Do the Data Support our Assumptions?

Do the Data Support our Assumptions?

Charles D. Dziuban

Patsy D. Moskal

University of Central Florida

UCF terminology for courses utilizing web instruction

• “Web” Courses: delivered entirely over the Web, with no regular class meetings

• “Mixed-mode” Courses: some face-to-face instruction is replaced with web instruction so that on-campus time is reduced

• “Enhanced” Courses: delivered entirely in face-to-face mode, but with web enhancements

Distributed Learning Impact Evaluation

Students Faculty

Reactive behaviorpatterns

SuccessSatisfaction

Demographicprofiles

Retention

Strategies forsuccess

Online programs

Writing project model

Large online classes

Higher orderevaluation models

Student evaluation ofinstruction

Theater

Informationfluency

Alumni

Student Results

Student satisfaction in fully online and mixed-mode courses

0

5

10

15

20

25

30

35

40

45

50

39% Fully online (N = 1,526)Mixed-mode (N = 485)

41%

11% 9%

Very SatisfiedUnsatisfiedSatisfied

Neutral

38%

44%

9%

Very Unsatisfied

3%5%

1%

Students’ positive perceptions about blended learning

• Convenience

• Reduced Logistic Demands

• Increased Learning Flexibility

• Technology Enhanced Learning

Reduced OpportunityCosts for Education

Students’ less positive perceptions about blended learning

• Reduced Face-to-Face Time

• Technology Problems

• Reduced Instructor Assistance

• Overwhelming

• Increased Workload

Increased OpportunityCosts for Education

Student Generations

Some characteristics of the generations

• Matures (prior to 1946)• Dedicated to a job they take on• Respectful of authority• Place duty before pleasure

• Baby boomers (1946-1964)• Live to work• Generally optimistic• Influence on policy & products

• Generation X (1965-1980)• Work to live• Clear & consistent expectations• Value contributing to the whole

• Millennials (1981-1994)• Live in the moment• Expect immediacy of technology• Earn money for immediate

consumption

Students who were very satisfied by generation

0

10

20

30

40

50

60 55%

38%

26%

Boomern=328

Generation-Xn=815

Millennialn=346

Per

cent

Better able to integrate technology into their learning by generation

0

10

20

30

40

50

60

70

80

Per

cent

67%

48%

34%

Boomern=328

Generation-Xn=815

Millennialn=346

Students who changed approach to learning because of Web by generation

0

10

20

30

40

50

60

Per

cent

51%

37%

23%

Boomern=328

Generation-Xn=815

Millennialn=346

College Level Academic Skills Test (CLAST) English scores

540

610

680

750

820

890

960

Boomer Generation-X Millennial

Mea

n C

LA

ST S

core

n= 1,268 n= 8,861 n= 6,164

548

782

953

Student Behavior Types

Research on reactive behavior patterns

• Theory of William A. Long, University of Mississippi

• Ambivalence brings out behavior patterns

• Provides a lens for how “types” react to different teaching styles

Resources

• Personality

• Emotional maturity

• Sophistication level

• Level of intellect

• Educational level

• Character development

A description of Long behavior types

• Aggressive Independent• high energy• action-oriented• not concerned with approval• speaks out freely• gets into confrontational

situations• Passive Independent

• low energy• not concerned with approval• prefers to work alone• resists pressure from authority

• Aggressive Dependent

• high energy

• action-oriented

• concerned with approval

• rarely expresses negative feelings

• performs at or above ability

• Passive Dependent

• low energy

• concerned with approval

• highly sensitive to the feelings of others

• very compliant

A description of Long behavior traits

• Phobic

• exaggerated fears of things

• often feels anxious

• often sees the negative side

• doesn’t take risks

• Compulsive

• highly organized

• neat, methodical worker

• perfectionist

• strongly motivated to finish tasks

• Impulsive

• explosive

• quick-tempered

• acts without thinking

• frank

• short attention span

• Hysteric

• dramatic and emotional

• more social than academic

• artistic or creative

• tends to overreact

Distribution of Long Types and Traits for Fully Online Students

AI21%

PI18%

AD54%

PD7%

51%

75%

26%

30%

(N=1,533)

Distribution of Long Types and Traits for Mixed-Mode Students

AI17%

PI23%

AD52%

PD8%

54%

76%

23%

32%

(N=472)

Distribution of Long Types and Traits for Composition I Students

AI20%

PI23%

AD44%

PD14% 50%

53%

38%

40%

(N=1,054)

Long Types and Traits for Web, Mixed-Mode, and General Education Students

Web(N=1,533)

Mixed-mode(N=472)

Comp I(N=1,054)

Aggressive

Dependent

54% 52% 44%

Passive Dependent

7% 8% 14%

Compulsive 74% 76% 53%

Impulsive 26% 23% 38%

Typ

esT

rait

s

Long type by generation

0

20

40

60

80

100

Baby Boomer

Per

cent

Gen-X

Millennial

AggressiveIndependent

n=312

PassiveIndependent

n=256

AggressiveDependent

n=794

PassiveDependent

n=108

23% 22% 17% 17% 16%20%

55% 54% 53%

4% 8% 10%

Students who were very satisfied by generation and Long type

0

20

40

60

80

100

Baby Boomer

Per

cent

Gen-X

Millennial

AggressiveIndependent

n=118

PassiveIndependent

n=88

AggressiveDependent

n=336

PassiveDependent

n=33

53%

37%

24%

41% 37%

22%

79%

61%

40%

54%

33%

19%

Student Ratings

Facilitation of learning

Communication of ideas

Excellent Very Good Good Fair Poor

Then...

The probability of an overall rating of Excellent = .93 &

The probability of an overall rating of Fair or Poor =.00

If...

A decision rule based on student evaluation responses and the probability of faculty receiving an overall rating of Excellent

A comparison of excellent ratings by college unadjusted and adjusted for instructors satisfying Rule 1

College Unadjusted % Adjusted %Arts & Sciences 41.6 92.4

Business 34.9 90.9Education 56.8 94.8

Engineering 36.2 91.3H&PA 46.1 93.9

(N=441,758) (N=147,544)

A comparison of excellent ratings by course modality--unadjusted and adjusted for instructors satisfying Rule 1

F2F 42.0 92.2E 44.0 92.3M 40.6 92.0W 55.4 92.7ITV 20.9 86.7

CourseModality Unadjusted % Adjusted %

N=709,285 N=235,745

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