Transcript Demographics of on-line and web

UCF’s Distributed Learning
Impact Evaluation
Charles D. Dziuban
Patsy D. Moskal
University of Central Florida
The University of Central Florida
UCF’s top down and bottom up
approach
E
Faculty Initiative
M W
Institutional Initiative
UCF Distributed Learning support
units
•
•
•
•
•
•
•
Center for Distributed Learning
Course Development & Web Services
Research Initiative for Teaching Effectiveness
Faculty Center for Teaching and Learning
Computer Services
Instructional Resources
Telecommunications
Levels of faculty development
IDL 6543
Mixed-mode course to design, develop, & deliver
fully online or blended course
ADL 5000
Online course modeling delivering existing fully
online or blended course
Essentials
Online course for faculty who want to supplement
their F2F course without reducing any class time.
Principles that guide our
evaluation
• Evaluation must be objective.
• Evaluation should conform to the culture of the
institution.
• Uncollected data cannot be analyzed.
• Data do not equal information.
• Qualitative and quantitative approaches must
complement each other.
• We must show an institutional impact.
• Our results may not be generalized beyond UCF.
Distributed Learning Impact
Evaluation
Students
Faculty
Online programs
Success
Retention
Reactive behavior
patterns
Generational
comparisons
Satisfaction Writing project model
Demographic
Higher order
profiles
evaluation models
Strategies for
Theater
success
Student evaluation of
Information
instruction
fluency
Large online classes
Student Results
Overall success rates by modality
Blended (N= 34,102)
Fully Online (N= 72,067)
85% 85%
91%
87%
82% 84% 81% 84%
89%
86% 82% 84% 83% 85%
Percent
100
90
80
70
60
50
40
30
20
10
0
Spring Summer
05
05
Fall
05
Spring Summer
06
06
Fall
06
Spring
07
Overall withdrawal rates by
modality
Blended (N= 32,859)
Fully Online (N= 84,961)
50
Percent
40
30
20
10
3% 5%
6% 7% 3% 5%
7%
7% 8%
8%
8% 7%
6% 7%
Fall
06
Spring
07
0
Spring Summer
05
05
Fall
05
Spring Summer
06
06
Student satisfaction in fully online and
mixed-mode courses
60
Fully online (N = 1,173)
Blended (N = 867)
51%
50
40
42%
37%
32%
30
20
12%
8%
10
7% 7%
2% 2%
0
Very
Satisfied
Satisfied
Unsatisfied Very
Neutral
Unsatisfied
Very satisfied students by experience
with fully online or blended courses
Fully online (N = 594)
Blended (N = 365)
100
90
80
70
60
50
62%
43%
42%
49% 46%
40
30
39%
20
10
0
Novices
1-2 courses
Persistors
3-4 courses
Experienced Users
5-6 courses
Students who feel that online courses
make their lives more flexible
100
(N = 1,311)
80
60
51%
37%
40
20
0
10%
Strongly
Agree
Agree
2%
Disagree
Neutral
1%
Strongly
Disagree
Students who feel that online courses
make their lives more convenient
100
(N = 1,294)
80
60
50%
34%
40
13%
20
2%
0
Strongly
Agree
Agree
Disagree
Neutral
1%
Strongly
Disagree
A segment model for success
Overall
85.9%
n=11,286
Arts & Sciences,
Business Admin.,
Hospitality Mgmt.
85.8%
n=6,460
F2F, E, M
86.5%
n=5,639
females
88.4%
n=3,263
Engineering
Education
72.7%
n=378
91.5%
n=2,079
W
74.8%
n=821
males
84.1%
n=2,376
F2F
94.1%
n=1,036
A&S
78.5%
n=526
E, M, W
89.1%
n=1,043
F2F
64.7%
n=148
BA & Hosp. mgmt
68.9%
n=298
Health
& Pub.
Affairs
86.7%
n=2,369
E, M
79.6%
n=230
Students’ positive perceptions about
blended learning
• Convenience
• Reduced Logistic Demands
• Increased Learning Flexibility
• Technology Enhanced Learning
Reduced Opportunity
Costs for Education
Students’ less positive perceptions about
blended learning
• Reduced Face-to-Face Time
• Technology Problems
• Reduced Instructor Assistance
• Overwhelming
• Increased Workload
Increased Opportunity
Costs for Education
Student Generations
Some characteristics of the
generations
• Matures (prior to 1946)
• Generation X (1965-1980)
• Dedicated to a job they
• Work to live
take on
• Clear & consistent
• Respectful of authority
expectations
• Place duty before pleasure
• Value contributing to the
whole
• Baby boomers (1946-1964)
• Live to work
• Generally optimistic
• Have influenced policy &
products
• Millennials (1981-1994)
• Live in the moment
• Expect immediacy of
technology
• Question everything
Students who were very satisfied with
blended learning by generation
60
57%
50
41%
Percent
40
33%
30
20
10
0
Boomer
Gen X
(N=473)
Millennial
Changed approach to learning by
generation
60
50
50%
38%
Percent
40
30
20%
20
10
0
Boomer
Gen X
(N=473)
Millennial
Success in Blended Courses by
Gender and Generational Membership
Success
(N=18,732)
93%
Male
(N=6,548)
90%
Female
(N=12,184)
94%
Mature-Boomer
(N=1,800)
98%
Gen-X
(N=6,431)
95%
Millennials
(N=3,913)
90%
Mature-Boomer
(N=5,521)
95%
Gen-X
(N=3,809)
92%
Millennials
(N=2,182)
83%
Faculty Results
Time to develop course as compared with a
comparable face-to-face section
More
work
52%
77%
About the same
A little less time
A lot less time
43%
21%
Equal
to or
less than
A lot more time
A little more time
5%
2%
W
n=56
M
N=43
Modality
Time in weekly course administration activities as
compared with a comparable face-to-face section
More
work
Equal
to or
less than
43%
A lot more time
A little more time
20%
38%
About the same
A little less time
A lot less time
15%
2%
4%
19%
60%
W
n=55
M
N=42
Modality
Amount of interaction in Web classes
compared to comparable F2F sections
More
interaction
45%
62%
30%
16%
Equal
to or
less than
13%
2%
7%
Increased
Somewhat
increased
About the same
Somewhat
decreased
Decreased
W
n=55
15%
8%
3%
Modality
M
N=40
Quality of interaction in Web classes
compared to comparable F2F sections
Better
interaction
Equal
to or
less than
35%
30%
33%
37%
22%
9%
2%
19%
14%
W
n=55
Increased
Somewhat
increased
About the same
Somewhat
decreased
Decreased
M
N=43
Modality
Faculty willingness to teach Web courses in
the future
Definitely
Probably
Probably not
Definitely not
Positive
Neutral
or
negative
69%
81%
16%
13%
10%
6%
2%
4%
W
n=71
M
N=53
Modality
UCF’s Research Initiative for
Teaching Effectiveness
For more information contact:
Dr. Chuck Dziuban
(407) 823-5478
[email protected]
Dr. Patsy Moskal
(407) 823-0283
[email protected]
http://rite.ucf.edu