| Subject: Are you ready? | Topic: Are you ready? |
| Author: Barry Gregory | Date: 21 June 2011 11:42 AM |
From a survey design point of view, I can see two problems with asking people overtly about their level of confidence/ability with certain tasks. The first is that people's assessments of their own skills are often unrealistic (especially if the tasks concerned are new or unfamiliar ones). The second is that once gaps in experience/skill have been identified, then what next? Does the student autonomously go away and 'skill up', or just feel anxious about these gaps ("Maybe I shouldn't be on this course at all!"). I agree with others here (Anne, Paul) that where there is scaffolding to be done, this is much better handled within the course.
I agree with Ben that the Muskegon quiz at least prompts learners to think about time management, and their own study environment - two things they CAN easily do something about.
I agree with Ben that the Muskegon quiz at least prompts learners to think about time management, and their own study environment - two things they CAN easily do something about.
| Subject: Re:Are you ready? | Topic: Are you ready? |
| Author: Clare Chambers | Date: 21 June 2011 2:31 PM |
I had this worry too Barry regarding student retention should they think they are not suitable for an on-line module within their degree. Also unless it is compulsory are they going to take the quiz in the first place.
| Subject: Re:Are you ready? | Topic: Are you ready? |
| Author: Barry Gregory | Date: 21 June 2011 4:10 PM |
Yes, that's a concern too. I wonder if there's a balance to be drawn that'll, on one hand, tell us something about students' initial level of confidence/competence, but on the other hand, not give them extra cause for pre-course anxiety.
I think the better approach might be to ask some questions that'd tell US something about their level of experience, and use this to better target support/attention/scaffolding once the course is underway.
The other danger, I think, is to go overboard once you start asking questions, and end up with a survey several pages long. Others have mentioned the dangers of 'quiz fatigue' and I can imagine the groans of students opening, say, the Muskegon quiz and seeing 'Questions 1 to 7 of 20'...
Coincidentally, I've been researching around retention for online courses lately and the issue of 'appropriate course choice' (i.e. are students on the right course for them in the first place?) seems far more fundamental. Any gaps in 'online-readiness' seem relatively easy to address in-course, provided the right support mechanisms are in place.
I think the better approach might be to ask some questions that'd tell US something about their level of experience, and use this to better target support/attention/scaffolding once the course is underway.
The other danger, I think, is to go overboard once you start asking questions, and end up with a survey several pages long. Others have mentioned the dangers of 'quiz fatigue' and I can imagine the groans of students opening, say, the Muskegon quiz and seeing 'Questions 1 to 7 of 20'...
Coincidentally, I've been researching around retention for online courses lately and the issue of 'appropriate course choice' (i.e. are students on the right course for them in the first place?) seems far more fundamental. Any gaps in 'online-readiness' seem relatively easy to address in-course, provided the right support mechanisms are in place.
| Subject: Re:Are you ready? | Topic: Are you ready? |
| Author: Clare Chambers | Date: 22 June 2011 8:10 AM |
Your research into student retention sounds really interesting what are your main findings other than perhaps the course itself was not the right one?
| Subject: Re:Are you ready? | Topic: Are you ready? |
| Author: Barry Gregory | Date: 22 June 2011 12:04 PM |
Hi Clare,
I'd say that the clearest things to come out of it are:
a) make sure students are on the right course to start with
b) identify those at risk of dropping out early, and provide support to these on a pro-active, not reactive basis (given that those who need help the most tend to ask for it the least)
c) build in as much flexibility as possible, particularly around assessment deadlines (sounds obvious but 'work/family commitments' is the No.1 reason for exit)
I'm working on a table that sets 'Factors influencing retention' against 'What can be done to maximise retention in respect of these things?'. I can wing a copy to you if you like, although it is very much a 'work in progress' at the mo.
I'd say that the clearest things to come out of it are:
a) make sure students are on the right course to start with
b) identify those at risk of dropping out early, and provide support to these on a pro-active, not reactive basis (given that those who need help the most tend to ask for it the least)
c) build in as much flexibility as possible, particularly around assessment deadlines (sounds obvious but 'work/family commitments' is the No.1 reason for exit)
I'm working on a table that sets 'Factors influencing retention' against 'What can be done to maximise retention in respect of these things?'. I can wing a copy to you if you like, although it is very much a 'work in progress' at the mo.
| Subject: Re:Are you ready? | Topic: Are you ready? |
| Author: Clare Chambers | Date: 23 June 2011 8:24 AM |
Hi Barry, thanks for getting back to me and if you could wing it to me that would great. It is clare.chambers@uwe.ac.uk
I find your research really interesting. We do have an issue of students thinking they want to be Alley McBeal and then the reality of law school kicks in and we lose a lot of students. I want to use different methods of teaching to try and keep these students interests and engage them in a more dynamic manner than just lectures/seminars.
Thanks again
Clare
I find your research really interesting. We do have an issue of students thinking they want to be Alley McBeal and then the reality of law school kicks in and we lose a lot of students. I want to use different methods of teaching to try and keep these students interests and engage them in a more dynamic manner than just lectures/seminars.
Thanks again
Clare
Have a look and listen at this and see what you think? http://www.youtube.com/watch?v=2L2k9tDPf6M
ReplyDeleteOr this one. The VLE is dead. http://elearningstuff.net/2009/09/09/the-vle-is-dead-the-movie/
ReplyDeleteinteresting perspectives - i agree with Bob!
ReplyDeletehowever, with video 2, i stopped when i saw it lasted 77 mins!