Identifying Challenges and Benefits of Online Learning for Students - - PowerPoint PPT Presentation

Rutgers, The State University of New Jersey

Identifying Challenges and Benefits of Online Learning for Students of Varying Disability Groups

Derek Malenczak, MS, CPRP Ann Murphy, PhD

Rutgers University Department of Psychiatric Rehabilitation and Counseling Professions

Rutgers, The State University of New Jersey

Ok, so Online Learning is Great! But there are some barriers…

Rutgers School of Health Professions

What About Students with Disabilities?

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Potential Benefits of Online Education

• Limited Transportation
• Flexibility of Schedule

Applied Broadly to all Students

• Asynchronous Format
• Social Anxiety
• Peak Functioning Time

Specific to People with Disabilities

(Banerjee & Brinckerhoff, 2002; Grabinger, 2010)

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Challenges for People with Disabilities

• Response Inhibition
• Working Memory
• Planning

Executive Functioning

• Theory of Mind
• Social Perception
• Emotion Processing

Social Cognition

• Communication Limitations
• Computer Accessibility

Physical/ Mobility

(Grabinger, 2010; Green et al., 2004; LaGarde et al., 2010; Snyder, 2013; Snyder et al., 2015; Tempesta et al., 2013)

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The Study

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Overview

• Identifying Barriers and Supports to Online Education for

Students with Psychiatric Conditions and Learning Disabilities

• Study ID:Pro20150001190:Newark Health Sciences IRB
• Administered using RedCAP
• Targeted all students registered for online courses
• Rutgers University – Spring 2015 semester
• Obtained complete data from 1,665 online students

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For Today’s Workshop

• Four Groups
• 1. No Disability (n = 1322)
• 2. Psychiatric Disabilities (n = 252)
• Depression: 171 (67.9%)

Anxiety Disorders: 144 (57.1%)

• Eating Disorder: 34 (13.5%)

OCD: 23 (9.1%)

• Bipolar Disorder: 15 (6.0%)

Psychotic Disorders: 4 (1.6%)

• 2. Learning Disabilities (n = 41)
• Includes ADHD
• 3. Physical Disabilities (n = 15)

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Demographics

Variable No Disability Psych Dis Learning Dis Physical Dis Mean (SD) Mean (SD) Mean (SD) Mean (SD) Age 25.9 (9.0) 27.3 (9.1) 25.7 (8.1) 31.3 (12.3) n (%) n (%) n (%) n (%) Gender Female 971 (73.4) 216 (85.7) 26 (63.4) 10 (66.7) Male 351 (26.6) 36 (14.3) 15 (36.6) 5 (33.3) Year of Study Freshman 129 (9.8) 18 (7.1) 3 (7.3) 1 (6.7) Sophomore 199 (15.1) 18 (7.1) 2 (4.9) Junior 283 (21.4) 57 (22.6) 14 (34.1) 6 (40.0) Senior 316 (23.9) 67 (26.6) 9 (22.0) 4 (26.7) Grad Student 395 (29.9) 92 (36.5) 13 (31.7) 4 (26.7)

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Demographics (cont.)

Variable No Disability Psych Dis Learn Dis Physical Dis n (%) n (%) n (%) n (%) Level Online Exp First Online Course 476 (36.0) 58 (23.0) 13 (31.7) 4 (26.7) Some Exp. w/ Online Courses 705 (54.1) 157 (62.3) 26 (63.5) 7 (46.7) Almost All Courses Online 136 (10.3) 37 (14.7) 2 (4.9) 4 (26.7) Registered with Disability Service Yes 4 (0.3%) 8 (3.2) 7 (17.1) 7 (46.7) No 231 (92.0) 30 (73.2) 7 (46.7) Not Now, But Previously 12 (4.8) 4 (9.7) 1 (6.7)

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Psychiatric Disability Learning Disability Physical Disability F-to-F n (%) Online n (%) F-to-F n (%) Online n (%) F-to-F n (%) Online n (%) Yes 80 (32.0) 25 (10.0) 9 (22.0) 5 (12.5) 4 (26.7) 4 (26.7) No 141 (56.4) 194 (77.6) 24 (58.5) 28 (70.0) 7 (46.7) 9 (60.0) Unsure 29 (11.6) 31 (12.4) 8 (19.5) 7 (17.5) 4 (26.7) 2 (13.3)

Have Your Symptoms Gotten in the Way of a Passing Grade?

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Have you Benefited from Online Class? (%)

No Disability Psych Dis Learn Dis Physical Dis Yes 71.5 69.0 56.1 86.7 No 12.8 13.9 19.5 6.7 Unsure 15.7 17.1 24.4 6.7

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Results – Reasons to Enroll (%)

ITEM NO DIS PSYCH LEARN PHY Convenience 71.2 75.4 53.7 26.7 Flexibility of Schedule 64.2 69.8 70.7 53.3 Better Fit Around Work 57.0 57.5 56.1 60.0 Class Only Online 33.8 32.9 36.6 33.3 Avoid Commuting 30.3 35.3 29.3 26.7 Ability to Learn Own Pace 28.9 32.9 31.7 40.0 Better Manage Family Resp. 19.7 27.8 19.5 20.0 More Comfort Learning at Home 19.4 28.2 17.1 20.0 Enjoy Online Learning Format 19.3 23.4 19.5 13.3 Lack of Transportation 7.6 7.5 13.3 Manage Mental Health Symp 0.5 7.1

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Top Reasons to Enroll (%)

No Disability Psych Dis Learn Dis Physical Dis Flexibility of Schedule 23.7 20.7 20.0

• Convenience

20.3 19.5 10.0

• Better Fit Around

Work 19.0 17.9 22.5 26.7 Class Only Online 17.9 20.7 22.5 26.7 Avoid Commuting

• 10.0

13.3 Learn at Own Pace

• 13.3

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Results – Benefits (%)

ITEM NO DIS PSYCH LEARN PHYS More Flexibility 80.0 79.8 68.3 86.7 Longer to Form Responses 41.8 46.4 41.5 26.7 Increased Study Time 29.5 27.4 26.8 20.0 No Textbook/Cheaper 19.6 19.0 12.2 20.0 More Comfort Online 18.3 23.0 19.5 46.7 Reduced Anxiety 16.2 31.0 7.3 33.3 Limited Distractions 16.0 18.7 24.4 33.3 Money Saved 11.3 12.7 9.8 20.0 More Detailed Instruction 11.0 6.3 7.3 20.0 Increased Support from Peers 5.1 4.4 7.3 Manage Mental Health Symp 1.7 9.9 6.7

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Top Benefits (%)

No Disability Psych Dis Learn Dis Physical Dis More Flexibility 69.8 64.4 60.5 50.0 More Comfort Online

• 14.3

Other Benefits

• 18.4

14.3

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Results – Challenges (%)

ITEM NO DIS PSYCH LEARN PHYS Lack of In-Person Contact w/ Prof 51.3 55.6 53.7 46.7 Time Management 31.6 42.9 36.6 46.7 No Hands-On (live) Learning 30.3 34.9 56.1 20.0 Decrease Possibility of Social Int. 29.0 24.6 24.4 26.7 Lack of Self-Motivation 25.7 31.7 36.6 26.7 Inability to Comm. Effect. Online 20.0 22.6 22.0 20.0 Difficulty Concentrating/Focusing 19.5 27.0 29.3 26.7

• Diff. Navigating Course Website

17.2 26.2 17.1 13.3

• Diff. Understand Online Speech

7.9 7.9 12.2 20.0 Lack of Technical Skills 4.9 5.2 7.3 6.7 Lack of Support Disability Office 0.4 0.4 9.8 6.7

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Top Challenges (%)

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No Disability Psych Dis Learn Dis Physical Dis Lack In Person Contact w/ Prof 30.9 25.1 37.1

• Time Management

16.9 23.3 11.4 38.5 Lack of Self- Motivation 12.0 14.9

• No Hands on

Learning

• 11.4

11.8 Difficulty Understand Online Speech

• 23.1

Other Challenge

• 11.4

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Strategies: So What Can We Do?

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That’s Why We’re Here

• Universal Design for Learning (UDL)
• Intuitive Site Navigation
• Course Organized & Uncluttered
• Accessibility
• Quality Matters
• Department Standardization

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Top Barrier Reported

Lack of In-Person 1:1 contact with Professor What can be done?

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“Utilize more applications that will increase the ‘appearance’/feel

• f one-on-one face-to-face interaction with the instructor.”

“I would appreciate seeing the professor.” “I would like to know the instructors a little bit better. Even just a picture of them would be helpful to place a face behind the email.”

If you could change one thing about online learning (big or small) what would it be?

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“I would change the fact that often teachers just put up links to read tons and tons of work but don’t ever really teach anything.” Improve “…the ability to talk about what we are learning (beyond) pre-defined discussion questions to answer. No real way for more spontaneous, candid, and real interaction.” “Better quality. The professor should act like they’re making a

• video. They shouldn’t tape live lectures.”

If you could change one thing about online learning (big or small) what would it be?

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• Solicit student feedback earlier
• Assumptions when a student stops participating
• Outreach when they drop off
• Value of a non-auto generated email

If 1:1 Contact’s What They Want…

Personal connection with instructor Greater student engagement and motivation

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Perception of Accommodations & Language

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In the End, What Do We Want?

We don’t want We do want

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“Just a user ID in many

• nline courses.”

“The professors have to be willing to help. Being online can feel a bit isolating as is, so it doesn’t help if the instructor does not offer her genuine help.”

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Thank you for attending!

• Questions?

– Derek Malenczak – malencde@rutgers.edu – Ann Murphy – murphyaa@rutgers.edu

• Feedback from you on our possible next steps?

– Follow up survey – Qualitative ideas

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• Download and open OLC Conferences mobile app
• Navigate to “Characteristics of Online Education that

May Serve as Challenges and Benefits for Students of Varying Disability Groups” to evaluate

• Select “Evaluate Session” on session details screen

(located under session type and track)

• Complete session evaluation*

Session Evaluations & Drawing

*Each session evaluation completed (limited to one per session) = one contest entry Five (5) $25 gift cards will be awarded to five (5) individuals Must submit evals using the OLC Conferences mobile app or website

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References

Banerjee, M., & Brinckerhoff, L. C. (2002). Assessing student performance in distance education courses: Implications for testing accommodations for students with learning disabilities. Assessment for Effective Intervention, 27, 25-35. Belkin, D. (2018, May 24). Colleges bend the rules for more students, give them extra help. The Wall Street Journal, Retrieved from https://www.wsj.com/articles/colleges-bend-the-rules-for-more-students-give-them-extra- help-1527154200 Belkin, D. (2018, May 25). Colleges give the disabled more leeway. The Wall Street Journal, p. A3. Grabinger, S., (2010). A framework for supporting postsecondary learners with psychiatric disabilities in online

• environments. Electronic Journal of e-Learning, 8, 1010-110.

Green, M. F., Kern, R. S., & Heaton, R. K. (2004). Longitudinal studies of cognition and functional outcome in schizophrenia: Implications for MATRICS. Schizophrenia Research, 72, 41-51. Jaggars, S.S., & Xu, D. (2013). Predicting online student outcomes from a measure of course quality (Working Paper 57). New York, NY: Community College Research Center, Teachers College, Columbia University. LaGarde, G. V., Doyon, J., & Brunet, A. (2010). Memory and executive dysfunctions associated with acute posttraumatic stress disorder. Psychiatry Research, 177, 144-149. Synder, H. R. (2013). Major depressive disorder in association with broad impairments on neurological measures of executive function: A meta-analysis and review. Psychological Bulletin, 139, 81-132. Snyder, H. R., Kaiser, R. H., Warren, S. L., & Heller, W. (2015). Obsessive-compulsive disorder is associated with broad impairments in executive function: A meta-analysis. Clinical Psychological Science, 3, 301-330. Tempesta, D., Mazza, M., Serroni, N., Moschetta, F. S., DiGiannantonio, M., Ferrara, M., & DeBerardis, D. (2013). Neurological functioning in young subjects with generalized anxiety disorder with an without

• pharmacotherapy. Progress in NeuroPsychopharmacology and Biological Psychiatry, 45, 236-241.

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