Off campus Students Engagement and Intervention Strategies. - - PDF document

Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia Presenter: Ekramul Hoque 18/06/2013 Email: ekramul.hoque@deakin.edu.au 1

CRICOS Provider Code: 00113B

OFF‐CAMPUS STUDENTS’ ENGAGEMENT AND INTERVENTION STRATEGIES

Bachelor of Health Sciences at Dandenong

Ekramul Hoque & Linda Wilson

School of Health and Social Development Deakin University, Melbourne, Australia

CRICOS Provider Code: 00113B

DANDENONG

• Over 50% born overseas in 150

countries (ABS2011 census)

• 2/3rd speaks language other than English

at home

• 2/5th of school leavers are humanitarian

settlers

• Experiencing resettlement stress (Greater

Dandenong city of opportunity 2012)

CRICOS Provider Code: 00113B

INTRODUCTION

• Deakin promotes of diversity, equity and social inclusion
• An off‐campus Bachelor Health Science (BHSc) degree

commenced in 2012

• Program supported by Federal government funding
• Offers through DLH (Deakin Learning Hub) at Dandenong
• Uses alternative selection & admissions process incorporating

direct paper based entry and interview

• Other degrees commenced in 2013:
• Bachelor of Psychology
• Bachelor of Information Systems

Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia Presenter: Ekramul Hoque 18/06/2013 Email: ekramul.hoque@deakin.edu.au 2

CRICOS Provider Code: 00113B

AIMS AND METHODS

Aims of this presentation is to discuss:

• Monitoring and intervention mechanisms at the DLH
• H300D students’ academic outcome and retention

Data and analysis:

• Literature review
• Discussion with DLH staff members
• Observation of BHSc students’ activities and engagement

pattern

• Unit specific assessment data collection and analysis

CRICOS Provider Code: 00113B

MAJOR LIST: BACHELOR OF HEALTH SCIENCES (H300D)

Unit Code Unit Name COMPULSORY CORE UNITS HBS107; HBS108 Understanding Health; Health Information and Data * FAMILY , SOCIETY and HEALTH HSH105; HBS108 Understanding Families and Health; Health Information and Data HSH206; HSH207 Human Development and Healthy Families; Socio‐Economic Status and Health HSH313; HSH306 Contemporary Health Issues; People, Health and Place * HEALTH PROMOTION HBS107; HBS110 Understanding Health; Health Behaviour HSH201; HSH218 Planning and Evaluation 1; Planning and Evaluation 2 HSH302; HSH313 Politics, Policy and Health; Contemporary Health Issues * PEOPLE, SOCIETY and DISABILITY HDS101; HDS106 Communication and Diversity; Diversity, Disability and Social Exclusion HDS209; HDS210 Diversity in Childhood and Adolescence; Diversity at Work HDS301; HDS310 The Effective Practitioner; Human Rights and Advocacy Other majors: Psychology; Nutrition; Food Studies; Exercise science; Physical activity & Health; Sport coaching Community engagement seminars: To facilitate students learning process * Must complete two of these majors.

CRICOS Provider Code: 00113B

BACKGROUND

• Three intakes in 2012 (T1, T2, T3)*
• Nearly 45 students enrolled in BHSc course in 2012
• Mostly mature aged (>21 Years) and females

Age in years Female (%) Male (%) Total (%) ≤21 5 (18.52) 3 (37.50) 8 (22.86) 22‐30 7 (25.93) 1 (12.50) 8 (22.86) 31‐40 7 (25.93) 0 (00.00) 7 (20.00) ≥41 8 (29.62) 4 (50.00) 12 (34.28) Total** 27 (77.14) 8 (22.86) 35 (100.00) Mean age = 32.52 years; Range: 18 – 55 years

*25 Students enrolled in 2013 (T1); **T1 & T2 enrolments

Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia Presenter: Ekramul Hoque 18/06/2013 Email: ekramul.hoque@deakin.edu.au 3

CRICOS Provider Code: 00113B

MATURE STUDENTS EXPERIENCES

• In Australia, 38% of commencing undergraduate university students

are over 21 years of age (Cullity 2006)

• Definition of mature‐aged students varies such as ≥25 (Western et al. 1998)
• Mature‐aged students performance equal or superior to that of

school leavers (Cantwell et al 2001)

• Mature students’ participation in higher education signifies positive

attitude and high motivation (Davies 2001)

• Social and academic interaction in family, community and work

settings facilitate student retention (Mannan 2007, Donaldson 1999)

CRICOS Provider Code: 00113B

MATURE STUDENTS’ BARRIERS TO HIGHER EDUCATION

• Economic and family responsibility (Davies 2001)
• Low SES backgrounds with gap between studies (Andrews 1999)
• Discrepancy in equity indicators (DEET 1990)
• Adjustment difficulties (Lynch & O’Riordan 1998)
• Limited personal resources (Tones et al 2009)

CRICOS Provider Code: 00113B

STUDENTS DIS/ENGAGEMENT FACTORS

• Traditionally more difficult for distant and online learners (Rovai 2002)
• Social interaction and academic integration important for retention

(Tinto 1975, 1993; Krause 2005)

• Positive factors for students engagement (Ali & Leeds 2009; Angelino et al 2007; Nash

2005; Rovai 2002; Savery 2005)

• Early and frequent faculty‐initiated contacts
• Presence of teacher and interactions with students
• Attendance at orientation session
• Supplemental tutoring and support services
• Relationships and building social and community connections

Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia Presenter: Ekramul Hoque 18/06/2013 Email: ekramul.hoque@deakin.edu.au 4

CRICOS Provider Code: 00113B

STUDENTS EXPECTATIONS

Major aspect of effective teaching in low SES students (Devlin 2011)

• Approachable and available
• Enthusiastic, dedicated and good rapport with students
• Understandable language and examples use
• Clear expectation in relation to assessment

Succeed@Deakin program: to increase in retention rate by

• ffering timely support to at risk students (Succeed@Deakin 2011)
• Good impact on students retenon and confidence building (↑75%)
• Advised on points of students disengagements

CRICOS Provider Code: 00113B

ACADEMIC ENGAGEMENT POINTS AT DLH

Deakin Learning Hub (DHL) students’ engagement plan for T2 – 2012

Students’ engagement indicators Methods Frequency Regular use of DLH (attendance) Records: Admin; Analysis: ASA Daily; monthly Formation of study/discussion group

• Observations. ASA, SSA, CC, Student mentors

On‐going Attending PASS PASS Ldr: journal keeping; inform ASA Weekly Attending SSW Monitored by SSA, ASA Weekly or as requested Discuss with DLH staff progress & concerns Academic: ASA; Tech & admin: Admin Throughout trimester Access DSO content: iLectures, tutorials, readings; and discussion DSO, online, eLive. ASA audits/monitors & actions Throughout trimester Attainment in course assessments Observation and discussion. ASA Throughout trimester Clear about assessment requirements SSW & personal contacts: SSA, ASA, email Before the assignments Understand assign marking rubrics, etc. SSW and personal contacts: SSA, ASA Before the assignments Students seeking assign extension Discussion & observations: ASA Before the assignment Applied for special considerations ASA, CC, Admin, Equity‐Diversity (LaP Plan) Peri‐assignment period

ASA=Academic Skill Advisor; SSA=Study Skill Advisor; CC=Centre coordinator; Admin=Centre administrator; SSW=Study Skills Workshop

CRICOS Provider Code: 00113B

ACADEMIC ENGAGEMENT ISSUES & ACTIONS AT DLH

Deakin Learning Hub (DHL) students’ engagement plan for T2 in July 2012

Students’ engagement indicators: Methods Issues/outcomes Action

Regular use of DLH (attendance) Records: Admin; Analysis: ASA Popular Tuesday Never visited: C‐1: 8, C‐2: 1 Enquired on absentees study situation Formation of study/discussion group

• Observations. ASA, SSA, CC, Student mentors

Study group formed Encouraged further Attending PASS PASS Ldr: journal keeping; inform ASA Regular: C‐1: 3; C‐2: 4 Renewed invitations Attending SSW SSA, ASA C‐2: Small group Promote in Newsletter Discussion with DLH staff progress & concerns Academic (concepts & contents): ASA; Study Skills: SSA; Tech & admin: Admin Regular on the spot or by appointments Enquired weeks prior to assignments, quizzes Regular access to DSO for iLectures, tutorials, reading material, discussion DSO, online, eLive. ASA audits/monitors & action taken Students engagement: content & discussions Disengaged students identified and contacted Attainment in course assessments Observation and discussion. ASA Reminder emails. Attainment positive Discussed topic concepts & requirement Clear about assessment requirements SSW & personal contacts: SSA, ASA, email Response good on email Invited & discussed need Understand assign marking rubrics, etc. SSW and personal contacts: SSA, ASA Unable to correlate Discussions & feedbacks Students seeking assign extension Discussion & observations: ASA Grounds and process Discuss & support Applied for special considerations ASA, CC, Admin, Equity‐Diversity (LaP Plan) Ground and process Discuss & support ASA=Academic Skill Advisor; SSA=Study Skill Advisor; CC=Centre coordinator; Admin=Centre administrator; SSW=Study Skills Workshop

Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia Presenter: Ekramul Hoque 18/06/2013 Email: ekramul.hoque@deakin.edu.au 5

CRICOS Provider Code: 00113B

ACADEMIC ENGAGEMENT & STRATEGIES

Staff strategy to engage students in the learning process

Staff initiatives to student engagements Activities/mechanisms Frequency

Regular enquiries about students study progress Directly, email & NewsLetter: ASA Monthly Regular reminder about assessment deadlines Email & Newsletter: ASA 14,5 days before date Periodic review of students concerns and difficulties Directly, by email contacts: ASA Monthly Enquire students understanding of concepts of unit topics Directly, by emails: ASA On‐going To make aware about assessment requirement Directly by emails: ASA Before the assign To improve skills on assignment writings SSW, feedback on draft essay: SSA, ASA Before the assign Encourage to attend eLives & access online materials timely Emails: ASP Throughout trimester To help preparing for quiz and online tests Workshops, by emails: PASS Ldr, ASA Before tests Encourage students to attend PASS sessions and SSW Directly, by emails & Newsletters: ASA, SSA, Admn On‐going Encourage to attend community engagement seminars Directly, by emails & Newsletter: ASA, Admn On‐going Arrange additional skills/study sessions as needed Assess needs → resources, mentors: ASA, SSA As required Dedicated time for students’ academic concerns/progress Walk‐in/appointments: ASA, SSA, CC As required Monitor students parallel contacts with Unit Chairs Contact Unit Chairs by email: ASA As warranted Special meeting with underperformed students Discuss assign outcomes, improve course plan, mobilise helpful resources: ASA, SSA, CC As required Meeting with students to discuss engagement issues Orientation day, Workshops: ASA As required ASA=Academic Skill Advisor; SSA=Study Skill Advisor; CC=Centre coordinator; Admin=Centre administrator; SSW=Study Skills Workshop

CRICOS Provider Code: 00113B

ACADEMIC ENGAGEMENT & DSO AUDITS

Students DSO* activities

Indicator points Activities Frequency

Monitor students’ unit contents accessing patterns: ASA (Academic Skill Advisor) Accessing unit guides DSO audits: ASA Monthly Rates of accessing topic based resources DSO audits: ASA Monthly Accessing eReadings DSO audits. ASA Monthly Attending eLive/tutorial sessions (Active) DSO audits. ASA Monthly Accessing recorded eLive sessions (Passive) DSO audits. ASA Monthly Students’ participation in discussion forum: Read DSO audits. ASA Monthly Authored DSO audits. ASA Monthly Staff strategy to help on DSO disengagement issues: Locate students with signs of disengagement Monitor DSO activities. ASA Monthly Enquire about reasons for disengagements (indirectly) Phone contacts disengaged students. ASA  to discuss study progress and DSO access issues  encourage to participate in DSO activities As required Organise meeting between disengaged student & academic staff Discuss DSO and/or unit related concerns directly On going Organise technical support to overcome DSO access issues **ITSD, Admn, ASA As required *DSO=Deakin Online Study (CloudDeakin); **ITSD=Information Technology Services Division;

CRICOS Provider Code: 00113B

STUDENT ENGAGEMENT AND ACTION CHART (T2‐2012)

Stdn Date (T2‐2012) Concerns Steps taken Outcomes Further actions All T2 Assessment reminders Emailed: Submitted assignments Assistance offered S‐1 26/07/2012 Unit‐1: Assign support Emailed: 26/07/2012 Replied: 28/07/2012 Emailed: 07/08/2012 Assign preparation Emailed: with advise Replied: 29/07/2012 Assistance offered Further instructions Confidence increased 03/09/2012 Unit‐2: Assign support Checked assignment Assign submitted timely Offered further support 08/10/2012 Assign writing and ref. Discussed performance Study skills support Offered further support S‐2 06/08/2012 Assign support: ref Endnote training Advised on assign Offered further support S‐3 02/08/2012 Study coping issues Emailed: Discussed study issues No issue S‐4 02/08/2012 Study issues Discussed study topics Increased understanding Constantly monitored 16/08/2012 Conceptual issues Extra academic sessions Felt confident 09/10/2012 Topic concepts Study revision session Improved unit concept S‐5 09/08/2012 Reference issue One‐to‐one session Proper way of referencing Advised to use Endnote 22/08/2012 Coping issues Discussed one‐to‐one Study & domestic issues. To reduce load in coming Ts Advised better plan in coming trimesters 09/10/2012 Study concept issues Study revision session Improved unit concept 11/10/2012 Study concept ‐ content Further revision session Increased confidence level Satisfied with exam

Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia Presenter: Ekramul Hoque 18/06/2013 Email: ekramul.hoque@deakin.edu.au 6

CRICOS Provider Code: 00113B

FREQUENCY OF H300D STUDENTS USE OF DLH (T2‐2012)

W1 1:10:00 W2 6:30:00 W3 48:40:00 M1 243:55:00 W4 137:05:00 M2 68:30:00 W5 2:40:00 W6 1:05:00 W7 13:00:00 W8 11:25:00 W9 0:00:00 W10 3:30:00 W11 7:40:00 W12 0:00:00 W13 80:50:00 M3 41:35:00 W14 0:20:00 W15 43:55:00 W16 69:20:00 W17 25:30:00 W18 20:55:00 W19 4:45:00 W20 29:05:00 W21 5:00:00 M4 217:50:00 W22 12:30:00 W23 3:15:00 W24 0:00:00 5 10 15 20 25 30 35 40 45 50

Days attended DLH (Jul‐Oct 2012) Students & hours attended DLH

CRICOS Provider Code: 00113B

FREQUENCY OF DLH USE BY H300D STUDENTS (T2‐2012)

20 22 18 11 17.75 36 19 22 14 22.75 20 13 10 4 11.75 16 27 15 15 18.25 7 10 5 3 6.25 10 20 30 40 50 60 70 80 90 100 Jul Aug Sep Oct Avg

Number of students

Mon Tue Wed Thu Fri

CRICOS Provider Code: 00113B

H300D STUDENTS ACADEMIC PROGRESS (T1‐2012)

53.6 61.7 66.6

10 20 30 40 50 60 70 Assign‐1 Assign‐2 Final Exam

Average marks % T‐1 Assessments

Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia Presenter: Ekramul Hoque 18/06/2013 Email: ekramul.hoque@deakin.edu.au 7

CRICOS Provider Code: 00113B

H300D STUDENTS ACADEMIC PROGRESS (T2‐2012)

78.7 80 79.3 76.0 85.3 80.08 65.9 77.9 78.0 72.5 72 68.3 73.2 72 68.1 72.0 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 Test 1 Test 2 Test 3 Test 4 Test 5 Assign Final Ex Total

Average marks % DLH Avg Unit Avg

CRICOS Provider Code: 00113B

SUMMARY FINDINGS AND DISCUSSION

• Majority (77.14%) of H300D students are mature‐aged (>21 years)
• Average age is 32.52 years; range: 18 – 55 years
• More female (>77%) students in the course than males
• WAM#: 67.43 (SD ±10.01); range 50 – 85
• Students visited DLH regularly
• No weekly pattern for DLH use by students has emerged yet
• Disengaged and at risk students are identified and supported

#WAM=Weighted Average Marks

CRICOS Provider Code: 00113B

SUMMARY FINDINGS AND DISCUSSION (cont…..)

• Students performance improved over the trimester period
• Performance of DLH students are better in some units
• Student retention rate was over 85%
• Students attrition attributed to personal and family issues
• Students benefited from in‐house academic/study skills supports
• Community engagement seminars helped students learning process
• These study validated previous research findings in relation to

mature‐aged, distance learners’ performances and barriers

Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia Presenter: Ekramul Hoque 18/06/2013 Email: ekramul.hoque@deakin.edu.au 8

CRICOS Provider Code: 00113B

CONCLUSIONS

• Number of mature aged students and distance education are growing
• Students appreciate approachable and contactable academic

supports at the DLH

• Strategies of proactive interventions brought positive outcomes
• Student performances increased gradually during trimester period
• Students’ level of understanding increased with the interventions

and become more confident in off campus studies

• More observation and periodic review of strategies are advocated for

long term positive impact

CRICOS Provider Code: 00113B

REFERENCES

• ABS (Australian Bureau of Statistics) 2011 Census
• Ali, R & Leeds, E. 2009, Online Journal of Distance Learning Administration 2009; 12(4).
• Andrews, L. Department of Education 1999.
• Angelino, L, Williams, F & Natvig, D 2007. The Journal of Educators Online 2007; 4(2).
• Cantwell R, Archer J & Bourke S. Assessment & Evaluation in Higher Education 2001; 26(3):221‐34.
• Cullity M. Australian Journal of Adult Learning 2006; 46(2):175‐201.
• Davies P. Higher Education Quarterly 2001; 55(2):185–203.
• Devlin M, O’Shea H. Higher Education Research Group (HERG) 2001, Deakin University, Burwood.
• Donaldson JF. Adult Education Quarterly 1999; 50(1):24–40.
• Greater Dandenong city of opportunity 2012, Summary of Social Conditions in Greater Dandenong, Australian

Clearinghouse for Youth Studies, retrieved May 31

• Krause K. James Cook University Symposium 2005. Townsville.
• Mannan A. Higher Education2007; 53(2):147–65.
• Nash R. Online Journal of Distance Learning Administration 2005; 8(4).
• Rovai A. International Review of Research in Open and Distance Learning 2002; 3(1):1‐16.
• Savery J. Journal of Interactive Online Learning 2005; 4(2):141‐51.
• Succeed@Deakin 2011, Division of Student Life, Deakin University, Burwood.
• Tinto V. Review of Educational Research 1975; 45(1):89‐125.
• Tinto V. University of Chicago press 1993, Chicago, Il.
• Western J. McMillan J, Durrington D. Department of Education 1998.

CRICOS Provider Code: 00113B

ACKNOWLEDGEMENTS

• DLH Team:

Linda Wilson, Mark Kennedy, Penelope Goward, Carolyn Richie, Susan King, Minh Nguyen, Steve Price and Geetha Miththapala

• Students: Bachelor of Health Science and Phychology at Dandenong
• Unit Chairs: Health Sciences & Psychology
• Organisers: 26th International Conference on The First-Year Experience

Thank you !!