Supporting Online Learners: An Investigation of the Effects of Preparing Local Facilitators

1. Supporting Online Learners: An Investigation of the Effects of Preparing Local Facilitators Wallace Hannum Matthew J. Irvin Julie Keane Claire de la Varre

2. Supporting Online Learners: An Investigation of the Effects of Preparing Local Facilitators Pui-Wa Lei Thomas W. Farmer Beth Jaeger

3. Supporting Online Learners: An Investigation of the Effects of Preparing Local Facilitators This work was supported by a Research and Development Center grant (R305A04056) from the Institute of Education Sciences (IES).

4. Issues & Needs • Rural issues • geographic isolation • fewer numbers of students • difficulties recruiting & retaining teachers certified in advanced courses • rural schools’ ability to provide advanced/AP courses • Online learning provides a potential way of addressing these issues in rural schools • Research demonstrates it is effective as traditional classes (ES = 0.0128) • Students often less engaged & feel isolated or unsupportedbecause teacher is not physically present • Dropout rates typically higher • Research rarely involved rural youth

5. Need for Study • Online learning may help rural schools overcome challenges and allow to offer advanced courses • Rural schools are using distance learning and rural youth are prepared for it • Lack of data on how to improve rural students’ success in and completion of online courses

6. Considerations for Intervention Provide support for students taking distance learning courses • Local school-based support • On-site facilitator interacts with students • Facilitator Preparation Program • Use of Learner-Centered Principles by facilitator

7. Theoretical Framework • Local facilitator is key • Must provide “human component” of teaching that is largely missing when teacher not present • Must establish and maintain on-going relationships • Must provide connections of course to community • Must provide support, guidance, help with self-regulation & study skills, etc. • Learner-Centered Principles are basis • Provide data-based, comprehensive framework of what students’ need to learn & be successful • Represent best knowledge about learning • Considerable empirical data • Recently suggested as appropriate to distance learning but no data yet

8. Basis for Learner-Centered Practices An APA Task Force identified 14 research-based principles that have been empirically shown to promote learning outcomes. These principles are grouped under four factors. Research has shown when these principles are applied in face-to-face classrooms achievement increases. To date there is no intervention research investigating the application of these principles in distance learning.

9. Learner-Centered Practices Factors CognitiveMetacognitive IndividualDifferences MotivationalAffective DevelopmentalSocial

10. Study Design for Year One Purpose Sample Intervention Measures Online Facilitator Preparation Program compared with control for training facilitators • Retention of schools • Retention of students Cluster randomized control trial testing effectiveness of Facilitator Preparation Program Students in rural high schools selected at random across the country

11. Sample A sample of 36 match pairs of rural schools were randomly selected for participation in the study. Total of 246 students. We selected from schools identified as rural using three classifications: GAO, SRSA, Locale Codes. One school in each pair was assigned at random to intervention or control group with the remaining school in the alternate condition.

12. Matching Procedures • Asked selected school to identify schools in area similar in terms of student characteristics, size, community, etc. • Used NCES data to verify similarity • If so, schools then contacted & screened as previously described • Some schools also matched within pool of schools randomly selected and identified as interested and able to participate • Matches revised as needed (school later could/did not want to participate; usuallylack of 4 students)

13. Matching Procedures • Variables schools matched on • State/region • District size • District student composition (poverty, race/ethnicity)

14. Location of Sample Schools • 18 matched pairs of schools (i.e., 36 schools) WA MT VT WI NY SD MI IA NE IL CO CA KS MO OK AZ AR NM GA-8 TX AK FL-3

15. Random Assignment • Schools within matched pair randomly assigned to intervention or control group • Teacher effects equally distributed and controlled • same teacher teaching match pair intervention and control schools • teachers blind to conditions and purpose/design of intervention

16. Details of Study All students participating in year-long AP English Literature & Composition course taught entirely online Each school had a local facilitator in the classroom at all times but without teaching responsibility Both groups received standard training on technical aspects of distance learning Intervention group had Facilitator Preparation Program based on Learner-Centered Principles Intervention includes scenario-based instruction plus on-going discussion forum to reinforce application of these principles by facilitators

17. Intervention & Control Conditions Control Facilitators Intervention Facilitators

18. Scenarios • Based on pilot study • Problems rural students encountered in online course • Introduce scenario week by week • Have facilitators discuss scenarios & suggest solutions • Relate solutions to Learner-Centered Principles

19. Specific Scenarios • First day of school • Discussing assignments • Student fears • Helping students help themselves • Time management • Too much work • Disengaged • Worries about grades

20. Course Year-long AP English Literature & Composition Two instructors experienced in teaching this course online Asynchronous course using Blackboard Regularly scheduled class period with facilitators: half intervention/half control Double blind study Data collected throughout year

21. Analysis Multilevel (SAS Mixed procedure) and generalized linear mixed models (SAS GLIMMIX procedure) used to estimate effect of treatment on length of attendance and dropout status, respectively. Pretest student and school-level or facilitator covariates included. Initial results indicate students in treatment condition have higher length and rates of course retention.

23. Dropout Results

24. Future Research • Currently analyzing data on achievement (AP Exam Scores & course grades) • Qualitative data being analyzed • Conducting Year Two of study 2008-09 • Replicate on larger scale • Increase sample size • Add course instructors

25. Future Research Extend to other subjects Examine relationships among other variables, e.g. self-efficacy, motivation

26. The End