Presentation on theme: "Introduction to Psychology: Northern Arizona University Fully implemented, 2009 2000/year foundational, survey-style class Traditionally, 8-11 uncoordinated."— Presentation transcript:
Introduction to Psychology: Northern Arizona University Fully implemented, 2009 2000/year foundational, survey-style class Traditionally, 8-11 uncoordinated sections/year Issues: Engagement. 63% study < 2 hours per week Student learning and achievement Enrollment pressures and cost. $62/student Consistency. Non-permanent staff, divergent grade distributions Faculty perception, participation
Background and Overview ABOR/Learner-Centered Education program PIs: K. Laurie Dickson, Derrick Wirtz Supplemental model Goals: Promote learning and success, engagement/effort, consistency, full-time staffing, while reducing cost Measures include knowledge assessment, grades, exam performance, student opinion surveys Primary comparison: Fall 2005, 120-student traditional section Redesigned course: Team taught F2F section with substantial online supplementation 400 students/section, back to back scheduling, coordination GTA team approach with “early intervention specialist”
Redesigned Course Pedagogy Web assignments 4 per semester Guided exploration and written reflection on web-based surveys and other activities Pilot research suggested these effectively complement material Required, repeatable online quizzes Randomly sampled from test bank (Myers Exploring Psychology) Student response system Full credit for any answer 10% of course grade Email contact with struggling students
Fully Online Component Institutional need for fully-online offering Cost effectiveness, staffing, and course building were barriers Co-designed by experienced former adjunct and M. Miller Master content template created collaboratively Staffing varies; adjunct during academic year, full-time in other sessions For full description and results please see: Miller, M.D., & Rader, M.E. (2010). Two heads are better than one: Collaborative development of an online course content template. Journal of Online Learning and Teaching, 6, 246- 255.
Results: Grades Redesigned course produces similar pattern as traditionally taught course. Note increased student effort, pattern associated with D and F grades.
But wait… Could “non-exam” assignments or other factors have inflated grades? How many students would have failed solely on the basis of exam scores? What about learning?
Results: Exam Scores Four versus two exams; otherwise comparable Students in redesigned section scored significantly better better (p <.001). 5.7% difference is about half of one standard deviation In redesigned section, 6.5% would have failed on exam scores alone
Results: Learning Assessment Both sections made significant gains (p <.001) Degree of gain statistically indistinguishable across sections
Other Impacts and Findings Communication and intervention Email: Strategies for routing, managing and preventing Positive response to proactive email contact Study skills workshops Student response system Perceptions radically improved from pilot to current version Students endorse SRS usefulness, though logistical problems persist Students strongly endorsed usefulness of repeatable quizzes Department and faculty impacts Cost: $62 -> $43 Team teaching/coordination approach 90% of teaching done by full-time faculty
For More Information… email@example.com, firstname.lastname@example.org email@example.com@nau.edu http://www.linkedin.com/pub/michelle-miller/13/410/a73 http://www.linkedin.com/pub/michelle-miller/13/410/a73 http://www.thencat.org/States/AZ/Abstracts/NAU%20Psycholog y_Abstract.htm Miller, M.D., & Rader, M.E. (2010). Two heads are better than one: Collaborative development of an online course content template. Journal of Online Learning and Teaching, 6, 246-255. Miller, M.D. (2009) What the science of cognition tells us about instructional technology. Change: The Magazine of Higher Learning, 41, 71-74.