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Student Engagement and Interactive Learning Technologies: Whats the Connection

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Title: Student Engagement and Interactive Learning Technologies: Whats the Connection


1
Student Engagement and Interactive Learning
Technologies Whats the Connection?
Dr. Norm Vaughan, Jim Zimmer, Fiona
Villamar Faculty of Teaching Learning

2
Presentation
  • Study overview
  • Methodology
  • Findings
  • Discussion
  • Next steps

3
Study Overview
4
Guiding Questions
  • How are instructors designing course assessment
    activities to incorporate student use of
    interactive learning technologies?
  • How do students and instructors perceive the
    value of these tools?
  • Is there a correlation between the use of
    interactive learning technologies, the level of
    perceived student engagement in these courses,
    student success and withdrawal/failure rates?

5
Student Engagement
  • What does this term or concept mean to you?

6
The 3 Rs of Engagement
  • Relevance
  • Rigour
  • Relationships

Dennis Littky http//bigpicture.org/
7
Optimal Flow
  • . . . the mental state of
  • operation in which the person
  • is fully immersed in what he
  • or she is doing by a feeling
  • of energized focus, full
  • involvement, and success
  • in the process of the activity.

Mihály Csíkszentmihályi
8
National Survey of Student Engagement
  • Student engagement
  • Amount of time and effort that students put into
    their classroom studies that lead to experiences
    and outcomes that constitute student success
  • Ways the institution allocates resources and
    organizes learning opportunities and services to
    induce students to participate in and benefit
    from such activities

9
National Survey of Student Engagement
  • Five clusters of effective educational practice
    (benchmarks)
  • Active and collaborative learning
  • Student interactions with faculty members
  • Level of academic challenge
  • Enriching educational experiences
  • Supportive campus environment

10
Methodology
11
First Year Undergraduate Courses
  • BIOL1202 Introduction to Cell Biology
  • COMM1610 Tools for Information Designers
  • CYCC1110 Fundamental Skills in Interviewing
  • ECON1101 Principles of Microeconomics
  • GNED1102 Controversies in Science
  • MGMT2262 Business Statistics I
  • MGMT2275 Creativity in the Workplace

12
Data Collection Fall 2008
  • Online surveys
  • Questions derived from CLASSE (the classroom
    version of the National Survey of Student
    Engagement) and the EDUCAUSE Applied Research
    Study of Undergraduate Students and Information
    Technology
  • Flashlight Online Survey Tool (Teaching, Learning
    and Technology Group)
  • Administered to both students and faculty in the
    7 undergraduate courses during the 10th week of
    the semester
  • Student focus group lunches
  • Conducted during the 12th week of the semester
  • Blackboard usage, final course grades and
    withdrawal/retention rates
  • Collected after the completion of the fall
    semester
  • Instructor interviews
  • Pre and post-semester interviews
  • Instructor focus group lunch
  • January 2009

13
Data Analysis Winter 2009
  • Quantitative Methods
  • MS Excel used to create charts for each of the
    seven courses that compare and contrast student
    and instructor perceptions of
  • Active and Collaborative Learning
  • Student Interactions with Faculty Members
  • Level of Academic Challenge
  • SPSS used for frequencies and descriptive
    statistics, scale reliability analysis (Cronbach
    alpha), factor analysis, correlations (e.g.
    engagement score and course grade) and analysis
    of variance.

14
Data Analysis Winter 2009
  • Qualitative Methods
  • Interview and focus group sessions digitally
    recorded and transcribed
  • Transcripts compared to the responses from the
    open-ended online survey questions in order to
    identify themes and patterns.

15
Findings
16
Student Demographics
  • 88 - working part time (61) or full time (27)
  • 87 - off campus accommodation within driving
    distance
  • 84 - core course in program
  • 80 - in their first year of studies
  • 80 - under the age of 25  
  • 69 - female  
  • 4 average number of course taken in the fall
    2008 semester
  • Note 45 (140 of 311) response rate for the
    online student
  • survey

17
Technology Access
  • 97 - access to high-speed home Internet
    connection (e.g. Shaw Cable, Telus DSL)  
  • 96 - rate their computer skills as either
    intermediate (60) or advanced (36)
    (comfortable and enjoy using computers)
  • 92 - have their own a cell phone
  • 88 - have their own a MP3 digital music player
    (e.g. iPoD)
  • 81 - have their own laptop computer    

18
Course Technology Use
  • Often
  • Accessed course materials online (e.g. via
    Blackboard site, course wiki, etc.)
  • Sometimes
  • Used email or a discussion forum to communicate
    with the instructor(s) of this course
  • Worked in teams or groups using information and
    communication technology (e.g. clickers,
    Blackboard, wikis, blogs, Google Docs, etc.)
  • Used a MRC Library online database (e.g. EPSCO,
    ProQuest, etc.) to find material for a course
    assignment or project
  • Used real-time communication tools (e.g.
    Elluminate, cell phone, chat group, Internet,
    instant messaging, etc.) to discuss or complete
    an assignment with classmates in this course
  • Used clickers (e.g. personal response systems) in
    class
  • Used a computer and/or a digital projector to
    make a class presentation
  • Used a social networking application (e.g.
    Facebook, MySpace, Ning, etc.) for discussion of
    course material, assignments or project work

19
Course Technology Use
  • Rarely used a
  • Wiki or other collaborative writing tool (e.g.
    Google Docs, etc.) for course assignments or
    projects
  • Blog for course related work such as assignments
    or projects
  • Cell phone, PDA (e.g. Palm Pilot) or other mobile
    device (e.g. iTouch) to access and review course
    related material
  • Media sharing application (e.g. YouTube, Flikr,
    Podomatic, Slideshare) to create, share or access
    information for a course assignment or project
  • Social bookmarking tool (e.g. Delicious, Furl,
    Connotea, etc.) to manage/organize and share
    online resources in this course
  • Mashup application (e.g. Visuwords, Quintura,
    Intels Mash Maker, etc.) for course assignments
    or project work
  • Virtual world application (e.g. Second Life, The
    Palace, Moove, etc.) for course assignments or
    project work

20
Most Effective Aspect of Courses
  • Interactive Technology Tools and Resources
  • Blackboard
  • Online lectures labs
  • Resource multimedia websites
  • Clicker quizzes
  • Wikis
  • Facebook
  • Class Projects
  • Group work
  • Instructor
  • Knowledge of the course content
  • Way in which the instructor teaches
  • Availability after class hours
  • Desire for students to succeed
  • Willingness to give extra help
  • Good interaction with students
  • Creating a relaxed atmosphere
  • Enthusiastic

21
Least Effective Aspect of Courses
  • Workload
  • Overwhelming work load
  • Fast paced
  • Too much reading
  • Out of class time
  • Lack of clear directions
  • Online labs and tutorials
  • Inquiry based learning
  • Emphasis of self directed learning

22
Advice to future students taking these courses
  • Get to know instructor
  • Ask for help
  • Inquire about marks
  • Always ask for feedback
  • Approach teacher for questions
  • Use online resources
  • Use Blackboard
  • Go on online and use the web resources
  • Work hard
  • Review notes after class
  • Study for tests far ahead of time
  • Keep up with readings
  • Use time management
  • Do not leave things till the last minute
  • Attend class
  • Go to tutorials and labs for extra help
  • Enjoy the experience!!

23
Suggestions to Improve the Courses
  • Instructors
  • More student feedback
  • Better explanation of expectations
  • Making attendance mandatory
  • More traditional instruction (not so much
    technology)
  • Class work
  • Better distribution of workload and assignments
    throughout the semester
  • More small assignments
  • More group work

24
Correlations Grades, Engagement, Blackboard
plt0.01 plt0.05
25
Final Marks vs Active Collaborative Learning
Indicators (Fall 2008)
One way ANOVA p0.002 d0.70
26
Final Marks vs Blackboard Usage (Fall 2008)
One-way ANOVA p0.007 d0.47
27
Course Satisfaction
  • 98 - agreed/strongly agreed that the
    technologies used in this course were
    appropriate for performing the tasks
    required
  • 97 - agreed/strongly agreed that they
    would recommend this course to other
    students

28
Discussion
29
Definitions of Student Engagement
30
Assessment Practices Interactive Learning
Technologies
  • Blackboard as the course base camp
  • Button links to interactive learning
    technologies, which provide on-going
    opportunities for self, peer and instructor
    assessment feedback
  • Problem solving applications for on-going low and
    medium-stake assessments
  • Student learning logs (blogs) portfolios for
    self assessment feedback and reflection
  • Clicker quizzes for peer instruction and
    assessment
  • Peer review tools for peer assessment feedback
  • Group pages for communication, collaboration and
    project construction
  • Course wikis for co-creation of knowledge and
    understanding of course concepts

31
Blackboard as the Course Base Camp
32
Problem Solving Applications
33
Blogs Reflective Journaling
34
Portfolios
  • Get image from Rods course

35
Clicker Quizzes for Peer Instruction Assessment
36
Calibrated Peer Review Tool
37
Group Pages for Project Construction
38
Course Wiki for Co-Construction of Knowledge
39
Next Steps
40
Next Steps
  • Make design modifications to each of the 7
    first-year undergraduate courses based on initial
    study results
  • Deploy a revised version of the courses in the
    winter or fall 2009 semesters
  • Administer online student faculty surveys and
    offer a 50.00 draw prize, in each of the 7
    courses, to increase student participation
  • Compare data from the initial and revised version
    of the courses

41
Preliminary Conclusion
  • Improvement in higher education will require
    converting teaching from a solo sport to a
    community-based research activity. (Herbert
    Simon, Former President of Carnegie Mellon
    University)

42
Questions
43
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