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Redefining “College Ready” for Online Learners

Redefining “College Ready” for Online Learners. League for Innovations Conference 2013  March 10 - 13 Hilton Anatole Conference Center  Dallas, Texas. Ghazala Hashmi, PhD Coordinator, Quality Enhancement Plan Meg Foster Assistant Coordinator, Quality Enhancement Plan

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Redefining “College Ready” for Online Learners

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  1. Redefining “College Ready” for Online Learners League for Innovations Conference 2013  March 10 - 13 Hilton Anatole Conference Center  Dallas, Texas Ghazala Hashmi, PhD Coordinator, Quality Enhancement Plan Meg Foster Assistant Coordinator, Quality Enhancement Plan J Sargeant Reynolds Community College Richmond, Virginia

  2. J. Sargeant Reynolds Community College 2 Overview of the Session • Defining “College Ready” within the new and emerging contexts of higher education • Expanding our institutional approaches to “College Ready” with arguments built upon assessments that focus upon success, retention, and outcomes within online learning • Applying these new definitions directly within a variety of support resources for students and faculty • Proposing next steps

  3. J. Sargeant Reynolds Community College 3 An Operational Definition of “College Ready” The level of preparation a student needs in order to enroll and succeed—without remediation—in a credit-bearing, general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program. “Succeed” is defined as completing entry level courses at a level of understanding and proficiency that makes it possible for the student to consider taking the next course in the sequence or the next level of course in the subject area. – David Conley “Toward a Comprehensive View of College Readiness” (2007)

  4. J. Sargeant Reynolds Community College 4 Why Expand this Essential Definition to include Online Readiness? In the contemporary higher education environment, academic success is frequently predicated upon the critical skills that are necessary for success within digital learning environments. Even students who never set a “virtual foot” within the digital landscape are still called upon to navigate through digital learning. In reality, increasing numbers of students are completing some – if not most – of their academic work online.

  5. J. Sargeant Reynolds Community College 5 National Online Enrollments, as a Percentage of Total Enrollments, Continues to Increase “Changing Course: Ten Years of Tracking Online Education in the United States,” Babson Survey Research Group (2013)

  6. J. Sargeant Reynolds Community College 6 The annual increase in the numbers of students taking at least one online course has not yet plateaued “Changing Course: Ten Years of Tracking Online Education in the United States,” Babson Survey Research Group (2013)

  7. Our Data Reflects National Trends

  8. J. Sargeant Reynolds Community College 8 Online Enrollments Impacted Community Colleges Earlier and in Greater Numbers According to a 2003 National Center for Education Statistics report, the largest share of distance education enrollments (48%) was in community colleges. Community Colleges, in particular, have had to respond sooner and more deliberately to student demand for online learning opportunities Even in the midst of the recession, distance education enrollments in community colleges increased 22%, up from 11% the previous year. (Miller, 2010)

  9. J. Sargeant Reynolds Community College 9 What are we doing to prepare and support the increasing numbers of online learners? Online learning calls upon sets of skills that are often not factored into the traditional evaluations of “college ready”: • Technology skills • Discipline for independent learning • Ability to navigate new and complex digital environments • Personal attributes that support and sustain academic efforts

  10. J. Sargeant Reynolds Community College 10 Virginia State Legislative Responses In April 2012, Governor McDonnell signed into law a bill requiring Virginia high school students, beginning with freshman class of 2013-2014 to take at least one virtual course to graduate with a standard or advanced diploma. The measure’s argument suggests that students with online learning experiences are better prepared for the “job market of the 21st century.” Other states have adopted similar measures or are evaluating the need to adopt these measures.

  11. J. Sargeant Reynolds Community College 11 Essential Literacies of the 21st Century Our very language itself is challenged as it attempts to keep apace with the evolving dimensions of the materials and the information that must be read, interpreted, and integrated: • New Media Literacy • Information Literacy • Multi-modal Literacy

  12. J. Sargeant Reynolds Community College 12 Institutional Challenges • How do we effectively prepare students for the new learning environments? • How do we assess these new levels of college readiness? • How do we orient and/or remediate for digital learning skills?

  13. J. Sargeant Reynolds Community College 13 Applications within an Institution What do we do with this information and these new paradigms for student learning?

  14. J. Sargeant Reynolds Community College 14 Measuring Students’ Preparation for Learning Online & Preparing Students to Learn Online Two steps taken by J. Sargeant Reynolds Community College: • Integration of SmarterMeasure – a web-based assessment tool – to evaluate students’ readiness skills for online learning • Development and implementation of an Orientation to Learning Online module that is facilitated and delivered through Blackboard, provides essential instruction for new online students, and models essential elements of quality course design

  15. J. Sargeant Reynolds Community College Assessment measures to determine student readiness to succeed in an online learning environment. Technology Competency Technical Knowledge Personal Attributes Learning Styles Reading Recall Typing Skills 15 SmarterMeasure: Introduction

  16. J. Sargeant Reynolds Community College 16 SmarterMeasure Student Report

  17. J. Sargeant Reynolds Community College 17 SmarterMeasure and its Results for JSRCC Students Assessments helped the institution to identify two central areas of weakness Life Factors: Availability of Time, Place, Reason, Resources & Skills SmarterMeasure feedback may provide students with encouragement to modify those circumstances that impact their academic progress. If some life circumstances are beyond an individual’s control, the self-awareness may be beneficial to planning and understanding limitations. Personal Attributes: Time Management, Personal Responsibility, Willingness to Seek Assistance

  18. J. Sargeant Reynolds Community College 18 SmarterMeasure Findings: Life Factors has about a 56% chance of succeeding in Distance Learning classes. A student who struggles with “Life Factors” A student who does not struggle with “Life Factors” has about a 75% chance of succeeding in Distance Learning classes

  19. J. Sargeant Reynolds Community College 19 SmarterMeasure Findings: Personal Attributes

  20. J. Sargeant Reynolds Community College 20 Building upon SmarterMeasure Assessments Summer 2011 to the Present

  21. J. Sargeant Reynolds Community College 21 Development of CDL 001: Orientation to Learning Online • Addressed SmarterMeasure findings and other college assessments • Created a team to develop orientation program. Team was group of volunteers that connected three vital areas: Academic Affairs, Student Affairs, and Information Technology. • Critical to success was including faculty and staff who brought their expertise/perspective as online teachers and students. 21

  22. J. Sargeant Reynolds Community College 22 CDL 001: Overview Orientation Components: • Orientation session takes 4-6 hours to complete. • Simulates experience of being in a distance learning class. • Session is facilitated by trained faculty/staff member. • Housed in Blackboard. • 11 modules are divided over 10 days (version 2.0). • Assignments include: 3 discussion board posts, 2 quizzes, library research assignment, and final reflection which uses SafeAssign.

  23. J. Sargeant Reynolds Community College 23 Learning Units 1 - 5

  24. J. Sargeant Reynolds Community College 24 Learning Units 6 - 11

  25. J. Sargeant Reynolds Community College 25 Overview of Assessment Measures

  26. J. Sargeant Reynolds Community College 26 Past & Current Assessments of CDL 001 • CDL001 Exit Survey (August 2011 – Present) • Phone Survey of Non-Completers (Fall 2011) • Faculty and Staff Feedback in Reflection Paper (Fall 2011 - Present) • Success and Persistence Rates of CDL001 Completers (Fall 2011)

  27. J. Sargeant Reynolds Community College 27 Success and Persistence Rates of CDL001 Completers Summer 2011 – Fall 2012 completers and their Success Rates in Online Learning: • 330 students successfully completed CDL001 • These students have enrolled in 2140 distance courses between Fall 2011 and Fall 2012. • Persistence rate: 83% for CDL Completers vs. 71% for Non-Completers • Successful completion (A,B, or C) rate: 56% for CDL Completers vs. 44% for Non-Completers

  28. J. Sargeant Reynolds Community College 28 Results of the CDL001 Exit SurveyAugust 2011 – February 2013 408 Respondents Now that I have completed CDL001, I feel confident about taking a distance learning class at JSRCC.

  29. J. Sargeant Reynolds Community College 29 Results of the CDL001 Exit SurveyAugust 2011 – February 2013 408 Respondents After completing CDL 001, I now have an understanding of the campus resources that are available to me:

  30. J. Sargeant Reynolds Community College 30 Students Find Value in CDL 001 When asked whether they would encourage other students to take CDL001, 95% of the surveyed participants indicated “Yes” on the Exit Survey

  31. J. Sargeant Reynolds Community College 31 Student Feedback • Thanks for offering an orientation session of this nature. Very helpful. • I will be sure to let anyone thinking about enrolling in a DL class to take this class too! Thank you! • Excellent orientation. I feel more ready to take on my goals. • I recommend it to everyone. It helps familiarize one's self and better-prepare them for online distance learning.

  32. J. Sargeant Reynolds Community College 32 Special Sessions for Faculty & Staff Five Special Sessions of CDL001 for Faculty and Staff have been provided: • Fall 2011 – 10 participants • Spring 2012 – 25 participants • Summer 2012 – 16 participants • Fall 2012 – 20 participants • Spring 2013 – 25 participants The Special Sessions’ Target Audience: • Faculty and staff who teach online and who want to contribute to the further development of a strong orientation • Advisers who want to better understand the demands of online learning • Individuals who may be interested in facilitating future sessions of the orientation These Special Sessions have proven to be an effective way: • To introduce faculty and staff to better advising conversations with potential distance learners • To share JSRCC’s efforts of improving online learning • To build the enthusiasm for readiness and orientation efforts at the institution

  33. J. Sargeant Reynolds Community College 33 Faculty & Staff Reflections: Academic Dean My reasons for taking CDL001: • to understand what students experience when they take CDL001 • to understand our work from immersion, rather than from conjecture • to guide faculty more effectively in their efforts to teach, especially to teach online What I learned: The experience was valuable. A better understanding of our learners helps to become better educators. I respect the importance of student orientation and student readiness. How I will apply my learning: I will advocate CDL001 to all faculty under my supervision. The orientation, along with SmarterMeasure, is a very good foundation for student success.

  34. Focusing Upon the Assessment of Student Learning Outcomes: Information Literacy

  35. J. Sargeant Reynolds Community College 35 Assessments of Student Learning Outcomes in Information Literacy In a collaborative project in Spring 2012, JSRCC Research Librarians and English Department faculty assessed the impact of online library research guides, delivered to ENG112 students in distance, hybrid, dual, and traditional classes. These research guides focus upon developing fundamental skills in information literacy.

  36. Research @ Reynolds Libraries Online Modules J. Sargeant Reynolds Community College Responsive Measure 3 • Based on ACRL/SCHEV Competency standards; • Comprehensive yet flexible • Easy to evaluate, update and revise; • Available for both online/on-campus learners • Easy implementation

  37. Both Control Group and the Treatment Group completed the same pre-assessment quiz Both groups began the semester at comparable levels of competency in terms of their research skills: Students had basic understanding of research skills but not enough to demonstrate competency in information literacy. Treatment Group Control Group

  38. The Treatment Group demonstrates a steeper rise in achievement of learning outcomes

  39. ENG112 & Library Research Guides have a significant and observable impact upon African American students’ information literacy skills: J. Sargeant Reynolds Community College The most significant impact was observed upon skills development of African American students.

  40. J. Sargeant Reynolds Community College 40 Proposals for Next Steps Partnerships between secondary and post-secondary institutions to develop support and orientation activities for online learning Increased training of faculty and teachers to meet the growing needs for both online learning and the new demands of emerging literacy expectations Direct applications of assessment results towards the creation of products that effectively support and prepare students for the challenges of accessing information and learning in the digital landscapes

  41. Thank you for your participation Ghazala Hashmi ghashmi@reynolds.edu Meg Foster mbfoster@reynolds.edu

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