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Lifelong Learning in an Online Environment

Lifelong Learning in an Online Environment. Undergraduate College Students Develop Lifelong Learning Skills. by Sheila Ellenberger Nova Southeastern University ITDE Cluster 7. The Setting. Midwestern Liberal Arts College Rural Setting 1,500 Undergraduates Traditionally-aged students

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Lifelong Learning in an Online Environment

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  1. Lifelong Learning in an Online Environment Undergraduate College Students Develop Lifelong Learning Skills

  2. by Sheila Ellenberger Nova Southeastern University ITDE Cluster 7

  3. The Setting • Midwestern Liberal Arts College • Rural Setting • 1,500 Undergraduates • Traditionally-aged students • Residential • Opportunities for Interdisciplinary Study • Education, Business & Psychology

  4. The Problem • College is slow to move into Information Age • No fully online courses available • No administrative support to license course management tools • Some Faculty using free online course management tools • Little training available

  5. First Year Seminar • Academic orientation for incoming students • Instructors disseminate campus information and events • Instructors use common syllabus and assignments • Instructional design lacks intentional emphasis on lifelong learning skills

  6. Solution Strategy for FYS • Blackboard as online course management tool • Common assignments built on lifelong learning skills • Information access • Communication • Quantitative reasoning • Higher level thinking

  7. Solution Strategy for FYS • Assignments rooted in problem-based learning • Identify and explore theme-relevant topic individually • Teamwork through Blackboard’s BBS • Collaborative development of Webpage posted on Blackboard

  8. The Participants • 5 sections of FYS • 61 students • 6 instructors • 7 student mentors

  9. Blackboard Training • Instructors • Student mentors • Students • Some by instructors • Some by student mentors

  10. Data collection • Blackboard artifacts • Announcements • Asynchronous discussions • Synchronous discussions • Survey: ILLL, LLLS & CLLL* • All first year students (pre-test) • 5 participating groups (post-test) *Interest in Life Long Learning, Life Long Learning Survey, & Capacity for Lifelong Learning

  11. Blackboard Results • All 5 groups used Blackboard for: • Announcements • Asynchronous and synchronous discussions • All 6 instructors used Blackboard for: • Posting announcements • Posting assignments • Communicating to the group electronically

  12. Pre-Test Results • 304 students from 32 sections • Interest in Lifelong Learning • M=8.25 (10 pt. Scale), SD=1.24 • Topics: • 18% study/learning skills • 13% skills for lifelong learning • 12% lifelong learning topics • 11% communication skills • 11% working with others

  13. Pre-Test Results • Capacity for Life Long Learning Index • 11 lifelong learning capabilities • 4 pt. Scale • 6 of 11 means >3.0 • Highest means • Getting along with different types of people • Functioning as a team member • Lowest means • Solving quantitative problems • Understanding recent developments in science and technology

  14. Pre-Test Results • Life Long Learning Survey • Students rate skill, interest, motivation and importance for 4 lifelong learning skills • Communication • Highest in skill, interest, motivation, importance • Importance ratings • Information Management • Higher Level Thinking • Quantitative Reasoning

  15. Pre-test Results • Concurrent Validity • Correlations between CLLL & LLLS • Significant positive correlations: • From .41 (CLLL & interest) to .49 (CLLL & skill)

  16. Post-test Results • 42 subjects from 5 participating sections • 29 matches • No significant differences in: • Interest in lifelong learning • CLLL • LLLS • Possible Causes: • Ceiling Effect • State vs. Trait

  17. Roadblocks & Unanticipated Outcomes • Faculty Participation • Delay due to Human Subjects Research Committee • Participation of student mentors • Involvement of student intern • New Programs

  18. Questions? Comments? Thank YOU!

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