The student in online courses
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The Student in Online Courses. Charles D. Dziuban Patsy D. Moskal University of Central Florida. Resources. Personality Emotional maturity Sophistication level Level of intellect Educational level Character development. Student outcome domains in blended learning. Student outcomes.

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The student in online courses

The Student in Online Courses

Charles D. Dziuban

Patsy D. Moskal

University of Central Florida


Resources

Resources

  • Personality

  • Emotional maturity

  • Sophistication level

  • Level of intellect

  • Educational level

  • Character development


Student outcome domains in blended learning

Student outcome domains in blended learning

Student

outcomes

Cognitive

Affective

Behavioral

Reactive behavior patterns


Some characteristics of the generations

Matures (prior to 1946)

Dedicated to a job they take on

Respectful of authority

Place duty before pleasure

Baby boomers (1946-1964)

Live to work

Generally optimistic

Have influenced policy & products

Some characteristics of the generations

  • Generation X (1965-1980)

    • Work to live

    • Clear & consistent expectations

    • Value contributing to the whole

  • Millennials (1981-1994)

    • Live in the moment

    • Expect immediacy of technology

    • Question everything


Technology is anything invented after you were born

Technology is anything inventedafter you were born*

Boomers

Gen - Xers

Millennials

  • TV

  • Mainframes

  • PLATO

  • Telephones

  • Party lines

  • LPs

  • Video games

  • PCs

  • Commands

  • E-mail

  • Mailing lists

  • Cassettes

  • The Web

  • Mobile devices

  • KWM

  • interface

  • IM, blogs

  • Virtual

  • communities

  • CDs, MP3s

* Alan Kay


Rising expectations

Rising expectations

  • The rising expectations of technology-literate students are difficult to meet

  • Service expectations

    • Amazon.com and Google are their models

    • They expect self-service,immediacy, and the abilityto customize

    • Engaging learning experiences

  • Satisfaction levels decreasingwith each successive generation


Millennials the up side

Goal oriented

Positive attitudes

Collaborative style

Multitasking

Technologically savvy

Learn by tinkering

Millennials: the up side

―Raines, 2002


Millennials the down side

Weak critical thinking skills

Naïve beliefs regarding intellectual property and the authenticity of information found on the Internet

Question everything

High expectation levels / low satisfaction levels

Technology preferences have no institutional context (IM, wikis, blogs, social networking sites)

Millennials: the down side

– Prensky, 2003


The generations in blended courses

The generations in blended courses

(N=18,732)


Online student academic course level by generation

Online student academic course level by generation

Lower Undergrad

Upper Undergrad

Graduate

Percent

N=99

N=206

N=182


Changed approach to learning by generation

Changed approach to learning by generation

(N=491)


Web definitely made interaction easier

Web definitely made interaction easier

(N=491)


College level academic skills test clast english scores

College Level Academic Skills Test (CLAST) English scores

953

782

548

n= 1,268

n= 8,861

n= 6,164


College level academic skills test clast math scores

College Level Academic Skills Test (CLAST) Math scores

928

721

505

n= 1,266

n= 8,860

n= 6,163


Upper undergraduate success rate

Upper undergraduate success rate

n=447

n=4,330

n=2,172


Students very satisfied with blended learning by generation

Students very satisfied with blended learning by generation

(N=491)


Students positive perceptions about blended learning

Students’ positive perceptions about blended learning

  • Convenience

  • Reduced logistic demands

  • Increased learning flexibility

  • Technology-enhanced learning

Reduced Opportunity

Costs for Education


Students less positive perceptions about blended learning

Students’ less positive perceptions about blended learning

  • Reduced face-to-face time

  • Technology problems

  • Reduced instructor assistance

  • Increased workload

Increased Opportunity

Costs for Education


Faculty assessment at ucf

Faculty assessment at UCF

  • Paul Goldwater, Accounting

  • Aaron Liberman, Health Professions

  • Steve Lytle, Health Professions

  • Ran Pyle, Legal Studies


Assessment resources available

Assessment resources available

  • http://www.aahe.org/assessment/principl.htm

    9 Principles of Good Practice for Assessing Student Learning – AAHE

  • http://www.educause.edu/books/educatingthenetgen/5989

    Educating the Net Generation, by Oblinger & Oblinger

  • http://www.gentrends.com

    Center for Generational Studies

  • http://www.fctl.ucf.edu/tresources/assessment.htm

    UCF’s Faculty Center for Teaching and Learning site on assessment

  • http://www.tltgroup.org/resources/Assessment.htm

    TLT Group resources on assessment


Why do research on assessment

Why do research on assessment?

  • Scholarship of Teaching and Learning

    • Publications

    • Presentation

    • Awards

http://www.fctl.ucf.edu/sotl/


Ucf s research initiative for teaching effectiveness

UCF’s Research Initiative for Teaching Effectiveness

For more information contact:

Dr. Chuck Dziuban

(407) 823-5478

[email protected]

Dr. Patsy Moskal

(407) 823-0283

[email protected]

http://pegasus.cc.ucf.edu/~rite


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