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The role of monitoring and engagement

The role of monitoring and engagement. Martin Barker Louise de Raad Andy Yule. Photo: Getty Gallery. What does disengagement look like?. Within- course engagement and retention. Photos: Free Digital Images. Photo: Getty Gallery. Photo: Getty Gallery. Linking attendance and attrition.

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The role of monitoring and engagement

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  1. The role of monitoring and engagement Martin Barker Louise de Raad Andy Yule Photo: Getty Gallery

  2. What does disengagement look like? Within-course engagement and retention Photos: Free Digital Images Photo: Getty Gallery Photo: Getty Gallery Linking attendance and attrition

  3. What does disengagement look like? • Signs of struggling: • Poor/uneven academic performance • Poor/uneven attendance Photo: Getty Gallery • Why monitor: • Compliance with specific learning outcomes • Lectures increasingly interactive • UK Border Agency Tier 4 monitoring • Positive reinforcement, ‘fair play’ • Reveal any trends (e.g. time/day/content)

  4. Case study 1: Level 2 Exp design | stats Individual attendances cumulative attendance

  5. Case study 1: Level 2 Exp design | stats • long courses • low stakes (?) • large classes C6 e-mail e-mail C6, C7 e-mail prompts when attendance <65% ___% attendance 75% session Mean=80%

  6. Case study 2: Level 2 Ocean Biology attendance taken randomly x 7 is teaching an issue? C6s issued to 25 students almost all were interviewed: 9am lectures conflicts with paid work Illness boring lectures lack of motivation personal issues MyAberdeen ‘early warning system’ also used

  7. Case study 3: Level 3 Animal Pop Ecology • short courses • high stakes N=121 students 78% 98% • Missed 3+ lectures (/4) during 1stweek:emailed • Missed practical: submit practical report. • Missed 6 lectures: emailed warning of C6. • Failure to to take 1 online test: C6 • Failure take 2 online tests:C7 21 students 7 students 5 students 19 lectures (70% attendance required) 7 practicals (100% attendance required)

  8. Case study 3: Level 3 Animal Pop Ecology Not at all ------------------ Totally Not at all ------------------ Totally SCEF questions*: “Did you feel your attendance has contributed to an increased understanding of the course materials and supported your learning?” “During this course, attendance was strictly monitored. Has this contributed to increased attendance at lectures and practicals (i.e, more so than you would have attended without monitoring attendance)?” *40.5% response rate (n=49 students)

  9. Case study 3: Level 3 Animal Pop Ecology Student feedback (SCEFs) “It make me feel like somebody actually cared about whether I showed up or not - and noticed me". “It felt that we were being treated a bit like children”". Photo: Getty Gallery

  10. Lower attendance towards the end of the course Case study 3: Level 3 Animal Pop Ecology Attendance Lecture number Pearson correlation = -0.432, p=0.073 (n=18)

  11. Case study 3: Level 3 Animal Pop Ecology Lower attendance in the mornings Attendance Afternoon Morning Lecture number Kruskal Wallis test Z= 2.19, p<0.05 Morning lecture attendance (65%, n=8) is significantly lower than afternoon lecture attendance (85%, n= 10)

  12. Case study 3: Level 3 Animal Pop Ecology Correlation between attendance and coursemark CAS mark Attendance Pearson correlation = 0.375, p<0.001 (n=116) – Median mark = CAS 16 (n=116)

  13. Case study 4: Level 3 Marine Ecology Significant positive correlation (r = 0.529, df = 53, p <0.001). The quadratic fits quite well but probably infers a levelling off at above 60% attendance NB the %age attendance is NOT the whole course simply 7 selected lectures

  14. The role of monitoring and engagement Photo: Getty Gallery • Difficulties with monitoring: • Administration / workload • Need for follow-up; ‘assertive outreach’ • Timing, interventions • Resentment? • Impersonation

  15. The role of monitoring and engagement Wouldn’t we all like to be known better? Photo: Getty Gallery

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