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Cara H. Cario , Ph.D. Assistant Professor of Instruction Department of Biology, VCU

Online community-building techniques contributed to student success in a face-to-face large-enrollment rigorous undergraduate course. Cara H. Cario , Ph.D. Assistant Professor of Instruction Department of Biology, VCU Richmond, Virginia VCU Online Summit Presentation May 13, 2014.

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Cara H. Cario , Ph.D. Assistant Professor of Instruction Department of Biology, VCU

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  1. Online community-building techniques contributed to student success in a face-to-face large-enrollment rigorous undergraduate course Cara H. Cario, Ph.D. Assistant Professor of Instruction Department of Biology, VCU Richmond, Virginia VCU Online Summit Presentation May 13, 2014

  2. Regional-based anatomy in 4 modules • Assessments: lecture-lab combined lab practical format • Large-enrollment (approx. 300 per semester, with 12 lab sections) vs. Summer-enrollment (24 students) • 3 instructors, 12 undergraduate preceptors • Lecture participation with clicker questions-collaborative learning • Lab: traditional hands-on, prosected cadavers, models, bones, charts • Open Lab for independent/group review • Online pre-lab assignments • Online textbook reading assignments Basic Human Anatomy course

  3. 59% 64% 41% 36% Final Grades: Large Spring-12 vs. Small Summer-13

  4. Challenge in a large-enrollment course • Lecture Instructor-student and Student-Student connections in large-enrollment setting • Benefits students in a rigorous large-enrollment course • Supportive, nurturing environment, less isolating • Elevates motivation to keep up with peers • Breeds self-confidence to pursue knowledge-building, ask questions, teach and learn from others • Shared experiences of challenges and achievements keeps cohorts together beyond the course Problem: Building Community

  5. Inspirational images • Self-evaluations after each module • Peer-reviewed problem-solving activities • Case studies review Optional Online Community-Building Exercises Used in Fall-13

  6. Images of Inspiration

  7. Self-evaluation Surveys

  8. Peer-reviewed problem-solving activity

  9. Case-study review and reflection

  10. Final grades vs. Participation in Optional Online Activities (Large Fall-13) Conclusion 1: Students completing 7+ optional assignments earned 70%+. (-5 exceptions) Data analysis and Conclusion 1

  11. Final grades of students who completed 7+ optional online assignments vs. <7 F=26.443, df=208, P<0.0001 82% Conclusion 2: Students completing 7+ optional online assignments averaged 15% higher final grade. 67% Data Analysis and Conclusion 2

  12. Conclusion 3: Greater % of students earn A’s and B’s compared to earlier semester • Final Grade distributions: Small vs. Large sections 59% No Opt. Online Ass’ts offered 64% 59% Opt. Online Ass’ts offered Small section 41% 41% 36% Final Grades Comparisons and Conclusion 3

  13. Community-building online activities coincided with • Very few grades below C (based on Large Fall-13) • 15% higher average final grade (82% vs. 67% for students that completed the course, Large Fall-13) • Higher percentage of A’s and B’s (compared to semester w/o community building exercises) Conclusions

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