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

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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

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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

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ST UDE NT PROF IL E & COURSE SUCCE SS

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SMC Office of Institutional Research

Stude nt He adc ount & Cour se E nr

llme nts

F all 2010 Spr ing 2011 F all 2011 Spr ing 2012 # Cla ss Se c tio ns

12 12 13 14

# Co urse s

11 12 11 11

# Stude nts

332 317 402 403

# Co urse E nro llme nts

347 354 405 404

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SMC Office of Institutional Research

Ge nde r : F all 2011

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Ma le , 47.3% F e ma le , 52.7%

DL S Cohort

Ma le , 46.0% F e ma le , 54.0%

Colle g e Popula tion

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SMC Office of Institutional Research

E thnic ity/ Rac e : F 10 vs. F 11

22.9% 10.8% 31.9% 26.5% 18.2% 16.2% 37.6% 21.6%

0.0% 10.0% 20.0% 30.0% 40.0% Asia n/ PI Bla c k Hispa nic White DL S - F 10 DSL

F

11

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SMC Office of Institutional Research

E thnic ity/ Rac e : F all 2011

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Asia n/ PI , 18.2% Bla c k, 16.2% Hispa nic , 37.6% White , 21.6% Othe rs, 6.4%

DL S Cohort

Asia n/ PI , 18.5% Bla c k, 9.8% Hispa nic , 33.7% White , 30.5% Othe rs, 7.5%

Colle g e Popula tion

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SMC Office of Institutional Research

Age Gr

up: F

all 2011

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<=19, 39.6% 20 to 24, 43.5% 25 to 29, 9.2% >=30, 7.7%

DL S Cohort

<=19, 31.8% 20 to 24, 39.4% 25 to 29, 12.3% >=30, 16.5%

Colle g e Popula tion

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SMC Office of Institutional Research

Cour se Suc c e ss Rate s*

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72.5% 64.9% 64.2% 66.9% 63.6% 64.6% 67.4% 61.0%

50.0% 60.0% 70.0% 80.0% F a ll 2010 Spring 2011 F a ll 2011 Spring 2012 DL S No n-DL S

Nume r ator : A, B, C, CR, P g ra de s e a rne d De nominator : A, B, C, CR, D, DR, F

, I , NC, NP, P, W g ra de s e a rne d *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

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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

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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
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

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SMC Office of Institutional Research

SMART Softwar e

Pre pa ring le sso ns using the so ftwa re wa s initia lly time - inte nsive (it will c o nsume yo ur we e ke nd”, “lab o r inte nsive ”. Ho we ve r, so me fa c ulty e xpe c te d tha t the ir time spe nt wo uld pa y o ff in the future re turn o n inve stme nt” 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.

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“I wo uld c o nstantly do a c o st-be ne fit analysis in my he ad – ho w muc h time and e ffo r t am I able to spe nd pr e par ing fo r

ne le sso n? I still ne e d to

balanc e my o the r wo r k suc h as gr ading pape r s”

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SMC Office of Institutional Research

Classr

om 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 .

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“T he r e ’s no way yo u c an hide – yo u’r e ac c o untable fo r kno wing yo ur stuff.”

“Stude nts ste p up to the pr

fe ssio nalism

be c ause the c lassr

o m is se t up

like c o nfe r e nc e table s”.

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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 te a c hing pra c tic e s. T he c la ssro o m a llo ws te a c he r to b e mo re mo b ile .

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“Yo u c an be anywhe r e in the r

o m, no t bo und

to the fr

nt o f the

c lassr

o m.”

“In the DL S, the bo undar ie s be twe e n pr

fe sso r

and stude nts ar e blur r e d – 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

fe sso r

s. T he te c hno lo gy me diate s ne w ways o f inte r ac tio n.”

I mpro ve s stude nt-fa c ulty inte ra c tio ns.

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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 .

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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 .

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SMC Office of Institutional Research

Sugge stion for Impr

ve 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.

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“We ne e d spac e to shar e o ur str uggle s – ve nt.” “We ne e d to make o ur se lve s r e so ur c e s fo r

ne ano the r

.”

“We ne e d to me e t with o ne ano the r so we do n’t r e inve nt the whe e l.”

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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.

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“T he [te c hno lo gy] to o ls ar e mo r e paint fo r my te ac hing pale tte .”

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PIL OT ST UDE NT SURVE Y

Online surve y a dministe re d in fa ll

f 2012

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SMC Office of Institutional Research

Compa ring DL S vs. T ra ditiona l Cla ssrooms (N = 54)

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

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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 *p < .001 **p<.01

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SMC Office of Institutional Research

Satisfac tion L e ve ls (N = 54)

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90.4% 84.6% 82.4% 78.8% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% Ava ila b le te c hno lo g y Ove ra ll DL S e xpe rie nc e Physic a l se tup o f c la ssro o m De g re e to whic h te c h is use d in c la ss

Pe r c e nt Re sponding “Ve r y Sa tisfie d” or “Sa tisfie d”

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SMC Office of Institutional Research

L ike lihood of E nrolling in DL S Class in F uture (N = 54)

Ve ry L ike ly 55% L ike ly 26% So me wha t L ike ly 11% So me wha t Unlike ly 2% Unlike ly 0% Ve ry Unlike ly 6%

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Que stions/ Disc ussion

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