Perceptions of Program Completers of a Hybrid Education Program

Transcription

1 Georgia Southern University Digital Southern SoTL Commons Conference SoTL Commons Conference Mar 8th, 11:00 AM - 11:45 AM Perceptions of Program Completers of a Hybrid Education Program Ron Knorr Mercer University, [email protected] Richard Binkney Mercer University, [email protected] Follow this and additional works at: Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Ron Knorr and Richard Binkney, "Perceptions of Program Completers of a Hybrid Education Program" (March 8, 2012). SoTL Commons Conference. Paper This presentation (open access) is brought to you for free and open access by the Programs and Conferences at Digital Commons@Georgia Southern. It has been accepted for inclusion in SoTL Commons Conference by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected].

2 Growing By Degrees The Case for Graduate Hybrid Online Learning: Perceptions of Program Completers of A Hybrid Education Program Richard Binkney, Ph.D. Ron Knorr, Ph.D. Mercer University 1

3 Presenting a Two Year Study of the Tift College of Education s M.Ed. Hybrid Online Program It is not the strongest of the species that survives, nor the most intelligent, but the ones most responsive to change. --Charles Darwin ( ) 2

4 National Educational Priority Goal: To raise the proportion of college graduates from where it now stands (around 41 percent) so that 60 percent of the U.S. population holds a two-year or four-year degree by 2020 (National Education Technology Plan, 2010). 90% of the fastest growing jobs in the economy require a college degree (International Association for Online Learning, 2011). Today s students have matured in a visual world and a 3-D world at that. In addition, they process information in parallel: They search the web, download music and communicate on cell phones, simultaneously. Yet, we still educate in uninterrupted fifty minute sessions on a 2D white board or chalk board (Impelluso, 2009). 3

5 Expansion of Online Education Of the postsecondary institutions that offer online coursework, 83 percent expect their enrollment numbers to increase over the next year--particularly in psychology, social sciences and liberal arts (Bebawi, 2011). 4

6 Allen & Seaman, 2011) 5

7 65.5% of CAOs agreed that online education is critical to their long-term strategy increase in agreement from 49% (2002) to 65.5% (2011) (Allen & Seaman, 2011) 6

8 Is Online Education Critical to Your Institution s Long-Term Strategy? Public increased from 74% (2006) to 77% (2011) *Private, non-profit increased from 49% (2006) to 69% (2011) Private, for profit increased from 49% (2006) to 54% (2011) (Allen & Seaman, 2011) 7

9 The rate of growth in online enrollments is ten times that of the rate in all higher education (Allen & Seaman, 2011) 8

10 Steady Growth Rate 1. Social Sciences tied w/cis 2. Psychology 3. Engineering 4. Education (Allen & Seaman, 2011) 9

11 Total online enrollment increase from 2002 to 2010 is 383% (Allen & Seaman, 2011) 10

12 CAO (Chief Academic Officer) Assessment of Learner Outcomes: Online Vs. Face-to-Face Instruction CAO Satisfaction with Online Education = 67.6% same or superior to f-t-f CAO Perceived Student Satisfaction = student majority same or superior to f-t-f (Allen & Seaman, 2011) 11

13 CAO Assessment of Learner Outcomes: Online Vs. Face-to-Face CAO assessment of learner outcomes: Online Vs. Face-to-Face Instruction Somewhat Superior or Superior Scheduling Flexibility (90%), 2. Ability of students to work at own pace (77%) (Allen & Seaman, 2011) 12

14 Online Learning Provides Instructors and students a flexible learning environment in terms of location and time (Aharony, 2011). Knowledge discovered, constructed, practical, and validated by each learner (Benbunan et al., 2005) in hands-on learning experiences (Miller & Ribble, 2010; Watters, 2011). Higher-order learning outcomes through critical discourse in a collaborative community of learners (Garrison, 2009). Redistribution of power and responsibility toward learners and away from both teachers and administrators (Shedletsky & Aitken, 2001). The technical foundation of enhanced literacy with penetration and depth of influence comparable to achieve a mass, text-based literacy (disessa, 2000). 13

15 Traditional Role of Instruction One-Way Street of Learning Lecture and Instruction Teacher Discussion and Dialogue Tes Tests and Examinations Student Assignments and Compositions (adapted from Cox and Richlin, 1993)

16 Communications Path for Anytime Anywhere Learning 15

17 Definitions Used in This Study ECE Early Childhood Education, Preschool - 5 Distance learning - instruction occurs in one place and the learning occurs in another place (Doyle, 2009; Bebawi, 2011). Online course - at least 80% of its curriculum is delivered in an online environment without the traditional faceto-face experience (Parietti & Turi, 2011) Hybrid program - a blend of traditional face-to-face instruction with the unique innovations of distance learning in the best of an online environment (Buzetto- More & Sweat-Guy, 2006) 16

18 The Purpose of This Research Was: To investigate if there are differences between students perceptions entering vs. completing a hybrid graduate online program in ECE. To measure whether there are discriminating factors for participants in a hybrid graduate online program in ECE interpersonal, professionalism/scholarship, support, academic/instruction). To determine if hybrid/blended learning was perceived as an effective educational delivery mechanism for the adult learners in the suburban community surrounding Metropolitan Atlanta, GA. 17

19 Methodology Subjects Two cohorts (2010,2011) of M.Ed. students in ECE Survey instruments General student demographics Pre-assessment questionnaire Post-assessment questionnaire Narrative responses Analysis, evaluation, and conclusions 18

20 Subjects of This Study The first subjects of this study, the Class of 2010, were born in 1988, only 2 years before the WWW s first site was created in They have grown up to become the Digital Age. These graduate students are the first generation to grow up believing that Amazon is no longer just a river in South America (Watters, 2011). 19

21 Subjects/Demographics in the M.Ed. 88 total participants Study 88% Early Childhood Education majors 20% Georgia In-Tech Certification 3.9 average years of teaching experience 91% enrolled in one-year M.Ed. Program 69% identified themselves as visual or linguistic learners 20

22 Mercer University s ECE Hybrid Graduate Format 10 courses/3 semester hours each accelerated 1 year format Fall semester - 3 courses Spring semester - 3 courses Summer semester - 4 courses within an 8-week session An optional 2-year program is available One Saturday face-to-face meeting occurs every semester Classes meet online and in the classroom with bi-weekly face-toface classes/tutoring available Online work occurs in Blackboard Professional technological support available Optional Endorsements (3 courses each) offered in Reading, Math, Science, and ESOL/English to Speakers of Other Languages 21

23 Program Admissions Requirements Possess a T-4 certificate (B.S. in education) in ECE GPA of 2.75 or higher Submit satisfactory graduate test scores GRE/Graduate Record Exam target of 800 combined score MAT/Miller s Analogy Test target of 397 total score Official transcripts from all previous colleges 22

24 Reasons Identified by Participants for Entering the M.Ed. in ECE Program at Mercer University 1. 65% previously attended Mercer University for an undergraduate degree 2. Convenience 3. Prefer Hybrid Program 4. Ability to work and obtain a higher degree at the same time 23

25 Discriminant Factors/Question Items Interpersonal (12) Apprehension Build technology skills Communications Competence Challenge Improve study habits Assessment Rigor Time requirements Flexibility Teamwork Isolation Academic Instructional (11) Authentic research Positive impact Control of learning environment Engage students in active learning Build variety of teaching strategies Support differentiated instruction Learn intervention strategies Increase cultural awareness Impact on behavior management Improve instruction Relevance to classroom 24

26 Discriminant Factors/Question Items Professionalism and Scholarship (8) Exposure to new learning techniques/styles Professional growth Exposure to higher thinking skills/strategies Scholarship required Enhancement of reflective skills Opportunities for professional advancement Respect for distance learning Overall quality of the program Support (4) Feedback Support from professors Tech support Collaboration with peers 25

27 Ranking of Pre and Post Program Perceptions of the Hybrid M.Ed. In ECE (5-point Likert scale priority order) Pre-Assessment Post- Assessment 1. Apprehension Professional growth Challenge Isolation (tie) Exposure to higher thinking Opportunity to advance 3. Competence Authentic research in class Communications Flexibility Time requirements 5. Overall program quality Build technology skills (tie) 6. Professional advancement Professional growth Support from professors (tie) (tie) Overall program quality Challenge Isolation (tie) Improve instruction Competence Build teaching strategies Tech support (tie)

28 Ranking of Pre and Post Program Perceptions of the Hybrid M.Ed. In ECE (5-point Likert scale priority order) Pre-Assessment Post-Assessment 7. Improve instruction Engage students in active learning 4.58 Improve study habits Enhancement of reflective skills Communications (tie) 8. Learn intervention strategies Support from professors Flexibility 3.65 Positive impact on my classroom Collaboration with peers (tie) 9. Rigor Relevance to classroom Relevance to classroom Support differentiated instruction 3.49 Time requirements (tie) 11. Assessment 4.51 Scholarship required 12. Build variety of teaching strategies Apprehension (tie) 4.48 Control of learning environment 13. Engage students in active learning Learn intervention strategies

29 Ranking of Pre and Post- Program Perceptions of the Hybrid M.Ed. In ECE (5-point Likert scale priority order) Pre-Assessment 14. Exposure to new learning styles 3.36 Teamwork (tie) 15. Scholarship required 3.32 Feedback 16. Exposure to higher thinking skills 3.20 Rigor (tie) Post-Assessment 14. Respect for distance learning Build technology skills Support differentiated instruction Improve study habits Positive impact on my classroom Assessment Teamwork Control of learning environment 2.97 Tech support 20. Opportunity to do authentic research Respect for distance learning 2.93 Enhancement of reflective skills Increase cultural awareness 22. Impact on behavior management Feedback 4.20 Increase cultural awareness Exposure to new learning styles (tie) 20. Collaboration with peers Impact on behavior management

30 Differences in Students Perceptions Analyzed differences in responses to 35 questions, pre and post program using Spearman Rank-Order Correlation Coefficient. There was a statistically significant difference in the ranking of perceptions (t= 1.83, df= 35, p = ). Post hoc, these differences skew towards professionalism, away from personal. 41

31 Discriminant Factor Analysis There is no statistically significant change in Discriminant factor ranking pre and post program (Kruskal-Wallis, H=4.72, df=3, p =.1935; ANOVA, F=1.73, df=3, p= ; Tukey HSD.05 =1.17) 42

32 Narrative Program Assessment 65% rated the overall experience as Excellent Single most rewarding aspect of the program was sense of pride and accomplishment Value of the hybrid online program was rated highest to be perfect fit for family and school 43

33 Narrative Responses -- How Has This M.Ed. Hybrid Online Program Helped You To Be a Better Teacher? Greater knowledge base Command of best practices Diversity of strategies Now, I am more of a leader Differentiated instruction Research strategies Reading Endorsement Assessment tools and strategies 44

34 Strengths of the M.Ed. Program as Identified by the Participants Flexibility and convenience Availability to working adults Quality of the professors Relevance to teaching field Practical application to the classroom Preparation for the real world 45

35 Participants Recommendations to the Next M.Ed. In ECE Cohort Manage your time wisely Do not procrastinate You get out what you put in Believe in yourself Stay connected to peers and professors Stay ahead by one-week, at least 47

36 Participants Suggestions for Improvement Need help with understanding financial aid Want more availability to academic advisors Seek more help with technology issues related to Blackboard and LiveText Want better management for ordering books Want mandatory Saturday class offered later in the session, not at the beginning 49

37 Conclusions There was a statistically significant difference in the ranking of perceptions of hybrid online learning students perceptions of learning. While no discriminant factor was statistically noted, professionalism and scholarship were identified through as the highest ranked program outcome. High program satisfaction is noted in 93% of the students rated the program Above Average or Excellent. This finding was confirmed in the narrative responses of the participants. 50

38 Limitations of the Study Limited geographically due to the restricted number of students in the M.Ed. cohorts of 2010 and Results cannot be generalized to students at other colleges this study was place dependent. For a broader context, this study should be examined with a broader range of students in both inner-city and rural teaching environments, and among students from like-programs and institutions. 52

39 Implications Hybrid online learning can transform the way students and teachers think, collaborate, and reflect Social interaction has a significant role in the way adult learning takes place Technology has become an essential part of students academic, social, and work environment 53

40 Recommendations for Further Research and Practice * Continuing professional development should be provided for graduate online instructors to integrate the new and changing technologies into teaching practices as needed. * Additional research is needed to explore the graduate online curriculum in terms of content focus, quality pedagogy, workload, course size, and course coherence. * Further study is needed to explore the opinion of a minority of educators concerned that the quality of online instruction is not equal to courses delivered face-to-face On the basis of this research, the authors suggest that in order for higher education to stay relevant in these times, online education must be viewed, not only as an option, but as an integral part of the total curriculum. Further research is necessary to bring teachers, technology, and delivery models together to explore alternatives for those students who do not fit into traditional school patterns. 54

41 What s Next? The Continuous Path of Constructivist Activity (Ostashewski, et al., 2011) 56

42 Thematic Conclusion: Online learning can no longer be considered a fad that may quickly pass. [If educators] wish to stay relevant in these changing times, they cannot see online education as an option, but as a requirement to prepare students for their future, as described by Richardson (2009): [We] wonder whether, 25 or 50 years from now, when 4-5 billion people are connecting online, the real story of these times won t be the more global tests and transformation these technologies offered. How, as educators and learners, did we respond? (Miller & Ribble, 2010) 57

43 For Further Information Please Contact TIFT COLLEGE OF EDUCATION Dr. Richard Binkney 678/ Dr. Ron Knorr 678/

44 Thank You for Your Interest in Mercer University s Innovative Hybrid Online M.Ed. In Early Childhood Education Mercer University -- Macon, Atlanta, Henry, Douglas, Newnan, Gainesville, Savannah, Columbus 60