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Redesign of General Psychology into a 50% Online (Hybrid) Course at UNC Charlotte

Redesign of General Psychology into a 50% Online (Hybrid) Course at UNC Charlotte. Sue Spaulding Speaking About Course Redesign November 11, 2011. Why Develop a Hybrid Course?. Reduce costs without reduction in learning.

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Redesign of General Psychology into a 50% Online (Hybrid) Course at UNC Charlotte

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  1. Redesign of General Psychology into a 50% Online (Hybrid) Course at UNC Charlotte Sue Spaulding Speaking About Course Redesign November 11, 2011

  2. Why Develop a Hybrid Course? • Reduce costs without reduction in learning. • Acknowledge the role of technology in the educational environment of today. • Serve more students • Make better use of space resources • Encourage students to take more responsibility for their own learning outcomes • Reading textbook before class • Studying more actively/effectively

  3. Efficient Use of Space • Priority use of large lecture hall from 11-12:15 • Old: One section meets MW, one section meets TR, room empty on Friday (about 600 students served in time frame), one section meets at another time in another room. • New: Three hybrid sections meet M, W, and F, and one traditional section meets TR (about 1200 students served) in one room.

  4. Development Process • Met with representatives from the 4 major publishing companies • Difficult to assess content, but content is evolving • Talked to others at conferences (NITOP, NCAT/Pearson) • Selected publisher who seemed to have the best support available.

  5. Hybrid Format • Replaced one of two face-2-face meetings each week with out of class online activities. • Revised the face-2-face meetings into more active learning based demonstrations and class participation.

  6. Out of Class • Work online • Study Plans • Media Assignments • Practice testing • Online exams • Students need to be reminded that the Due date is not the Do date.

  7. The Student Calendar and Assignment Page

  8. The Study Plan

  9. Media Assignments Videos Interactive Demonstrations Simulations

  10. In Class Challenges • Making class time relevant not redundant • Letting go of traditional format is hard to do – combined, we had 85 years experience teaching Introductory Psychology • Learning a new way of teaching was/is invigorating • Active learning with enrollments above 150 is difficult. Development of clicker activities Fall 2011 has helped.

  11. Effectiveness of Hybrid Format • Two hybrid sections and one traditional section were included in the Spring 2011 pilot (N = 874). • Comparisons were made in performance and course satisfaction between the two formats. • Fall 2100 five sections are participating with a common text, and mostly common exams. • 3 Hybrid, 1 traditional, 1 100% online.

  12. Demographics Year in SchoolGPA HybridTrad. HybridTrad. FR 343 190 NOT ENR 47 7 SO 163 77 0-1.99 90 26 JR 45 17 2.00-2.20 41 17 SR 17 10 2.21-2.99 179 101 OTHER 9 3 3.00-4.00 220 146 Total 577 297 Total 577 297 No significant difference between sections

  13. Grade Distribution Spring 2011 DFW – Grade of D or F or Withdrawn

  14. Effectiveness of Hybrid Format • All hybrid (n=536)W/O 3.00 GPA (n=275) • Media Assignment grade and Exam Score • r=.632, p<.01 r= .624, p<.01 • Practice Exam score and Exam Scores • r=.544, p<.01 r= .529, p<.01 • Media Assignments grade and Course Grade • r=.681, p<.01 r= .687, p<.01 • Practice Exams and Course Grade • r=.599, p<.01 r= .590, p<.01

  15. Student Satisfaction Response N = 531 Hybrid = 332Trad. = 199 MPL Contributed to my success in course? 55% 80% 12% Recommend MPL to friends other students? 68% 78% 51% Wish other Psychology professors used MPL? 66% 77% 47% Compared to tradition format like hybrid? Much More/More 64% NA MPL added value to this course? Strongly Agree/Agree 81% NA

  16. Unexpected Problems • There were few clear learning goals established before the course began • There were few students in attendance for the F2F meetings. The average attendance 25-40% of the enrollment • Students began to see class as “optional” – points were earned outside of class. • Fall 2011 Added a class participation component and included clickers.

  17. Unexpected Problems • Students who cannot buy access into the learning system during the first week of class will fall behind. Financial aid system does not support students’ being ready for the start of the semester. • Students had less knowledge on how to use technology than expected.

  18. Unexpected Benefits • There appeared to be more electronic interaction between the instructor and student (but it was more in the form of problem solving than actual instruction) • Students felt the activities online assisted them in their coursework • An unexpected benefit was the ability of any of the instructors to present another’s course in an emergency.

  19. Lessons Learned/Sustainability • Have tutorials and videos available before the semester so that students can begin to enroll in the learning system early • Be ready with special help sessions during the first week or two of class • Reduced paid Graduate Assistant need from 4 to 1. Added 4 Undergraduate Teaching Assistants earning course credit.

  20. Some Larger Implications • Resource “savings” may be resource shifting during the development phase of redesign • Student activities are not “contained” within a class; work is spread out in time and space and is individual rather than group work • “Control” of processes is more difficult, especially academic integrity

  21. Some Larger Implications • The role of the faculty member has changed. • Students may evaluate faculty performance in a different manner. A new delivery system may result in lower evaluations, at first. • Students may push back interpreting the work as more when it is just reinforcing what they should have been doing all along.

  22. Hi Mr.Siegfried,  •  I have a few questions to ask if you don't mind:  • During your excellent, entertaining and beneficial prior 3 classes, were there any information in the (Presentations) that you used and can be considered as (Test Material)?, if so, can you please post them on Moodle?

  23. Support • Students need better technical support for proprietary learning systems • Faculty need support for course management. There is still much work that needs to be done “by hand” • On line testing offers flexibility to the student, but we need to consider limiting their freedom

  24. Points to Consider on Redesign • May/Will take more time than you think. • Don’t try to do everything the first time. • Keep it simple to start. • Have a group with varying skills: • A big picture person • A detail person • A student centric person • It really is invigorating/challenging

  25. Contact Information • Sue Spaulding • sspauldi@uncc.edu • 9201 University City Blvd • Charlotte, NC 28223-0001 • 704-687-4780

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