1 / 14

Cara H. Cario , Ph.D. Assistant Professor of Instruction Department of Biology, VCU

Online community-building techniques contributed to student success in a face-to-face large-enrollment rigorous undergraduate course. Cara H. Cario , Ph.D. Assistant Professor of Instruction Department of Biology, VCU Richmond, Virginia VCU Online Summit Presentation May 13, 2014.

kaemon
Télécharger la présentation

Cara H. Cario , Ph.D. Assistant Professor of Instruction Department of Biology, VCU

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Online community-building techniques contributed to student success in a face-to-face large-enrollment rigorous undergraduate course Cara H. Cario, Ph.D. Assistant Professor of Instruction Department of Biology, VCU Richmond, Virginia VCU Online Summit Presentation May 13, 2014

  2. Regional-based anatomy in 4 modules • Assessments: lecture-lab combined lab practical format • Large-enrollment (approx. 300 per semester, with 12 lab sections) vs. Summer-enrollment (24 students) • 3 instructors, 12 undergraduate preceptors • Lecture participation with clicker questions-collaborative learning • Lab: traditional hands-on, prosected cadavers, models, bones, charts • Open Lab for independent/group review • Online pre-lab assignments • Online textbook reading assignments Basic Human Anatomy course

  3. 59% 64% 41% 36% Final Grades: Large Spring-12 vs. Small Summer-13

  4. Challenge in a large-enrollment course • Lecture Instructor-student and Student-Student connections in large-enrollment setting • Benefits students in a rigorous large-enrollment course • Supportive, nurturing environment, less isolating • Elevates motivation to keep up with peers • Breeds self-confidence to pursue knowledge-building, ask questions, teach and learn from others • Shared experiences of challenges and achievements keeps cohorts together beyond the course Problem: Building Community

  5. Inspirational images • Self-evaluations after each module • Peer-reviewed problem-solving activities • Case studies review Optional Online Community-Building Exercises Used in Fall-13

  6. Images of Inspiration

  7. Self-evaluation Surveys

  8. Peer-reviewed problem-solving activity

  9. Case-study review and reflection

  10. Final grades vs. Participation in Optional Online Activities (Large Fall-13) Conclusion 1: Students completing 7+ optional assignments earned 70%+. (-5 exceptions) Data analysis and Conclusion 1

  11. Final grades of students who completed 7+ optional online assignments vs. <7 F=26.443, df=208, P<0.0001 82% Conclusion 2: Students completing 7+ optional online assignments averaged 15% higher final grade. 67% Data Analysis and Conclusion 2

  12. Conclusion 3: Greater % of students earn A’s and B’s compared to earlier semester • Final Grade distributions: Small vs. Large sections 59% No Opt. Online Ass’ts offered 64% 59% Opt. Online Ass’ts offered Small section 41% 41% 36% Final Grades Comparisons and Conclusion 3

  13. Community-building online activities coincided with • Very few grades below C (based on Large Fall-13) • 15% higher average final grade (82% vs. 67% for students that completed the course, Large Fall-13) • Higher percentage of A’s and B’s (compared to semester w/o community building exercises) Conclusions

More Related