A great deal of research has been conducted and published on the topic of hybrid or “blended” learning in university settings, but relatively little has been conducted within the college environment. The purpose of this multi-method study was to identify the impact of hybrid course delivery methods on student success and course withdrawal rates, and to evaluate faculty and student experience of hybrid instruction from within the Canadian college environment.
Quantitative findings suggest that students achieved slightly lower final marks in hybrid courses as compared to the face-to-face control courses offered in the previous year, though the magnitude of this effect was very small, in the order of -1%. Further analysis revealed that students with high academic standing were successful regardless of course mode, while students with low GPAs performed slightly worse in hybrid classes. Course mode did not have an effect on withdrawal from the course, suggesting that the format does not impact course completion.
Overall both students and faculty responded positively to the hybrid format. Students enjoyed learning and engaging online, but did express concerns about reduced access to instructors and/or a sense that lectures were rushed. Open-ended survey responses and focus group feedback made clear that it is essential to provide well-defined direction and orientation to web-based tools for a hybrid course to be successful. Suggestions for improvement include providing additional technical support for students and faculty, mandatory tutorials introducing students to online tools, and hybrid course development training for faculty.
Writing assignments, particularly for first- and second-year college students, are probably one of those items in the syllabus that some professors dread almost as much as their students do. Yet despite the fact that essays, research papers, and other types of writing assignments are time consuming and, at times, frustrating to grade, they also are vital to furthering student learning.
Of course part of the frustration comes when professors believe that students should arrive on campus knowing how to write research papers. Many do not. With as much content as professors have to cover, many feel they simply can’t take time to teach the research skills required to write a quality, college-level term paper. But as teaching professors who support the writing across the curriculum movement would tell you, improving students’ writing skills is everyone’s business, and carries with
it many short- and long-term benefits for teachers and students alike. Further, many instructors are finding ways to add relevance to writing assignments by aligning them with the type of writing required in a specific profession as an alternative to the traditional, semester-long research paper.
This special report was created to provide instructors with fresh perspectives and proven strategies for designing more effective writing assignments. It features 11 articles from The Teaching Professor, including:
• Revising the Freshman Research Assignment
• Writing an Analytical Paper in Chunks
• Designing Assignments to Minimize Cyber-Cheating
• Chapter Essays as a Teaching Tool
• Writing (Even a Little Bit) Facilitates Learning
• How to Conduct a ‘Paper Slam’
While not every approach discussed in this special report will work for every course, every
time, I invite you to identify a few that look appropriate for your courses, and implement
them next semester. You just might be surprised by the results.
Maryellen Weimer
Editor
The Teaching Professor
Study shows faculty members remain skeptical of digital course materials and generally unfamiliar with open educational resources.
Project Background
In 2008, the Higher Education Quality Council of Ontario (HEQCO) issued an open Request for Proposals (RFP) to Ontario colleges and universities that would allow them to evaluate interventions that already existed at those institutions and that were designed to promote student success in various ways. Brock University was involved in a total of four research projects that were approved for funding at that time, including this project. This research project also has the distinction of being the only one in the RFP which involved a re-examination of institutional financial aid policies.
Project Purpose
Institutional financial aid applications ask a wide range of questions dealing with both the personal and financial history of the student and his/her family. This process can take a significant amount of the student’s time, and may even intimidate some. Moreover, the level of financial detail required in the application may be a deterrent to students who might be either embarrassed to disclose family details, or uncomfortable asking their parents about the financial situation of their family.
It is believed that the complex and potentially discouraging application process that exists at many postsecondary institutions (and many government financial aid programs) can be simplified by including fewer fields in the application for funding. This would benefit both student applicants and institutional administrators, and could likely be done without significantly altering
the output that would have been generated using the original full application.
The purpose of this project is to compare two approaches to calculating student financial assessed need for the purposes of determining eligibility for the Brock University Entering Student Bursary. The research question being addressed in this project is whether a simplified approach to calculating assessed need would lead to similar outcomes in terms of identifying
eligibility for the Entering Student Bursary as the original application process that had been in place for years at Brock University.
Undergraduate college student borrowing has risen dramatically in recent years. Graduates who received a bachelor’s degree in 20081 borrowed 50% more (in inflation-adjusted dollars) than their counterparts who graduated in 1996, while graduates who earned an associate’s degree or undergraduate certificate in 2008 borrowed more than twice what their counterparts in 1996 had borrowed, according to a new analysis of National Center for Education Statistics data by the Pew Research Center’s Social & Demographic Trends project.
Increased borrowing by college students has been driven by three trends:
ï‚· More college students are borrowing. In 2008, 60% of all graduates had borrowed, compared with about half (52%) in 1996.
- College students are borrowing more. Among 2008 graduates who borrowed, the average loan for bachelor’s degree recipients was more than $23,000, compared with slightly more than $17,000 in 1996. For associate’s degree and certificate recipients, the average loan increased to more than $12,600 from about $7,600 (all figures in 2008 dollars).
- More college students are attending private for-profit schools, where levels and rates of borrowing are highest. Over the past decade, the private for-profit sector has expanded more rapidly than either the public or private not-for-profit sectors. In 2008, these institutions granted 18% of all undergraduate awards, up from 14% in 2003.2 Students who attend for-profit colleges are more likely than other students to borrow, and they typically borrow larger amounts.
Other key findings from the Pew Research analysis:
- One-quarter (24%) of 2008 bachelor’s degree graduates at for-profit schools borrowed more than $40,000, compared with 5% of graduates at public institutions and 14% at not-for-profit schools.
- Roughly one-in-four recipients of an associate’s degree or certificate borrowed more than $20,000 at both private for-profit and private not-for-profit schools, compared with 5% of graduates of public schools.
- Graduates of private for-profit schools are demographically different from graduates in other sectors. Generally, private for-profit school graduates have lower incomes, and are older, more likely to be from minority groups, more likely to be female, more likely to be independent of their parents and more likely to have their own dependants.
Survey fielded between August 16-28, 2013 among a nationally representative sample of American adults (N = 1,000) conducted via landline and cell phone. The margin of error for a sample of 1,000 is ±3.1%.
The national poll was supplemented by a survey of business hiring decision-makers (N = 263) fielded online during July 10-15, 2013. The business elite sample included hiring decision-makers and hiring executives from a cross-section of companies, ranging from small companies to larger businesses with a global presence.
For Canada to succeed, all Canadians must have the opportunity to develop and use their skills and knowledge to the fullest. So said the government of Prime Minister Paul Martin in the Speech from the Throne that opened the 37th Parliament of Canada in February 2004: “Investing in people will be Canada’s most important economic investment.”
Such an investment is critical. The new economy demands an increasingly educated and skilled workforce. To remain globally competitive, Canada needs to invest in raising the overall level of education and skills across the country. As well, Canada faces a shortage of skilled workers over the next 10 years, due to both retirement and the country’s low population
growth rate. To replace our aging workforce, Canada needs to look beyond traditional sources for future employees.
When teachers think the best, most important way to improve their teaching is by developing their content knowledge, they end up with sophisticated levels of knowledge, but they have only simplistic instructional methods to convey that material. To imagine that content matters more than process is to imagine that the car is more important than the road. Both are essential. What we teach and how we teach it are inextricably linked and very much dependent on one another.
This special report features 11 articles pulled from the pages of The Teaching Professor to help you discover new ways to build connections between what you teach and how you teach it. The report offers tips on how to engage students, give feedback, create a climate for learning, and more. It also provides fresh perspectives on how faculty should approach their development as teachers.
It’s been said that few things can enhance student learning more than an instructor’s commitment to ongoing professional development. Here’s a sample of the articles you will find in Effective Strategies for Improving College Teaching and Learning:
• Faculty Self-Disclosures in the College Classroom
• A Tree Falling in the Forest: Helping Students ‘Hear’ and Use Your Comments
• Understanding What You See Happening in Class
• Can Training Make You a Better Teacher?
• Striving for Academic Excellence
Although there is no single best teaching method, approach, or style, this special report will give you a variety of strategies to try. Those that work effectively with your students you should make your own.
Summary of findings
Questions have been raised about the social impact of widespread use of social networking sites (SNS) like Facebook, LinkedIn, MySpace, and Twitter. Do these technologies isolate people and truncate their relationships? Or are there benefits associated with being connected to others in this way? The Pew Research Center’s Internet & American Life Project decided to examine SNS in a survey that explored people’s overall social networks and how use of these technologies is related to trust, tolerance, social support, and community and political engagement. The findings presented here paint a rich and complex picture of the role that digital technology plays in people’s social worlds. Wherever possible, we seek to disentangle whether people’s varying social behaviors and attitudes are related to the different ways they use social networking sites, or to other relevant demographic characteristics, such as age, gender and social class.
The number of those using social networking sites has nearly doubled since 2008 and the population of SNS users has gotten older. In this Pew Internet sample, 79% of American adults said they used the internet and nearly half of adults (47%), or 59% of internet users, say they use at least one of SNS. This is close to double the 26% of adults (34% of internet users) who used a SNS in 2008. Among other things, this means the average age of adult-SNS users has shifted from 33 in 2008 to 38 in 2010. Over half of all adult SNS users are now over the age of 35. Some 56% of SNS users now are female.
Facebook dominates the SNS space in this survey: 92% of SNS users are on Facebook; 29% use MySpace, 18% used LinkedIn and 13% use Twitter. There is considerable variance in the way people use various social networking sites: 52% of Facebook users and 33% of Twitter users engage with the platform daily, while only 7% of MySpace and 6% of LinkedIn users do the same.
On Facebook on an average day:
- 15% of Facebook users update their own status.
- 22% comment on another’s post or status.
- 20% comment on another user’s photos.
- 26% “Like†another user’s content.
- 10% send another user a private message
Before you even print off the application forms to request funding for your research project, take some time to review these tips.
Understanding Community Colleges brings together a variety of subjects and issues that face community colleges as they evolve in the higher education landscape. The edition is organized into four sections that cover three arenas: students, administration
and leadership issues, and workforce development. Each chapter, regardless of author, does a quality job of explaining the historical context of the given issue and the development or change that is occurring for community colleges nationwide. The text is accessible for those unfamiliar with community colleges and does not fall into the writing traps of consistently comparing community colleges to four-year institutions. Instead, each chapter treats community colleges as stand-alone entities,
examining them in each particular setting with no preconceived notions.
The members of the Principal’s Commission on Mental Health are pleased to submit their
final report to Principal Daniel Woolf.
This report is the result of a year-long process embedded in comprehensive input from the Queen’s and broader communities. Commissioners Lynann Clapham, Roy Jahchan, Jennifer Medves, Ann Tierney and David Walker (Chair) heard from students, faculty, staff, parents, alumni, mental health professionals and community members, all of whom generously gave their time to provide valuable insight and expertise.
Following the release of a discussion paper in June "&!", extensive feedback was received, for which commission members were most grateful. This input has been integrated into this final report.
Over the last few decades there has been a great deal of ink spilled about the importance of postsecondary education (PSE) in Canada and globally. We are moving from a mid-20th century idea of postsecondary education as “elite†to a new understanding of “mass†postsecondary education (Trow, 1974), and potentially to a newer view of postsecondary education as “universal.†The growing consensus is that postsecondary education is important to society, in providing the skills workers require in the labour market, in supporting the social and economic health of society, and in ensuring individuals have the necessary abilities to participate and contribute fully in that society and labour market. What once was accepted as the luxury of the upper and middle classes is now understood to be a prerequisite for full inclusion in the benefits and functioning of society.
As PSE in Ontario grows to “universal†proportions and beyond, youth from low-income backgrounds stand to gain in terms of their socio-economic status. Nevertheless,potential students from low-income backgrounds continue to take up postsecondary education with less frequency than their middle- and high-income counterparts, particularly at the university level (Drolet ,2005; de Broucker, 2005; Berger, Motte and Parkin, 2009; HEQCO, 2010). Income is an important determinant of participation in PSE. Knowing this, the public policy response has long been a focus on keeping tuition relatively low and providing student assistance to students who demonstrate need. However, recent research has revealed that income alone is not as strong a determinant as academic achievement or parental education (Drolet, 2005; Frenette, 2008a; Finnie, Childs and Wismer, 2010).
Characteristics often associated with income make the barriers to postsecondary more complex and multi-faceted. Furthermore, it has also been shown that changes to student assistance and tuition levels over time have had very little effect on the participation of the lowest income quartile (Berger et al., 2009); meaning that other policy levers may be required to address the complexity of the barriers in a more sophisticated way.
This is the first in a series of @ Issue Papers that looks at the participation of traditionally under-represented cohorts in postsecondary education.1 The purpose of this @ Issue Paper is to summarize what is currently known about the participation of low-income students in PSE, with a particular emphasis on low-income students in Ontario. Where relevant data or research is not available for Ontario, the discussion will focus on the larger Canadian picture.
In a traditional face-to-face class, students have many opportunities to interact with their instructor and fellow students. Whether it’s an informal chat before or after class, or participating in the classroom discussion, interaction can be an important factor in student success.
Creating similar opportunities for participation and collaboration in an online course is one of the biggest challenges of teaching online. Yet, opportunities for meaningful interaction online are plentiful, provided you design and facilitate your course in the correct manner and with the proper tools. Asynchronous and synchronous learning tools, such as threaded discussions, instant
messaging, and blogs play an important role in humanizing online courses by replicating the classroom experience of information exchange and community building, not just between students and teacher but among the students as well.
This Faculty Focus special report features 15 articles from Online Classroom newsletter, and will provide you with specific strategies on how to use synchronous and asynchronous learning tools to engage your online students.
Here are just some of the articles you will find in this report:
• A Plan for Effective Discussion Boards
• Using Video Clips to Stimulate Discussion
• Using Individual and Group Instant Messaging to Engage Students
• Nine Strategies for Using IM in Your Online Course
• Four Ways to Improve Discussion Forums
Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students
Using Real-time Chat, Threaded Discussions and Blogs is loaded with practical advice from
educators who’ve found effective ways to promote learning and build community in their
online courses.
Rob Kelly
Editor
Online Classroom
This paper first discusses cooperative learning and provides a rationale for its use in higher education. From the literature, six elements are identified that are considered essential to the success of cooperative learning: positive interdependence, face-to-face verbal interaction, individual accountability, social skills, group processing, and appropriate grouping.
Three distinct approaches at the postsecondary level are described in the fields of Medicine, Dentistry and Mathematics, and feedback from faculty and students is reported. The three approaches are presented within the context of the disciplines and are compared across the disciplines with respect to the essential six elements. Finally, the authors share some lessons learned from their research and experience in order to assist faculty who wish to incorporate cooperative learning into their teaching.
Trends in post-secondary education participation in Canada continue to show that Aboriginal1 people rely significantly on
Canada’s publicly-funded colleges, institutes, polytechnics, cégeps, and universities with a college mandate (hereinafter
referred to as “colleges”). ACCC is the national voluntary membership association which serves Canada’s publicly-funded
colleges and informs and advises various levels of government, business, industry and labour. Aboriginal peoples’ access
to post-secondary education, inclusion and community development has been one of the Association’s strategic priorities
since its creation in 1972.
Abstract
Increasingly, students are seeking transfer from college to university educational programs. This challenges universities to assess the effectiveness of transfer policies and also challenges colleges to prepare students for continued education. This paper reviews the various transfer procedures used by Canadian universities, barriers experienced by students seeking
transfer, and strategies for improving the transfer process. The authors propose the use of learning outcomes, which identify student knowledge and skills following an educational experience, to develop block transfer strategies that ease student transfer between educational programs.
Résumé
Les étudiants cherchent de plus en plus à transférer leurs projets d’études collégiales vers un programme universitaire. Les universités doivent donc relever le défi d’évaluer l’efficacité de leurs politiques de transfert, tandis que les collèges doivent réfléchir sur la façon de mieux préparer leurs étudiants aux programmes de formation continue. Le présent article passe en revue les diverses procédures utilisées par les universités canadiennes,
les obstacles que doivent surmonter les étudiants cherchant à effectuer un transfert et les stratégies d’amélioration du processus de transfert. Les auteurs proposent l’utilisation de résultats d’apprentissage, qui identifient
les connaissances et les compétences acquises par les étudiants d’un programme donné, afin d’élaborer des stratégies générales qui faciliteront le transfert d’étudiants entre programmes éducatifs.
Executive Summary
The significance of literacy for postsecondary success has been demonstrated in numerous
research reports showing that attrition and underachievement are strongly linked to low levels of language proficiency (Jennings and Hunn, 2002; Perin, 2004). It has also been shown that Canadian adults with lower literacy levels have significantly lower employment rates and incomes, higher rates of unemployment, and are less likely to be engaged in their community than Canadian adults with higher literacy levels (Statistics Canada, 2005). On a national scale, literacy is a key factor in economic growth, productivity and innovation (Coulombe, Tremblay and Marchand, 2004).
Graduating over 71,000 students per year (MTCU, 2011), colleges play a central role in preparing Ontario adults with varying literacy levels for the labour force. A recent review of literacy-related practices at Ontario’s colleges demonstrated that there is currently a wide range and diversity of activities and models being used to address the language needs of students (Fisher and Hoth 2010). Without the appropriate supports, literacy and language challenges are barriers that prevent students from achieving success in their chosen program of study and subsequent career. All post-secondary institutions struggle with finding workable models to support these students, yet there has been little rigorous research evaluating the effectiveness of various remediation approaches (Levin and Calcagno 2008).
In fall of 2008, George Brown College piloted an innovative remedial approach in the Practical Nursing program that targets reading, writing, speaking and listening skills while integratingcontent from select core courses, termed the Communications Adjunct Model (CAM). The goal of this research project was to assess the impact of CAM on adult learners with diverse remedial
English language needs in order to provide important lessons for post-secondary institutions. To assess the program’s effectiveness, the academic performance of students placed in CAM was examined in relation to two comparison groups. The first comparison group consisted of students in the same cohort as the CAM group (2008/2009) who were not placed in CAM. The second comparison group included students from two academic years prior to the introduction of CAM (2005/2006 and 2006/2007) who fell below the entrance score cut-offs for selection into the adjunct program.
The analysis undertaken suggests that CAM did not have a strong effect on overall grade performance (GPA). While two out of the four evaluations of the effectiveness of the program showed that CAM had a positive effect on students’ GPA, the results were weak and did not prove to be reliable across comparison groups. It is important to remember, however, that the analysis assessed the impact of CAM solely on GPA performance. CAM has a number of additional objectives, such as general language skill development, that would require additional data collection and analysis to better determine the effectiveness of the program. Nonetheless, there are many important learnings that can be gleaned from the project based on George Brown
College’s experience of developing and administering CAM.
The iconic image of the Baby Boom generation is a 1960s-era snapshot of an exuberant, long-haired, rebellious young adult. That portrait wasn’t entirely accurate even then, but it’s hopelessly out of date now. This famously huge cohort of Americans finds itself in a funk as it approaches old age. On January 1, 2011, the oldest Baby Boomers will turn 65. Every day for the next 19 years, about 10,000 more will cross that threshold. By 2030, when all Baby Boomers will have turned 65, fully 18% of the nation’s population will be at least that age, according to Pew Research Center population projections. Today, just 13% of Americans are ages 65 and older.
Perched on the front stoop of old age, Baby Boomers are more downbeat than other age groups about the trajectory of their own lives and about the direction of the nation as a whole.
Some of this pessimism is related to life cycle – for most people, middle age is the most demanding and stressful time of life. 1 Some of the gloominess, however, appears to be particular to Boomers, who bounded onto the national stage in the 1960s with high hopes for remaking society, but who’ve spent most of their adulthood trailing other age cohorts in overall life satisfaction.
At the moment, the Baby Boomers are pretty glum. Fully 80% say they are dissatisfied with the way things are going in the country today, compared with 60% of those ages 18 to 29 (Millennials); 69% of those ages 30 to 45 (Generation Xers) and 76% of those 65 and older (the Silent and Greatest Generations), according to a Pew Research Center survey taken earlier this month.
Many higher education institutions use student satisfaction surveys given at the end of a course to measure course and instructor quality. But is that really a true measure of quality? All things being equal, an instructor who teaches a rigorous course will likely score much lower than an instructor whose course is a little less demanding. Then there’s the whole timing of the satisfaction surveys. For the most part, students are simply glad the course is over (even if they liked it) and put little thought or time into completing the survey. Unless of course they know they failed, in which case you will get a detailed assessment of how you are boring, inflexible, out of touch, or otherwise unfit to teach.
No wonder surveys get such a bad rap. If end-of-course evaluations are the only surveys you use, there’s a lot more you can, and should, be doing. Done correctly, surveys can deliver tremendous insight into what’s working, what’s not, and why. This special report features 10articles from Online Classroom, including a three-part and a five-part series that provides stepby-
step guidance on how to use surveys and evaluations to improve online courses, programs, and instruction. You’ll learn when to use surveys, how to design effective survey questions, why it’s important to ensure anonymity, and the advantages and disadvantages of Web-based surveys.
Articles in Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning include:
• Online Teaching Fundamentals: What to Evaluate, parts 1-3
• Course and Instructor Evaluation: If It’s So Good, Why Does It Feel So Bad?
• Getting Evaluation Data through Surveys: What to Consider before Getting Started
• Using Surveys to Improve Courses, Programs, and Instruction, parts 1-5
If you’re dedicated to continuous improvement, this special report is loaded with practical advice that will help you create more effective surveys before, during, and after your course ends.