1 Lessons Learning in Online, Hybrid and Flipped Teaching in STEM Sarah E. Eichhorn Associate Dean, Distance Learning University of California, Irvine
2 UCI Math Instructional Experiments 1. Calculus Course Coordination 2. Online Pre-Calculus Course 3. Flipping the Calculus Classroom UCI General Lessons Learned 4. Best Practices 5. Simple Innovation Starting Points
3 1. Calculus Coordination
4 UCI Calculus by the Numbers 2 quarters of Single Variable Calculus 2A: Limits and Differentiation 2B: Integration 120 or 240 students per section ~ 10 sections of each course per quarter ~ 2,500 students per quarter ~ 8,000 students per academic year Instructors: 50% lecturers, 25% postdocs/vaps, 25% ladder rank faculty
5 Motivation for Course Coordination Ensure that all students are taught and responsible for material at the same level of rigor and are similarly prepared for subsequent math courses Help unify grading across different sections of the courses, ensure a fairer grading system for all students, not dependent on particular section enrollment Help the math department assess and redesign the Calculus courses to help aide student learning Create more efficient administrative procedures for instructors
6 Calculus Course Coordination Components Common final exam Common syllabus and grading policy Common textbook Common website with sample exams, study aids, course information, etc. Common online homework assignments in WeBWorK
7 Some interesting findings
8 After just one quarter of coordination, the student performance variation between sections was dramatically reduced. Quarter Course Average Range Range Width Spring A Spring B Fall A Fall B
9 The mega classes performed as well as smaller classes. The instructor is a bigger factor in student success than class size. (Mega Class Avg. Final) (Total Avg. Final) Avg. Student Evaluation of Instructor (out of 4.0)
10 We were not teaching proper mathematical notation well.
11 2 Find f '( x) for the function f ( x) = x + 3x 5 using the definition of derivative.
12 2 Find f '( x) for the function f ( x) = x + 3x 5 using the definition of derivative.
13 Students are learning algorithmic approaches to problems, rather than conceptual understanding.
14 A rocket that is launched vertically is tracked by a radar station located on the ground 3 miles from the launch site. What is the vertical speed of the rocket at the instant that the rocket is 5 miles from the radar station if the distance between the rocket and the radar station is increasing at a rate of 5000 miles per hour?
15 A rocket that is launched vertically is tracked by a radar station located on the ground 3 miles from the launch site. What is the vertical speed of the rocket at the instant that the rocket is 5 miles from the radar station if the distance between the rocket and the radar station is increasing at a rate of 5000 miles per hour?
16 A rocket that is launched vertically is tracked by a radar station located on the ground 3 miles from the launch site. What is the vertical speed of the rocket at the instant that the rocket is 5 miles from the radar station if the distance between the rocket and the radar station is increasing at a rate of 5000 miles per hour?
17 It is a rocket problem!
18 A model rocket is fired vertically upward from rest. Its acceleration for the first three seconds is a( t) = 60t, at which time the fuel is exhausted and the rocket becomes a free falling body. At what time does the rocket hit the ground?
19 A model rocket is fired vertically upward from rest. Its acceleration for the first three seconds is a( t) = 60t, at which time the fuel is exhausted and the rocket becomes a free falling body. At what time does the rocket hit the ground?
20 Students are not retaining or able to apply material from algebra.
21 How do you simplify xx 3 xx 2?
22 Motivation for Course Coordination Ensure that all students are taught and responsible for material at the same level of rigor and are similarly prepared for subsequent math courses Help unify grading across different sections of the courses, ensure a fairer grading system for all students, not dependent on particular section enrollment Help the math department assess and redesign the Calculus courses to help aide student learning Create more efficient administrative procedures for instructors
23 2. Online Pre-Calculus Course
24 Motivation for Online Pre-Calculus Allow students to focus their time on the material they have not yet mastered, particularly given that many students have seen much of course material previously Increase student retention of material Increase student ability to apply algebraic manipulation skills in calculus problems
25 Online Pre-Calculus Course Elements Video Unit Introductions Video Mini-Lectures Course Assignments Adaptive Mastery-based Online Office Hours Interactive whiteboard with VOIP Online Exam Proctoring ID verification and proctoring
26 Pre-Calculus F2F vs. Online Grades and Final Exams in Pre-Calculus Too many confounding factors to analyze grades effectively Final exam performance on paired problems shows no discernable difference between online and F2F Time spent on problem solving F2F students reported spending 6 hrs/wk on course work Online students spent on average 11 hrs/wk in ALEKS Instructor/Course Evaluations Online students much less happy with course, but this is improving Common Final Exam for Calculus I and Calculus II Online does 2-5% better on Calculus final than F2F students In progress: Drill down on individual topics
27 Figure. By-Term Gap Between Former UCI Pre-Calculus Students Relative to Calculus Classmates who Bypassed the Pre-Calculus Course
29 Motivation for Online Pre-Calculus Allow students to focus their time on the material they have not yet mastered, particularly given that many students have seen much of course material previously Increase student retention of material Increase student ability to apply algebraic manipulation skills in calculus problems
30 Online Pre-Calculus Revised Added synchronous weekly group problem solving sessions with open ended application problems Added concept videos and quizzes Increased interactivity in online office hours
31 3. Flipping the Classroom
32 Motivation for Flipped Teaching Actively engage students with mathematical problem solving Provide more feedback to students on problem solving approach and notation Foster conceptual understanding of mathematical topics Improve attendance Improve attitude
34 Lecture Homework
35 Solve problems Work with classmates Discuss concepts Engage in short lectures Watch video lecture Take notes Complete short questions Read the book
36 Calculus I Flipped Course Before class... Watch video lecture (from Univ. of Houston and Khan Academy) Take notes on a partially filled out form Complete 1-3 You Try It problems Read a section of textbook During class Compare You Try It problem solutions with group Solve 5-10 assigned problems with group Discuss common issues as a class Concept questions polls Random notes check for 1% of grade
37 Benefits of video lecture: Replayable Perfectable Can adjust speed Can watch anytime Rewindable & Pausable Scalable Can incorporate multimedia assets Efficient Captionable
38 Math Flipped Teaching Trials 1 Calculus I, 4 Calculus II and 1 Combinatorics class taught flipped In Spring 2013, the flipped Calculus I class outperformed the other (smaller) sections on the common final exam. * With the exception of one very small section comprised mostly of international students. Markedly improved attendance Mostly positive responses from students in evaluations
39 Motivation for Flipped Teaching Actively engage students with mathematical problem solving Provide more feedback to students on problem solving approach and notation Foster conceptual understanding of mathematical topics Improve attendance Improve attitude
40 4. Best Practices
41 Course Sample Set Online: Pre-Calculus Eichhorn, Lehman Combinatorics Lu, Eichhorn Statistics - Baldi Pre-Chemistry Potma Intro to Astronomy Smecker-Hane Physics for Bio Majors I Dennin Physics GEs Dennin, Collins Biology I O Dowd, Williams Biology II Loudon Dynamics Jabbari Molecular Pharmacology Jafari Flipped: Calculus I Eichhorn Calculus I, II Lehman Combinatorics Eichhorn Biology I Williams General Chemistry Lab Link Computer Aided Design - Dimas
42 Online Facilitation Require some sort of engagement with instructor or peers Use synchronous online office hours Promote discussion forum usage Provide meaningful feedback somewhere in course Give explicit instructions for communication Give explicit instructions for expectations of students Send motivational s
43 Producing your own videos Creation Mechanisms Voiceover PPT Tablet written Webcam Cellphone / video camera Tech Equipment Quality microphone Camtasia studio Doceri (ipad) imovie (Mac) Zaption (free!) Tablet Wacom digitizer stylus Hosting platform
44 Video Tips Chunk into short segments Definitely less than 15 minutes Preferably less than 8 minutes Make reusable Avoid numbering Strive for timelessness Flexible textbook alignment Strive for engagement Avoid reading a script verbatim Take advantage of the format Be aware of copyright Consider accessibility
45 Online Assessment Give very frequent assessments Use variety of mechanisms Use in-video quizzes for self-assessment Give feedback on forums (if graded) early Consider academic integrity Use pre-course logistics quiz Consider interleaving problems Plan to calibrate with F2F assessments
46 Flipped In-Class Activities Guided Scaffolded Homework replacement Peer interactive Expert assistance Individualized help Motivated Incorporate study skills Problem solving oriented Concept oriented Solutions available
47 Flipped In-Class Activity Tips Explicitly explain benefits of class structure Have students use pre-class notes Assign groups Use handouts sometimes Use less handouts than students Incentivize completion Actively facilitate Bring common questions to full class discussion Mix it up!
48 5. Simple Innovation Starting Points
49 8 Easy Ways to Try Technology Innovation in Teaching 1. Conduct exam prep session synchronously online 2. Review exam solutions via video lecture 3. Provide OER remediation assets at beginning of course 4. Create your own pre-class remedial review video 5. Flip a single class session or unit 6. Use video assets from another source to flip a course 7. Use publisher online homework system in creative ways 8. Use OER materials for in-class activities
50 Something to think about How could or should our standard educational model change in response to widespread access to education enabling technologies?
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