4/3/2014. Rationale for Developing Hybrid Education Master s Program. A Hybrid Distance Education Model For the Master s Degree Program

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1 A Hybrid Distance Education Model For the Master s Degree Program Presented by: Gail Richard & Rebecca Throneburg High Demand, Selective Traditional Program Master s degree is entrylevel degree to practice as a speech-language pathologist Admit 30 students per year with 60 students total in 2- year program 40% -50% of graduate class attended other undergraduate institutions. Attracting top candidates from 6 to 9 different undergraduate programs yearly. Mean cumulative and major GPAs for admitted students is high ( ). 350 Number of Applications Rationale for Developing Hybrid Education Master s Program Critical shortage of certified (Master s Level) speech-language pathologists in IL & USA Limit traditional enrollment to accommodate clinical supervision requirements Admission to CDS graduate program extremely competitive Qualify for graduate school and meet admission requirements Number of Bachelor s level degree students working on provisional education certificates in Illinois public schools Online distance program allows part-time enrollment while employed; able to maintain work, family, community ties Ease demand for clinical supervision by university faculty by using on-site school supervisors for clinical practicum 1

2 Unique Aspects of the Program 3-year graduate program including summers Academic and clinical preparation in hybrid program of 50% face-to-face; 50% online Student maintains employment in school setting Sponsored Program Tuition Recovery Model; sponsor is Regional Office of Education Faculty teach in addition to regular load; coordinated with residential course Partnering with school SLP s for supervision Admit new cohort every 2-3 years Application Process For Hybrid Program Applied through CSDCAS Meet typical/regular application requirements Complete Graduate School and Department specifications Additional signature on agreements Individual student, on-site supervisor, administrator Collaboration with SCE and CDS on forms Final Program Approved Sept 2011 Applications due Jan 1, 2012 (3 ½ months timeframe) 40 completed applications Admission Data Comparison Traditional Graduate Students Mean GRE Verbal Hybrid Graduate Students Mean GRE Quantitative Mean Undergraduate MGPA % of Students with Graduate Coursework % Clinical Experience 33% of class no clinic other than observation; 1 person worked as assistant for 1 year % from Other Undergrad Universities 3% (1 student) 47% (7 students, mean graduate GPA 3.8) 40% of class from outside (6) programs 100% worked as aid or SLP-P (1-16 years) M= 7.6 years 66% of class from outside (9) programs 2

3 Traditional Graduate Program Summer, Fall, Spring, Summer on-campus coursework & clinical practicum Laptop initiative; class materials already delivered in electronic format. Case-based instruction. Digital video system with excellent audio and visual quality Fall & Spring off campus 14 week full-time internships Hybrid Education Graduate Program Extend traditional two year on-campus full-time program to three year part-time hybrid program Three summers on-campus during 6 week session Begin in Summer Meet faculty and become familiar with Department; Faculty meet students Use and become comfortable with technology Enroll in classes less conducive to online delivery Complete some clinical practicum experiences Two years of online classes (Fall, Spring, Fall, Spring) Watch/listen to recorded class instructional periods Complete same assignments/exams as traditional class Participate in live (synchronous) classes for case practice and discussion on Monday evenings using Blackboard Collaborate Enroll in practicum experience each term with school SLP supervising and university coordinator assistance Fall & Spring - Full-time 14 week internships Sequence of Hybrid Education Courses Full load in Summer 6 week sessions; part-time during fall/spring semesters to accommodate work and family commitments Lab course in summer for hands-on experience Align distance education delivered classes with semester being taught on campus to traditional graduate students Balance rigor to build more in-depth/adult courses later in the program 3

4 Hybrid Program Sequence Summer 1 Fall 1 Spring 1 _ CDS 5000 Research Methods CDS 5400 Neurology CDS 5350 Cog Comm CDS 5090 Adv Clinic Tech CDS 5250 Adv Language CDS 4820 Lang & Lit CDS 5200 Syndromes CDS 5900 Practicum at School CDS 5900 Practicum CDS 5001 Research Lab 5 hrs. 6 hrs. 7 hrs. Summer Fall 2 2 Spring 2 CDS 4800 Comm Modalities CDS 4760 Voice CDS 5500 Dysphagia CDS 5150 Stuttering CDS 5300 Acquired Lang CDS 5100 Motor Speech CDS 5900 Practicum at EIU CDS 5900 Practicum at School CDS 5900 Practicum CDS 5910/5920 Diagnostics 7 hrs. 7 hrs. 7 hrs. Summer 3 Fall 3 Spring 3 CDS 5910/5920 -Diagnostics Internship Internship CDS 5600 Pro Reg Comprehensive Exams CDS Grand Rounds 6 hrs. 9 hrs. 9 hrs. Blue and Green courses are offered concurrently to two different traditional residential graduate cohorts 3 Types of Distance Classes Offered Majority - recorded lectures/class interaction from traditional course instruction; posted/streamed for distance education students. Met synchronously one evening every 2 weeks on Blackboard Collaborate/Elluminate. One course entirely asynchronous independent learning modules within course management system. (Not a popular option with the students) One course (research experience) entirely synchronous learning with scheduled weekly time in Blackboard Collaborate Hybrid Program Comparable to Traditional Residential Program Interactive with professor and other students in cohort; not isolated independent learning; Traditional program classes recorded; streamed for online viewing Discussion Board Questions Blackboard Collaborate allows live interaction with instructor and each other, including opportunity for break-out rooms rather than full group 4

5 Technology Demonstration Digital classroom recording and streaming Paragon Development Systems (PDS) with Intelligent Stream Recorder (ISR). IP digital camera with zoom.wmv files streamed using departmental server. Links embedded in D2L. Course materials scanned/streamed and available in D2L Technology Demonstration Blackboard Collaborate for Synchronous Distance Classes and Office Hours Virtual on-line classroom Whiteboard Microphones/Webcams Chat/polling functions Desktop sharing and cursor control with remote computers Breakout rooms Assessment & Verification of Student Identity All course material presented in secure learning management system (WebCT or D2L) which requires university log on and password for access Know students personally from summers Hear their voice/see them on webcams in Blackboard collaborate Timed tests and quizzes in learning management system Campus investigating/piloting Respondus Monitor (use with Lockdown Browser Students use their own computer and a webcam to record assessment sessions, all without leaving the institution's learning management system.) 5

6 Student Comments Overall very positive; get a quality education/ graduate degree while working and living at home for the majority of the year. Faculty knowledgeable and strive to encourage; make distance learning manageable; Work colleagues initially thought on-line graduate program might be watered-down education. This is a different kind of distance program. Expectations and requirements are same as traditional students hear same lectures, do same projects and tests, interact with faculty and each other. Student Comments about Keys to Success Summers on campus Although hard to leave families, summer on campus valuable Help with computer set-up, programs, Blackboard Collaborate practice. orientation to course management software, library access on and off-campus Get to know cohort and traditional students as well as faculty establish relationships that will last a lifetime Acclimate to rigor of grad school when not working; can ask questions and obtain assistance Unique clinical experiences with adults and diagnostics not available in school setting Distance education Did not like asynchronous class without online meetings or recorded lectures. Felt like teaching ourselves and busy-work. Worried about retaining that information. Would not be successful if program was structured that way. Recorded classes allow flexibility to watch but weekly meetings with cohort and faculty make us feel like part of program. Opportunity to engage in same applied practice projects as on-campus students during class period. Faculty asked direct questions and live meetings were organized with agenda and content not just general question period Liked open Blackboard Collaborate room to work together on group projects or get clarification about content from other students. Could meet faculty there for quick questions. Critical to provide technology support for questions and difficulties Organized syllabus with expected dates and timely uploading of information important CDS Program Expects Similar Quality Outcomes Compare Traditional & Distance Ed Programs Admitted students characteristics (GPA, GRE, clinical experience) Formative assessment course and clinical ratings Internship Ratings - TBD Internal Comprehensive Exams- TBD National Praxis SLP Professional Exam- TBD Employer feedback- TBD 6

7 School-Age Language Disorders Course Traditional vs. Hybrid Cohort 100% 95% 90% 85% 80% 75% 70% 65% 60% 90% 92% 90% 90% 90% 80% 92% 92% 81% 82% 80% 73% 88% 86% 100% 95% 90% 85% 80% 75% 70% 65% 60% Aphasia/Right Hemisphere Course, Traditional vs. Hybrid Cohort 90% 90% 91% 90% 90% 88% 92% 95% 86% 87% 88% 82% 92% 92% 84% 81% Traditional vs Hybrid Student Ratings Formative Assessment Ratings for Summer 2013 Clinic at EIU Rank Ordered Differences 1. Skill minimally emerging; requires frequent supervisory intervention (fails to meet expectations) 3. Skill present but requires further development and consistency; needs considerable supervisory monitoring and guidance (marginally meets expectations) 5. Skill well developed although some refining may be necessary; requires some supervisory monitoring and guidance (meets expectations) 7. Skill performed consistently, thoroughly, and independently; seeks supervisory consultation as appropriate (exceeds expectations) 7

8 Traditional Program Praxis Exam Scores EIU State-Average National-Average Hybrid Program Praxis Exam Scores? To be determined Spring 2015 Student Cost Comparison Cost similar to traditional on-campus commitment to graduate degree Technology fee to provide personnel to support distance education students and faculty Need quality recording technology Housing amendable and flexible with University Apartment Housing for 6 week term easy movein/out for students Tuition for 60 S.H. Fees per S.H. COST COMPARISON Residential Program Hybrid Program $16,980 $16,980 Textbook rental $ 9.95 Textbook rental $ 9.95 Activity fee $ 8.50 Continuing ed $ Athletic fee $ 8.64 Sponsoring agency $ Computer network $ 4.00 Technology $ Grant-in-aid $13.15 Advising $ Health service $10.10 Total fees per S.H. $198.95* Union bond revenue $18.67 Campus improvement $19.50 Total fees per S.H. $92.51* Total Fees $ 5,551 (*$92.51 x 60 S.H.) $11,937 (*$ x 60 S.H.) Campus $ weeks summer 1 $ weeks summer 1 $ 5,676 9 month academic year $ weeks summer 2 Housing & $ 1, weeks summer 2 $ weeks summer 3 Parking $ 7,571 TOTAL Rent $ 2,133 TOTAL Rent during time $ 750 Total electricity estimate $ 225 Total electricity taking for 13 months estimate for 18 courses (No $ 190 Campus parking (2 weeks in 3 summers summers-$45 each + 1 $ 135 Campus parking campus nine month academic ($45 x 3 summers) housing in year- $100) $8,511 TOTAL CAMPUS HOUSING $2,493 TOTAL CAMPUS internships AND PARKING HOUSING AND PARKING for either group) ESTIMATED $31,042 $31,410 TOTAL Program Option Considerations Regular In-Load/Overload Not able to accommodate additional classes with same number of faculty Create problems in teaching assignments for traditional on-campus UG and G programs Overload minimal financial reimbursement for faculty investment ($1,000 per CU) Sponsored Program Faculty financial reimbursement better than overload pay Build in administrative costs Competitive salary to offer adjunct/outside faculty if EIU faculty decides not to teach online component Graduate Sponsored Program Faculty Reimbursement Salary Base = 1 SH - $2400, 2 SH - $4000, 3 SH - $5600 plus $500 for online course delivery & $1000 for grad cu. 8

9 Important Aspects of Program Maintain quality and rigor commensurate with traditional graduate program Not independent learning program at own pace; instruction intensive and focused Faculty engaged with students and comfortable with knowledge and skills Course sequence aligned with traditional delivery not extra course preparation Minimize faculty stress needs to be realistic in time and energy demands Hybrid program of both on-campus/face-to-face and online distance education (50%) Limit number of students to keep chats manageable Benefits Realized Hybrid and Traditional students benefited from interaction with each other Provided advanced educational opportunity for very qualified and motivated individuals Integrated a new set of alumni with EIU Addressed professional shortage in state Questions? 9

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