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Helen Walmsley-Smith Staffordshire University

Explore the impact of interaction, feedback, and design on retention in online distance learning using data analysis, methodologies like student surveys, and learning activities. Improve practice with learning design instrument.

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Helen Walmsley-Smith Staffordshire University

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  1. Comparing Distance and Blended Learning Designs with retention and attainment data to improve practice Helen Walmsley-Smith Staffordshire University

  2. Online Distance Learning Retention • Open University research suggests graduation rates may be as low as 22% (Simpson, 2013)

  3. What impacts on retention? • What is said to impact on retention? • External factors • Academic and social integration (Tinto 1987) adapted for online by Rovai (2003) • Transactional Distance (Moore 1993) • Course design, level and subject • Internal factors • Motivation (Bekele 2010), e.g. ARCS theory (Keller 2008) • Previous qualification, IT skills etc , (Harrell II and Bower 2011) • Satisfaction, learning community, support and communication etc, (Hart 2012) • What Methodologies have been used? • Student surveys • Case studies • Data analysis Terminology

  4. Impact of Learning Design • Interaction improves satisfaction and retention (Croxton 2014) • Feedback improves learning (Hattie 2012) • No easy way to represent amount/type of interaction or feedback in learning design • Lesson plan? • Little agreement on terminology Terminology

  5. Learning design instrument

  6. Online distance learning courses • Four convenience courses used for pilot: • LLM Business Law – International Trade and Commerce (level 7) • Physical Activity and Mental Health (level 7) • Money Advice Practice (DEMSA) (level 4) • The Management of Database systems (level 7)

  7. Sample Learning Activities Sample activities: Read through the "lecture" slides and make notes Tutorial – exercise e.g., given this information, answer the following: The table shows five transactions T1-T5 which act on database variables A-E. For each operation show the log entry and the values of the variables on disk. [In answer for your portfolio] discuss how each transaction recovers from failure. Refer to the model answers Discuss in the forum the purpose of "intercoms" and how a FAS contract works. How does a FAS contract differ from a FOB contract?

  8. Content Analysis • Raters were trained on how to use the instrument • A sample activity completed and reviewed • Raters completed categorisation of 4 courses • Data analysed with Cohen’s Kappa to see level of rater agreement

  9. Inter-rater reliability • During training and discussions it became clear that what were assumed to be ‘clear’ concepts were difficult to apply to the actual learning design. • There was little inter-rater agreement • The terminology was changed several times in response to these discussions

  10. Learning Design Instrument • Activity: • In a pair/small group, review the sample activities and try to identify any: • Interaction – what type? • Feedback – what type? • Other • Comment on where you disagree!

  11. Discussion • Online learning designs are ‘messy’ • Representing learning designs is challenging • Learning design instrument shows potential to describe and represent learning designs quantitatively • Learning design instrument allows for comparison to retention and attainment data as well as to other designs • Learning design does not necessarily show what students /tutors actually do • Final learning design instrument to be used to review a number of courses and the inter-rater reliability evaluated

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