DL S: Impac t on Stude nts & F ac ulty E xpe r ie nc e Pre - PowerPoint PPT Presentation

DL S: Impac t on Stude nts & F ac ulty E xpe r ie nc e Pre se nte d a t the 2012 Dire c to rs o f E duc a tio na l T e c hno lo g y in Ca lifo rnia Hig he r E duc a tio n (DE T / CHE ) Co nfe re nc e Pre se nte d b y: Dr. Ha nna h L a wle r, Dire c to r Offic e o f I nstitutio na l Re se a rc h Sa nta Mo nic a Co lle g e 1

SMC Office of Institutional Research Pr e vie w • DL S stude nt pro file & c o urse suc c e ss • F a c ulty e xpe rie nc e • Pilo t stude nt surve y 2

ST UDE NT PROF IL E & COURSE SUCCE SS 3

SMC Office of Institutional Research Stude nt He adc ount & Cour se E nr ollme nts F all 2010 Spr ing 2011 F all 2011 Spr ing 2012 # Cla ss 12 12 13 14 Se c tio ns 11 12 11 11 # Co urse s 332 317 402 403 # Stude nts # Co urse 347 354 405 404 E nro llme nts 4

SMC Office of Institutional Research Ge nde r : F all 2011 DL S Cohort Colle g e Popula tion Ma le , Ma le , 47.3% 46.0% F e ma le , F e ma le , 52.7% 54.0% 5

SMC Office of Institutional Research E thnic ity/ Rac e : F 10 vs. F 11 40.0% 37.6% 31.9% 30.0% 26.5% 22.9% 21.6% 18.2% 20.0% 16.2% 10.8% 10.0% 0.0% Asia n/ PI Bla c k Hispa nic White DL S - F 10 DSL - F 11 6

SMC Office of Institutional Research E thnic ity/ Rac e : F all 2011 DL S Cohort Colle g e Popula tion Othe rs, Othe rs, 6.4% 7.5% Asia n/ PI , Asia n/ PI , 18.2% 18.5% White , 21.6% White , Bla c k, 9.8% Bla c k, 30.5% 16.2% Hispa nic , Hispa nic , 33.7% 37.6% 7

SMC Office of Institutional Research Age Gr oup: F all 2011 DL S Cohort Colle g e Popula tion 25 to 29, >=30, 9.2% >=30, 7.7% 16.5% <=19, <=19, 31.8% 39.6% 25 to 29, 12.3% 20 to 24, 43.5% 20 to 24, 39.4% 8 8

SMC Office of Institutional Research Cour se Suc c e ss Rate s* 80.0% 72.5% 70.0% 67.4% 66.9% 64.9% 64.6% 64.2% 63.6% 61.0% 60.0% 50.0% F a ll 2010 Spring 2011 F a ll 2011 Spring 2012 DL S No n-DL S : A, B, C, CR, P g ra de s e a rne d Nume r ator : A, B, C, CR, D, DR, F , I , NC, NP, P, W g ra de s e a rne d De nominator *Only c alc ulate d fo r c o urse s o ffe ring se c tio ns in b o th DL S and traditio nal c lassro o ms 9

F ACUL T Y INT E RVIE WS Nine fa c ulty, pa rt-time & full-time inte rvie we d in summe r o f 2011 10

SMC Office of Institutional Research Ge ne r al T he me s • Dive rse te c hno lo g y-re la te d skill le ve ls o f fa c ulty • Use o f te c hno lo g y to o ls va rie d; mo st fo c use d o n o ne to o l with pla n to inc o rpo ra te a dditio na l to o ls • F a c ulty a ppre c ia te d ha ving a c c e ss to DL S • Se c o nd-time fa c ulty re po rte d tha t se c o nd te rm in DL S wa s e a sie r tha n first te rm • No ma jo r pro b le ms with func tio ns o f the te c hno lo g y 11

SMC Office of Institutional Research SMART Softwar e Pre pa ring le sso ns using the so ftwa re wa s initia lly time - “I wo uld c o nstantly do a inte nsive ( it will c o nsume yo ur c o st-be ne fit analysis in we e ke nd”, “lab o r inte nsive ”. my he ad – ho w muc h Ho we ve r, so me fa c ulty time and e ffo r t am I able e xpe c te d tha t the ir time spe nt to spe nd pr e par ing fo r wo uld pa y o ff in the future o ne le sso n? I still ne e d to re turn o n inve stme nt” balanc e my o the r wo r k suc h as gr ading pape r s” T he SMART so ftwa re is pe rc e ive d to b e mo re b e ne fic ia l fo r ma th/ E ng lish/ E SL fa c ulty tha n c o mmunic a tio ns fa c ulty. 12

SMC Office of Institutional Research Classr oom Spac e & De sign Cla ssro o m de sig n a nd mo dula r furniture is c o nduc ive to c o lla b o ra tive le a rning . “Stude nts ste p up to the “T he r e ’s no way pr o fe ssio nalism yo u c an hide – be c ause the yo u’r e ac c o untable fo r c lassr o o m is se t up kno wing yo ur like c o nfe r e nc e stuff.” table s”. 13

SMC Office of Institutional Research Impac t on T e ac hing Pr ac tic e s & Pe dagogy T he DL S c la ssro o m suppo rte d a nd c o nte mpo rize d “Yo u c an be te a c hing pra c tic e s. anywhe r e in the r o o m, no t bo und to the fr o nt o f the T he c la ssro o m a llo ws te a c he r c lassr o o m.” to b e mo re mo b ile . “In the DL S, the bo undar ie s be twe e n I mpro ve s pr o fe sso r and stude nts ar e blur r e d – stude nt-fa c ulty the y ge t to inte r ac t with me in a way the y do n’t ge t with o the r pr o fe sso r s. inte ra c tio ns. T he te c hno lo gy me diate s ne w ways o f inte r ac tio n.” 14

SMC Office of Institutional Research Impac t on T e ac hing Pr ac tic e s & Pe dagogy (par t 2) T he DL S a llo we d fo r insta nt do c ume nta tio n whic h fa c ilita te d te a c hing . T he ne w to o ls invig o ra te d the fa c ulty in te rms o f te a c hing . 15

SMC Office of Institutional Research Be ne fits for Stude nts Co ho rt-like e nviro nme nt Re a c he s tho se who typic a lly wo uldn’ t b e e ng a g e d. I nc re a se d stude nt c re a tivity a s re fle c te d in the ir wo rk. L e a rning c o ntinue s a fte r stude nts le a ve the c la ssro o m. “We ’r e te ac hing stude nts ho w to use to o ls the y have ac c e ss to at ho me fo r le ar ning.” Stude nts a re a b le to wo rk a t the ir o wn pa c e with iPa ds. T he to o ls e mpo we r stude nts - the y’ re in c ha rg e o f the ir o wn le a rning . 16

SMC Office of Institutional Research Sugge stion for Impr ove me nt F a c ulty re po rte d tha t the y tho ug ht it wo uld b e b e ne fic ia l to me e t with o the r fa c ulty during the se me ste r. “We ne e d to me e t with o ne ano the r so we “We ne e d to “We ne e d spac e make o ur se lve s to shar e o ur do n’t r e inve nt r e so ur c e s fo r str uggle s – ve nt.” the whe e l.” o ne ano the r .” 17

SMC Office of Institutional Research Advic e for F utur e DL S F ac ulty Do n’ t ta ke o n to o muc h rig ht a wa y. Do n’ t fit the te a c hing to the te c hno lo g y, fit the te c hno lo g y with wha t yo u’ re trying to te a c h. Do n’ t fe e l o b lig a te d to use e ve ry to o l. T e c hno lo g y wo n’ t b e the e ntire so lutio n to stude nt suc c e ss – it’ s o nly a to o l. “T he [te c hno lo gy] to o ls ar e mo r e paint fo r my te ac hing pale tte .” 18

PIL OT ST UDE NT SURVE Y Online surve y a dministe re d in fa ll o f 2012 19

SMC Office of Institutional Research Compa ring DL S vs. T ra ditiona l Cla ssrooms (N = 54) 1 = Strong ly Disa g re e ; 2 = Disa g re e ; 3 = Some wha t Disa g re e ; 4 = Some wha t Ag re e ; 5 = Ag re e ; 6 = Strong ly Ag re e DL S T r aditional E a se o f pa ying a tte ntio n during c la ss* 5.53 4.22 L e a rning is e njo ya b le * 5.40 4.15 Co nfide nt in pa ssing c o urse * 5.02 4.37 Cla ssro o m pa rtic ipa tio n* 4.98 4.12 Mo tiva tio n to a tte nd* 4.96 4.06 Apply c o urse c o nte nt to “re a l wo rld” * 4.89 4.09 L e a rn fro m fe llo w c la ssma te s* 4.88 4.14 E no ug h c o lla b o ra tive / g ro up a c tivitie s** 4.80 4.06 I nte ra c tio n with o the r stude nts* 4.78 3.92 L e a rne d ne w te c hno lo g y* 4.55 3.39 20 *p < .001 **p<.01

SMC Office of Institutional Research Satisfac tion L e ve ls (N = 54) Pe r c e nt Re sponding “Ve r y Sa tisfie d” or “Sa tisfie d” 100.0% 90.4% 84.6% 82.4% 78.8% 80.0% 60.0% 40.0% 20.0% 0.0% Ava ila b le Ove ra ll DL S Physic a l se tup o f De g re e to whic h te c hno lo g y e xpe rie nc e c la ssro o m te c h is use d in c la ss 21

SMC Office of Institutional Research L ike lihood of E nrolling in DL S Class in F uture (N = 54) Unlike ly Ve ry Unlike ly 0% 6% So me wha t Unlike ly 2% So me wha t L ike ly 11% Ve ry L ike ly 55% L ike ly 26% 22

Que stions/ Disc ussion 23