Do the Data Support our Assumptions?
Charles D. Dziuban
Patsy D. Moskal
University of Central Florida
UCF terminology for courses
utilizing web instruction
• “Web” Courses: delivered entirely over the
Web, with no regular class meetings
• “Mixed-mode” Courses: some face-to-face
instruction is replaced with web instruction so
that on-campus time is reduced
• “Enhanced” Courses: delivered entirely in
face-to-face mode, but with web enhancements
Distributed Learning Impact
Evaluation
Students
Success
Alumni
Faculty
Online programs
Satisfaction Writing project model
Retention
Reactive behavior
patterns
Demographic
profiles
Higher order
evaluation models
Strategies for
Theater
success
Student evaluation of
Information
instruction
fluency
Large online classes
Student Results
Student satisfaction in fully online and
mixed-mode courses
50
45
40
35
44%
39% 41%
Fully online (N = 1,526)
Mixed-mode (N = 485)
38%
30
25
20
15
10
5
0
9% 11%
9%
3%
Very Satisfied
Satisfied
Neutral
Unsatisfied
5%
1%
Very Unsatisfied
Students’ positive perceptions about
blended learning
• Convenience
• Reduced Logistic Demands
• Increased Learning Flexibility
• Technology Enhanced Learning
Reduced Opportunity
Costs for Education
Students’ less positive perceptions about
blended learning
• Reduced Face-to-Face Time
• Technology Problems
• Reduced Instructor Assistance
• Overwhelming
• Increased Workload
Increased Opportunity
Costs for Education
Student Generations
Some characteristics of the
generations
• Matures (prior to 1946) • Generation X (1965-1980)
• Dedicated to a job they
• Work to live
take on
• Clear & consistent
• Respectful of authority
expectations
• Place duty before
• Value contributing to the
pleasure
whole
• Baby boomers (19461964)
• Live to work
• Generally optimistic
• Influence on policy &
products
• Millennials (1981-1994)
• Live in the moment
• Expect immediacy of
technology
• Earn money for
immediate consumption
Students who were very satisfied by
generation
60
55%
Percent
50
38%
40
26%
30
20
10
0
Boomer
Generation-X
Millennial
n=328
n=815
n=346
Better able to integrate technology
into their learning by generation
80
70
67%
Percent
60
48%
50
34%
40
30
20
10
0
Boomer
Generation-X
Millennial
n=328
n=815
n=346
Students who changed approach to
learning because of Web by generation
60
51%
Percent
50
37%
40
30
23%
20
10
0
Boomer
Generation-X
Millennial
n=328
n=815
n=346
College Level Academic Skills Test
(CLAST) English scores
960
Mean CLAST Score
953
890
820
750
782
680
610
548
540
Boomer
Generation-X
Millennial
n= 1,268
n= 8,861
n= 6,164
Student Behavior Types
Research on reactive behavior
patterns
• Theory of William A. Long, University of
Mississippi
• Ambivalence brings out behavior patterns
• Provides a lens for how “types” react to
different teaching styles
Resources
•
•
•
•
•
•
Personality
Emotional maturity
Sophistication level
Level of intellect
Educational level
Character development
A description of Long behavior
types
• Aggressive Independent
• high energy
• action-oriented
• not concerned with approval
• speaks out freely
• gets into confrontational
situations
• Passive Independent
• low energy
• not concerned with approval
• prefers to work alone
• resists pressure from authority
• Aggressive Dependent
• high energy
• action-oriented
• concerned with approval
• rarely expresses negative
feelings
• performs at or above ability
• Passive Dependent
• low energy
• concerned with approval
• highly sensitive to the feelings of
others
• very compliant
A description of Long behavior
traits
• Phobic
• exaggerated fears of things
• often feels anxious
• often sees the negative side
• doesn’t take risks
• Compulsive
• highly organized
• neat, methodical worker
• perfectionist
• strongly motivated to finish
tasks
• Impulsive
• explosive
• quick-tempered
• acts without thinking
• frank
• short attention span
• Hysteric
• dramatic and emotional
• more social than academic
• artistic or creative
• tends to overreact
Distribution of Long Types and
Traits for Fully Online Students
70
60
50
AD
54%
75%
80
PD
7%
AI
21%
51%
40
26% 30%
30
20
PI
18%
10
0
P
(N=1,533)
C
I
H
Distribution of Long Types and
Traits for Mixed-Mode Students
70
60
AI
17%
AD
52%
76%
80
PD
8%
54%
50
40
32%
30
23%
20
PI
23%
10
0
P
(N=472)
C
I
H
Distribution of Long Types and
Traits for Composition I Students
PD
14%
60
50
50%
53%
38% 40%
40
AI
20%
AD
44%
30
20
PI
23%
10
0
P
(N=1,054)
C
I
H
Traits
Types
Long Types and Traits for Web, MixedMode, and General Education Students
Web
Mixed-mode
Comp I
(N=1,533)
(N=472)
(N=1,054)
Aggressive
Dependent
Passive
Dependent
54%
52%
44%
7%
8%
14%
Compulsive
74%
76%
53%
Impulsive
26%
23%
38%
Long type by generation
Baby Boomer
Gen-X
Millennial
100
Percent
80
55% 54% 53%
60
40
23% 22%
20
0
17% 17% 16% 20%
Aggressive
Independent
n=312
Passive
Independent
n=256
10%
8%
4%
Aggressive
Dependent
n=794
Passive
Dependent
n=108
Students who were very satisfied
by generation and Long type
Baby Boomer
Gen-X
Millennial
100
79%
Percent
80
61%
60
40
54%
53%
37%
24%
41% 37%
40%
22%
19%
20
0
Aggressive
Independent
n=118
Passive
Independent
n=88
33%
Aggressive
Dependent
n=336
Passive
Dependent
n=33
Student Ratings
A decision rule based on student evaluation responses
and the probability of faculty receiving an overall
rating of Excellent
If...
Excellent Very Good Good
Fair
Facilitation of learning
Communication of ideas
Then...
The probability of an overall rating of Excellent = .93
The probability of an overall rating of Fair or Poor =.00
&
Poor
A comparison of excellent ratings by college unadjusted
and adjusted for instructors satisfying Rule 1
College
Unadjusted % Adjusted %
Arts & Sciences
41.6
92.4
Business
34.9
90.9
Education
56.8
94.8
Engineering
36.2
91.3
H&PA
46.1
93.9
(N=441,758) (N=147,544)
A comparison of excellent ratings by course
modality--unadjusted and adjusted for instructors
satisfying Rule 1
Course
Modality
F2F
E
M
W
ITV
Unadjusted % Adjusted %
42.0
92.2
44.0
92.3
40.6
92.0
55.4
92.7
20.9
86.7
N=709,285
N=235,745
Research Initiative for Teaching
Effectiveness
For more information contact:
Dr. Chuck Dziuban
(407) 823-5478
[email protected]
Dr. Patsy Moskal
(407) 823-0283
[email protected]
http://rite.ucf.edu