Presented By: Carol W. Springer School of Accountancy Georgia State University April 2008

1. “Just Three Minutes”: A Learning Innovation for Struggling Students2008 Instructional Innovation Award Presented By: Carol W. SpringerSchool of AccountancyGeorgia State UniversityApril 2008

2. Problem • 360 seat auditorium • “DWF” rate rumored to be worst on campus • 45%-55% over past several years • All constituents believed trouble was “lack of student effort” • Less than 50% attendance • Low homework completion Georgia State University

3. Goal of innovation • Entice struggling students into expending more effort • Ask for only 3 minutes • Reduce intimidation • Show that effort pays off • Show improvement quickly • Focus on “big ideas” • Make goal of competence seem doable • Have quick remedy available 24/7 • No humiliation if it takes many repetitions Georgia State University

4. Key aspects of innovation • 3 minute presentations • Ala carte • Moderation (3 per chapter) • Not a repeat of lecture • No course credit for using • Use tracked by ULearn • Students not aware use was tracked • Informality • Short problems after each presentation Georgia State University

5. Results • 78% of the students accessed the Digital Tutor videos at least once during the course. Interestingly, this was higher than attendance rates (low 70%). • End of course surveys revealed that high achievers did not try Digital Tutors because “they didn’t need to”. Georgia State University

6. Results • The average number of times each student accessed a video was 26.9 times (out of 27 videos produced). • Generally, if they watched one, they watched EVERY video, and often they viewed videos multiple times. Georgia State University

7. Results • Use of Digital Tutors had a significant effect on course average, using Exam1 as a covariate to control for student ability (prior GPA not available to control for ability) (f=15.113, p<.001). • This test was considered appropriate since most of the viewing activity was after Exam 1 (tutorials were posted two weeks before Exam 1 and word of mouth that they were “good” took a while to spread). Georgia State University

8. Results • Course DWF rate for Spring 2007 was 28.57% and Fall 2007 was 26.91%, down dramatically from 45% - 55% levels in prior years. • Change in DWF rates achieved using 75% prior year exam questions to control for rigor. • Due to the high level of repeat students, using full prior year exams was considered unwise. • Modified questions mimicked prior exams as closely as possible. Georgia State University

9. Results • End of the course surveys revealed that Digital Tutors were the overwhelmingly favorite resource. • Qualitative feedback indicated that students felt • the professor “understood them” • they had their own personal tutor • the department and professor “cared” if they succeeded • End of course SEIs included calls for digital tutors in other courses. Georgia State University

10. Unintended benefits • Professor dedication to “big ideas” • Particular attention to common misconceptions surrounding “big ideas” • Smaller ideas easier after big ideas digested • Less pressure in class to cover common misconceptions • Increased attendance Georgia State University

11. Potential as model • Innovation is not content specific, it is audience specific • All content areas have “big ideas” and common misconceptions for weaker students • Technology not the driving element • Voice over PowerPoint enough • Particularly powerful for large lecture formats • lectures must “hit the center” of a wide range of ability and levels of preparation • Exaggerated teacher to student ratios Georgia State University

12. Great News • Innovation elicited student effort WITHOUT ANY COURSE CREDIT to the effort. • While faculty gripe, with good reason, about students short attention span and lack of effort, this innovation shows an upbeat view: struggling students are willing to try harder. Georgia State University

13. Thank you for inviting me.Questions?Contact me:cspringer@gsu.edu