An Assessment of Freshman Composition Online

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An Assessment of Freshman Composition Online

• NMHEAR 2004
• Albuquerque
• Susan Wood

2
Distance Education Student Profile

• What are the assumptions about who they are?
• What are the assumptions about the skills they
  need?

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Effects of Geographic Separation
Effects Skills needed
More autonomy Self-direction
Less direct stimulation Self-motivation
Less direct guidance Focus and self-discipline
Less direct feedback Self-evaluation
Less direct support Help-seeking
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Effects of Media/Technology
Effects Skills Needed
Flexibility in when you learn Time management
Flexibility in where you can learn Creating own learning space
Mediated Materials Technology skills and ability to learn independently
Interacting with others via media Communication skills
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Comparison of Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
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Comparison of Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
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Comparison of Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
8
Comparison of Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
9
Comparison of Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
10
Comparison of Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
11
Comparison on Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
12
Comparison on Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
Semester GPA Semester GPA Semester GPA Semester GPA Semester GPA Semester GPA Semester GPA
Online Online Online Traditional Traditional Traditional
Headcount Headcount 78 596
Mean Mean 2.66 2.35
Standard Dev Standard Dev 1.26 1.33
First Quartile First Quartile 2.00 1.40
Median Median 3.00 2.62
Third Quartile Third Quartile 3.66 3.50
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Comparison of Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
Cumulative GPA Cumulative GPA Cumulative GPA Cumulative GPA Cumulative GPA Cumulative GPA Cumulative GPA
Online Online Online Traditional Traditional Traditional
Headcount Headcount 78 596
Mean Mean 3.11 2.73
Standard Dev Standard Dev 0.68 0.93
First Quartile First Quartile 2.72 2.21
Median Median 3.03 2.85
Third Quartile Third Quartile 3.71 3.46
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Comparison on Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
ACT English Score ACT English Score ACT English Score ACT English Score ACT English Score ACT English Score ACT English Score
Online Online Online Traditional Traditional Traditional
Headcount Headcount 30 283
Mean Mean 14.47 15.23
Standard Dev Standard Dev 4.69 4.15
First Quartile First Quartile 12 12
Median Median 15 15
Third Quartile Third Quartile 18 18
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Comparison on Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
Best Compass Reading Score Best Compass Reading Score Best Compass Reading Score Best Compass Reading Score Best Compass Reading Score Best Compass Reading Score Best Compass Reading Score
Online Online Online Traditional Traditional Traditional
Headcount Headcount 46 306
Mean Mean 76.37 71.31
Standard Dev Standard Dev 25.95 25.68
First Quartile First Quartile 75 65
Median Median 84 79
Third Quartile Third Quartile 91 89
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Comparison on Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
Best Compass Writing Score Best Compass Writing Score Best Compass Writing Score Best Compass Writing Score Best Compass Writing Score Best Compass Writing Score Best Compass Writing Score
Online Online Online Traditional Traditional Traditional
Headcount Headcount 46 310
Mean Mean 55.2 54.8
Standard Dev Standard Dev 25 30.37
First Quartile First Quartile 36 30
Median Median 53 58
Third Quartile Third Quartile 75 82
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Comparison on Online English 111 Students to
Traditional Classroom Students for the Fall 2002
and Spring 2003 Semesters
ACT Math Score ACT Math Score ACT Math Score ACT Math Score ACT Math Score ACT Math Score ACT Math Score
Online Online Online Traditional Traditional Traditional
Headcount Headcount 30 280
Mean Mean 15.5 15.84
Standard Dev Standard Dev 4.09 3.29
First Quartile First Quartile 14 14
Median Median 15 16
Third Quartile Third Quartile 18 17
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Learner Needs

• What are the implications of distance and
  technology on the distance learner profiled in
  these slides?
• Distance learners use four times more
  metacognitive strategies than their classroom
  counterparts.
• What prepares them for this demand?

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Strategizing for Successful DE classes
Instructional Design

• Three Pillars of Online Course Design
• User motivation
• Course structure
• Instructional objectives

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Learner Motivation

• John Kellers ARCS Model
• Attention
• Relevance
• Confidence
• Satisfaction

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Course Structure
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Instructional Objectives

• Gagnés Nine Events of Instruction
• Gain Attention
• Inform Learner of Objective
• Recall Prior Knowledge
• Present Material to be Learned
• Provide Guidance to Learner

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Instructional Objectives

1. Elicit Performance
2. Provide Informative Feedback
3. Assess Performance
4. Enhance Retention and Transfer

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Reflective Practitioner

• How does this information apply to your
  class(es)?
• Example Online Debate Assignment and student
  participation