1. Shannon Jenkins Elizabeth Lehr University of Massachusetts Dartmouth

2. Overview: Background Research Questions Data Results Conclusion

3. College of Arts & Sciences is the only college of five without a first-year seminar Fall 2010: CAS Dean and Chairs decide to create a 1-credit course and form a curriculum committee of CAS faculty Initial offering Fall 2011, with course development during spring/summer 2011

4. Framed for student success: Academic component: introduction to the Humanities, Social Sciences, Natural Sciences Personal development: orientation to the university and place in it Study skills: success in both college and lifelong learning

5. Blended format allowed flipped classroom approach written into modules Faculty unfamiliar with each others disciplinary fields used a shared framework Discussion boards ensured that all students had opportunities to express views Online quizzes supported student reading Online learning practices learned for future

6. Space considerations: 25-30 sections needed to be scheduled into spaces already reserved for fall classes Each section met f2f once every two weeks (total of 7 times) for either 50 (MWF) or 75 (TR) minutes

7. Use of WebCTs Vista product (owned by BB) Asynchronous discussion boards, quizzes, wiki spaces, journals 7 modules, each divided into 2 two-week segments with materials to be read, tasks to perform, and deadlines Textbook combined study skills with some development Supplemental academic readings on eReserve (another piece of software)

8. We examine whether students who interacted more frequently with the online course components: expressed greater confidence in their aptitude for college increased their commitment to remain at UMass Dartmouth earned higher grades in the course and in their first semester at UMass Dartmouth.

9. 3 main sources: Learner Management System interaction data Student Survey Institutional Data

10. 3 main sources: Learner Management System interaction data Interaction with specific tools Time spent in system and interacting with tools Overall interaction with course

11. 3 main sources: Learner Management System interaction data Interaction with specific tools Time spent in system and interacting with tools Overall interaction with course

12. 3 main sources: Learner Management System interaction data Student Survey Pre and post survey Includes questions on: Student perceptions of blended format (post only) Commitment to institution (pre and post) Confidence in skills and abilities (pre and post) For this analysis, post results only

13. 3 main sources: Learner Management System interaction data Student Survey Institutional Data Academic performance: Grade in the course GPA for the Fall 2011 semester GPA as of Fall 2012 semester Background Controls HS GPA Sex Minority Status

14. VariableMean Standard Deviation MinMax LMS Variables (Independent Variables) Sessions29.1921.4441181 Files Viewed109.7691.2721656 Days To Entry4.417.043069 Survey Variables (Dependent Variables) Possess Academic Skills 4.33.68525 Possess Personal Qualities 4.30.66425 Understand Expectations 4.4.61935 Earn Degree from UMD 3.691.14715 Stay at UMD Spring 4.46.86015 Academic Performance (Dependent Variables) Course Grade2.561.41904 Fall GPA2.55.97304 Current GPA2.53.93104 Background Information (Control Variables) High School GPA3.13.4931.8194.868

15. Students perceptions of course blend were generally speaking not positive

19. Despite this dissatisfaction, interaction with the online components of this first year course is positively related to some student outcomes, particularly academic outcomes

20. Only one of the LMS interaction variables are significantly related to commitment to institution and confidence in abilities: The number of days before a student first accesses the system is negatively related to plans to remain at UMass Dartmouth next semester

21. Interaction with the LMS is significantly related to measures of academic performance: Students who initiate more sessions had a higher grade in CAS 101 and a higher Fall 2011 and Fall 2012 GPA Students who viewed more files had a higher grade in CAS 101 and a higher Fall 2011 and Fall 2012 GPA

22. Effect of Number of Sessions on Academic Performance

23. Effect of Number of Files Viewed on Academic Performance

24. LMS interaction strong predictor of academic success, but not attitudes, even when controlling for past academic performance (HS GPA) Interaction is a sign of good academic behavior, even among those who already have good academic behavior in high school – students were persistent even in the face of a course they did not like Lack of effect for attitudinal variables may be due to course design – students may have done the work, but that doesnt mean they have to like doing it

25. This is both good and bad: were interested in academic achievement: we want students to succeed but we also want students to learn: this was not a transformative experience Need to move to better blend Maximize f2f time: every week, interactive Put readings and lecture materials online, including study skills, but reduce amount Remove all online tasks, except quizzes