
Quizzes tested mostly analytical skills 43%
Course better than other web-based and technically enhanced courses
76%(48% strongly agree)
Prefer hardcopy text to the online text
81%
The online text is helpful 48%
Course FilterIs Distance Learning For Me? webct
.prenhall.com/public/dist_learn_hand/Is_DL_4_Me.htm
Some interesting relationshipsCorrelations Avg Grade
ISDL4ME .230
Q2 – Being part of a class not impt. -.359*
Q5 – independent in following directions
.342
Q8 – enjoys learning new technologies
.374*
Q10 – can go to campus anytime .453**
Q10+Q8+Q5-Q2 .501**
Course FilterVARK an assessment of learning styles
www.VARK-learn.com No significance
Correlations Avg Grade
VARK
Visual (no. of times V is selected) -.27 (=.19)
Aural (no. of times A is selected) .15 (=..47)
Reading/Writing (no. of times R selected)
-.03 (=..90)
Kinesthetic (no. of times K selected) -.07 (=..71)
Total / multimodal learning (50-70% of pop)
-.04 (=..85)
Student Comments “The fact that this course was completely
internet based, had no bearing on the level of knowledge I gained from the course. I think I learned as much, or even more, than I would have in a traditional classroom. I contribute this most to the way the instructor organized the course.”
Student Comments “The class was great - I enjoyed the work at
my own pace. I could take quizzes at 11pm or 5am depending on what was convenient for me. I could relax one week and focus on projects for my other class and then work extra the next week to get caught up. Overall, this was a great experience. I wish more of my coursework could be offered as web-based.”
Student Comments “He was always prompt with his
responses to my questions and always kept the class up to speed on class events. I felt every bit as much a valuable student of his as I would have had I been there in person.”
Student Comments
“I would recommend web-based learning to others, so long as they are able to work on their own.”
Student Comments “This course was excellent. It presented a
whole new style of learning to me. I did not know what to expect going into it, but I specifically learned … in order to achieve at a class like this - you must be completely 100% motivated to do so.”
Student Comments “I think the online class involved
more work than a regular class, since there is no real classes, you find yourself trying to figure out questions that may arise on your own - but it is nice to know you have a professor their when you can't figure it out.”
Student Comments “I believe that the benefits of web-based
courses (distance-learning, flexibility, etc.) far outweigh any disadvantages such as lack of face-to-face interaction--at least in this particular course. Dr. Myers' course was, of the four I took this semester over the web, the truthfully the best organized, most well-adapted to the web (by his efforts) of them all.”
Student Comments “Thanks for the extra help. I'm still
no economist but at least I can understand better what you and your colleagues do!”
Shortcomings Lack of group work and team work exercises
(collaborative learning) Severe limitations of WebCT, especially the
selective release function Pre and post assessment using a standard
comprehensive economics test (Test for Understanding of Economics)
Physical book desired by some Publisher’s Server Crash
Next Step Same results for Undergraduates? Is the course more effective than a face
to face course? Myers and Nelson, grant to test this.
Nelson will teach f2f, Myers online Preparing a pre/post-test with R, C and
A elements. Testing of Economic Myths