Basing practices on your own evidence elevate your data
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Danny Singley, Ph.D. Director of Curriculum Development and Research Essential Learning Carol Hurst, Ph.D., LCSW Clinical Quality Enhancement Instructor and Coach Corporate University of Providence Providence Service Corporation. Basing Practices on Your Own Evidence: Elevate Your Data.

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Basing Practices on Your Own Evidence: Elevate Your Data

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Basing practices on your own evidence elevate your data

Danny Singley, Ph.D.

Director of Curriculum Development and Research

Essential Learning

Carol Hurst, Ph.D., LCSW

Clinical Quality Enhancement Instructor and CoachCorporate University of ProvidenceProvidence Service Corporation

Basing Practices on Your Own Evidence:

Elevate Your Data


Basing practices on your own evidence elevate your data

  • Overview

  • Do’s and Don’ts for constructing surveys

  • Setting up custom surveys in Elevate

  • Choosing the report format that’s right for you

  • Results from a recent research project conducted with Providence


Surveys

Surveys

  • Uses in organizations

  • Who develops them

  • Data collection methods

  • Disseminating and acting on results


Developing surveys do s

Developing Surveys – Do’s

  • Chefs in the kitchen

  • Keep the outcome in mind

  • Use existing forms and data

  • Items -less is more

  • Meaningful sub-scales

  • Standardize the items and response mode

  • Balanced positive/negative frame

  • Incentivize and follow up


Developing surveys don ts

Developing Surveys – Don’ts

  • Too many items – respondent fatigue

  • Messy/Non-uniform item types

  • All qualitative responses

  • “Neutral” responses

  • “Double-barreled” items

  • Negatively-framed items

  • Burying results

  • Going beyond the results


Surveys in elevate

Surveys in Elevate

  • Post-tests vs. surveys

  • Create a “sham course”

  • Test it

  • Create survey curriculum

  • Assign to respondents

  • Sit back and let the data roll in

  • Reports


Reporting

Reporting

  • Reports

  • Aggregate data

  • Raw data

  • Intended audience

  • Sound bites and pictures


E learning effectiveness research

E-Learning Effectiveness Research

Early Research Findings (1994-2006)

  • E-Learning and face-to-face equally effective

    DoE’s (2009) Meta-Analysis – 51 studies

  • Both pure and blended online learning are superior to face-to-face

  • E-learning enhances learning with more time and reflection exercises

  • Blended training more effective than pure online training when compared with face-to-face


Our training effectiveness study

Our Training Effectiveness Study

Addressed how learners 159 Providence clinicians benefited from taking the same five module course -Making Parenting Matter: Coaching Parents on Positive Parenting - in four different conditions:

  • Live Workshop – one day (n = 46)

  • Tele-class - five facilitated weekly conference calls (n = 46)

  • E-learning - five weekly e-learning courses (n = 45)

  • Waitlist group (n = 22)


The mpm survey

The MPM Survey

  • Developed for this study

  • Face valid

  • 43 items pre-test

  • 36 items post-test and follow-up

  • Four subscales:

    Applicability, Understanding

    Self-Efficacy, Utilization


Goals and hypotheses of the study

Goals and Hypotheses of the Study

Goals

  • Evaluate the different modes of training

  • Compare ROI for different modes

  • Incorporate EL Connect into learning

  • Use Elevate for data collection

    Hypotheses

  • Intervention groups will show improved training outcomes

  • Tele-class and e-learning will show greatest ROI


Mpm e learning course meet carol s avatar

MPM E-Learning Course: Meet Carol’s Avatar

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Social networking on elc

Social Networking on ELC


Results training effectiveness

Results - Training Effectiveness


Results roi

Results - ROI


Attrition

Attrition

  • Some participants dropped out

  • More attrition in e-learning and tele-class conditions compared to workshop

  • Themes from qualitative feedback:

    - Technical difficulty

    - Job demands

    - Preference for face-to-face


Implications

Implications

  • E-learning, tele-classes, and face-to-face showed comparable learning outcomes as compared with the control group.

  • E-learning and tele-class

    trainings are considerably

    more cost-effective than

    face-to-face workshops.


References

References

Dillman, D.A. (2007). Mail and Internet Surveys: The Tailored Design Method, Wiley: Hoboken, New Jersey.

Sudman, S., Bradburn, N.M, & Schwartz, N. (1996). The Application of Cognitive Processes to Survey Methodology, Jossey-Bass, San Francisco.

U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C.

www.ed.gov/about/offices/list/opepd/ppss/reports.html


Summary

Summary

  • Take care to design useful surveys

  • Elevate is a key data collection resource

  • Match your reports to your audience

  • E-learning and tele-classes were as effective than face-to-face workshops in terms of learning outcomes

  • E-Learning was the most cost-effective of all the training modalities in this study


Go forth and collect data

Go Forth and Collect Data

Thank you very much!!

For more information, contact:

Dr. Danny Singley

[email protected]

Dr. Carol Hurst

[email protected]


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