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Redesign of PSYC 1101 into a 50% Online (Hybrid) Course

Redesign of PSYC 1101 into a 50% Online (Hybrid) Course. Bill Siegfried, Sue Spaulding, Lori Van Wallendael. Why We Did It. More efficient use of resources (space) Serve more students Encourage student responsibility for learning. What We Achieved.

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Redesign of PSYC 1101 into a 50% Online (Hybrid) Course

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  1. Redesign of PSYC 1101 into a 50% Online (Hybrid) Course Bill Siegfried, Sue Spaulding, Lori Van Wallendael

  2. Why We Did It • More efficient use of resources (space) • Serve more students • Encourage student responsibility for learning

  3. What We Achieved More efficient use of large lecture hall (Rowe 130) • 4 sections now meet each week instead of 2 1300 students now served per semester (previously about 1000) Common curriculum, text, exams across all sections

  4. Hybrid Format • Replaced one of two face-2-face meetings each week with online activities, media assignments, quizzes, & practice exams

  5. Student Outcomes • Two hybrid sections and one traditional section were included in the Spring 2011 pilot. Three hybrid sections, 1 traditional section, and one online section were offered in Fall 2011. • Comparisons were made in performance and course satisfaction across all formats

  6. Grade Distribution DFW – Grade of D or F or Withdrawn The Friday section of the Hybrid course in both Spring and Fall performed significantly below the traditional, other hybrid, or online sections. The students’ beginning GPA in the Friday section was significantly below the other sections.

  7. Exam Performance, 2 best unit exams and comprehensive final exam, Fall 2011

  8. Performance on core items in common final exam – Fall 2011 H Y B R I D M H Y B R I D W H Y B R I D F O N L I N E T R A D

  9. Why the online advantage? • More juniors and seniors (44%) in the online course; mostly freshmen in the hybrid (68%) and traditional (59%) courses • Students in the online course had higher average gpa (2.97) than students in the hybrid (2.66) or traditional (2.83) sections

  10. Student Satisfaction • HybridTraditionalOnline • N = 492N = 218N = 61 • MPL contributed to • my success in course? 69%46%57% • Recommend MPL to • friends, other students? 67%57%64% • Wish other Psychology • professors used MPL? 53%45%53% • MPL added value to • this course? 69%51%64% • Compared to traditional • format, like hybrid? 49%NANA

  11. Student Retention • Hybrid courses showed lower rates of D’s and F’s, but higher W rates • Weekly student assignments (and firm due dates) may have given at-risk students more information about their likelihood of failure

  12. Academic Integrity? • Online students scored an average of 4% higher than hybrid on unit exams • Online students scored an average of 9% higher than hybrid on the final exam • Only online students took the final exam online; other sections took the final exam in a proctored setting. • Extra 5% boost = a measure of online cheating?

  13. What We Learned About Students • Not technologically sophisticated! • Working on one’s own does not necessarily equate to taking increased responsibility • Students chase points, not knowledge

  14. Faculty Outcomes • Faculty role now defined more by curriculum design and course “management” • Hybrid is more work! • Student/faculty interaction is more individual than class-based • Much time spent helping students solve technical problems

  15. Advice We Might Offer • Need for DETAILED tutorials for students • Need reliable technology support • Need to be creative in getting TA help • Expect lower evaluations during the development phase of the redesign

  16. What the Institution Might Do • Technology help for diverse LMS’s • Support to control academic integrity issues (a testing center!) • Hybrid classes come with many rules; instructors need to know that the institution will support faculty members who enforce them

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