Working towards a research model Outcomes of the DETA Summit at ELI Web reference: http://uwm.edu/deta/summit / and http://uwm.edu/deta/research-model/
Jul 15, 2015
Working towards a research model
Outcomes of the DETA Summit at ELI
Web reference: http://uwm.edu/deta/summit/ and http://uwm.edu/deta/research-model/
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The DETA Summit engagedstakeholders from throughout the U.S.
in the field of Distance Education.
Key issues that will impact the DETAresearch agenda arose and were
documented.
The DETA Summit will assist indetermining next steps for research
conducted by the Center and itspartners in distance education and
technological advancements.
Goal Attainment of Summit
Strongly Agree Agree Neither Agree nor Disagree
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Overall the DETA Summit accomplished its goals.
Goal Attainment of Summit
Strongly Agree Agree Neither Agree nor Disagree
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Attendees of the DETA Summit prioritized researchquestions to drive future research of the grant.
The DETA Summit helped develop research questions ofinterest in the field of distance education.
Research questions
Strongly Agree Agree Neither Agree nor Disagree
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The DETA Summit helped identifyvariables to answer the proposed
research questions.
The work from the DETA Summit willhelp develop a framework of inquiry
for distance education.
Attendees of the DETA Summitprioritized variables to be included in
the framework of inquiry to drivefuture research.
Variables
Strongly Agree Agree Neither Agree nor Disagree
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The DETA Summit supplemental sessions were useful in exploring speciality topics and the researchsurrounding them, including competency-based education, accessibility, and distance education support.
Supplemental Sessions
Strongly Agree Agree Neither Agree nor Disagree
Satisfaction in Logistics Min Value Max Value Mean Std. Dev.
Group member composition 6.00 10.00 9.00 1.53
Participants invited 5.00 10.00 8.86 1.86
RSVP'ing Process 6.00 10.00 8.71 1.38
DETA website 7.00 10.00 8.71 1.11
Table Facilitators 4.00 10.00 8.57 2.07
Time Allocated for Voting 7.00 10.00 8.43 1.27
Presentation 5.00 10.00 8.29 1.70
Collaborative Technology 5.00 10.00 8.14 2.19
The Summit Agenda 5.00 10.00 8.00 1.83
Location of the Summit 3.00 10.00 7.86 2.41
Room Used for Summit 5.00 10.00 7.71 2.06
The Layout of the Room 3.00 10.00 7.57 2.64
Time Allocated for Discussion 5.00 10.00 7.43 2.23
Food Provided 0.00 10.00 7.38 3.46
Summit Satisfaction Ratings
Satisfaction in Logistics Min Value Max Value Mean Std. Dev.
Group member composition 6.00 10.00 9.00 1.53
Participants invited 5.00 10.00 8.86 1.86
RSVP'ing Process 6.00 10.00 8.71 1.38
DETA website 7.00 10.00 8.71 1.11
Table Facilitators 4.00 10.00 8.57 2.07
Time Allocated for Voting 7.00 10.00 8.43 1.27
Presentation 5.00 10.00 8.29 1.70
Collaborative Technology 5.00 10.00 8.14 2.19
The Summit Agenda 5.00 10.00 8.00 1.83
Location of the Summit 3.00 10.00 7.86 2.41
Room Used for Summit 5.00 10.00 7.71 2.06
The Layout of the Room 3.00 10.00 7.57 2.64
Time Allocated for Discussion 5.00 10.00 7.43 2.23
Food Provided 0.00 10.00 7.38 3.46
Summit Satisfaction Ratings
Diversity in participants and group membership
Not enough time to discuss
15
1. Key stakeholders were engaged
2. Key issues discussed and well-
documented
3. Summit was organized
4. Summit accomplished goals
17National Standard Definitions
Competency
Distance Education
Online Learning
Student Preparedness and Succes
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How can we define and measure
student success beyond traditional
outcomes (e.g., academic learning?)
What are the small number of definable,
measurable characteristics that make research
rich for student success in distance education?
Who is the DE
Student?
What does competency
mean in education?
National Standard Definitions
Competency
Distance Education
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What is the difference between online
learning and distance education?
What interventions are
particularly successful?
Are there certain behaviors or patterns
in online learning?
What strategies support student
success at the individual learner, class,
program and institutional levels?
National Standard Definitions
Online Learning
Student Preparedness and Succes
20Variables
Learner Characteristics and Perceptions
Digital Mode
Institutional Support
Design Components
21Variables
Learner Characteristics and Perceptions
Digital Mode
Student
PreparednessStudent Goals
Social
Presence
Fully online
Blended
22Variables
Institutional Support
Design Components
Financial
Services
Technological
ContentInteractivity
Assessments
Desired Outcomes
Access
Learning Effectiveness
Instructional Effectiveness
Satisfaction
http://uwm.edu/deta/desired-outcomes/
Research questions
What are the definitions of success from students’ perspective? 33
What are the different design components (content, interactivity, assessments) that impact student learning?
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What patterns of behaviors lead to increased student learning for different populations?
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How can we define and measure student success beyond traditional outcomes?
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What support structures are critical to providing quality access to online instruction?
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What is the currency of student learning beyond the existing credit hours? 22
What are the key components that promote a sustainable and an effective teaching and learning ecosystem?
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Research questions
Guiding research:
1. What are the different design components (content, interactivity, assessments) that impact student learning?2. What patterns of behaviors lead to increased student learning for different populations? 3. What support structures are critical to providing quality access to online instruction?4. What are the key components that promote a sustainable and an effective teaching and learning ecosystem?
Clarifying measures:
5. What are the definitions of success from students’ perspective?
6. How can we define and measure student success beyond traditional outcomes?
7. What is the currency of student learning beyond the existing credit hours?
Input Throughput Output
Student or Learner Characteristics
Student OutcomesStudent Behaviors
Instructor Characteristics Instructor Outcomes
Course Characteristics Course Outcomes
Program and Institutional Characteristics
Program and Institutional Outcomes
Program and Institutional Behaviors
Instructor Behaviors
External
Input Throughput Output
Student or Learner Characteristics
Student or Learner Characteristics
Student OutcomesStudent Behaviors
Instructor CharacteristicsInstructor Outcomes
Course Characteristics
Course Outcomes
Program and Institutional Characteristics
Program and Institutional Outcomes
Program and Institutional Service Behaviors
Instructor Behaviors
External
Specific to DE
Specific to DE
Specific to DE
Specific to DE
Input Throughput Output
Student or Learner Characteristics Student Outcomes
Student BehaviorsInstructor
Characteristics
Course Characteristics
Course Outcomes
Program and Institutional
Characteristics
Program and Institutional Outcomes
Program and Institutional Service Behaviors
Learning Effectiveness
Satisfaction
Access
Inst
ruct
ion
alEf
fect
iven
ess
Research toolkits
Shared measures –Student performance is based on numerical representation of grade converted to a 4.0 scale received in the course on assessments and as an overall grade.
RQs - What are the different design components (content, interactivity, assessments) that impact student learning?
Next steps
1. Streamline the FOI for research that will take place as part of the grant
2. Gather feedback from Summit attendees
3. Develop measures, including clarifying measures as identified in the summit (defining student success & currency beyond the credit hour)
3a. Develop measures specific to our audiences
4. Develop standards for data acquistion to inform data storage