Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia
Presenter: Ekramul Hoque
18/06/2013
OFF‐CAMPUS STUDENTS’ ENGAGEMENT AND INTERVENTION STRATEGIES
Bachelor of Health Sciences at Dandenong
E k ra m u l H o q u e & Li n d a W i l s o n
School of Health and Social Development
Deakin University, Melbourne, Australia
CRICOS Provider Code: 00113B
DANDENONG
• Over 50% born overseas in 150 countries (ABS2011 census)
• 2/3rd speaks language other than English at home
• 2/5th of school leavers are humanitarian settlers
• Experiencing resettlement stress (Greater Dandenong city of opportunity 2012)
CRICOS Provider Code: 00113B
INTRODUCTION
• Deakin promotes of diversity, equity and social inclusion
• An off‐campus Bachelor Health Science (BHSc) degree commenced in 2012
• Program supported by Federal government funding
• Offers through DLH (Deakin Learning Hub) at Dandenong
• Uses alternative selection & admissions process incorporating direct paper based entry and interview
• Other degrees commenced in 2013: • Bachelor of Psychology • Bachelor of Information Systems
CRICOS Provider Code: 00113B
Email: [email protected]
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Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia
Presenter: Ekramul Hoque
18/06/2013
AIMS AND METHODS
Aims of this presentation is to discuss:
• Monitoring and intervention mechanisms at the DLH
• H300D students’ academic outcome and retention Data and analysis:
• Literature review
• Discussion with DLH staff members
• Observation of BHSc students’ activities and engagement pattern
• Unit specific assessment data collection and analysis
CRICOS Provider Code: 00113B
MAJOR LIST: BACHELOR OF HEALTH SCIENCES (H300D)
Unit Code
Unit Name
COMPULSORY CORE UNITS
HBS107; HBS108
Understanding Health; Health Information and Data * FAMILY, SOCIETY and HEALTH
HSH105; HBS108
Understanding Families and Health; Health Information and Data HSH206; HSH207
Human Development and Healthy Families; Socio‐Economic Status and Health
HSH313; HSH306
Contemporary Health Issues; People, Health and Place
* HEALTH PROMOTION
HBS107; HBS110
Understanding Health; Health Behaviour
HSH201; HSH218
Planning and Evaluation 1; Planning and Evaluation 2 HSH302; HSH313
Politics, Policy and Health; Contemporary Health Issues
* PEOPLE, SOCIETY and DISABILITY
HDS101; HDS106
Communication and Diversity; Diversity, Disability and Social Exclusion
HDS209; HDS210
Diversity in Childhood and Adolescence; Diversity at Work
HDS301; HDS310
The Effective Practitioner; Human Rights and Advocacy
Other majors: Psychology; Nutrition; Food Studies; Exercise science; Physical activity & Health; Sport coaching
Community engagement seminars: To facilitate students learning process
* Must complete two of these majors.
CRICOS Provider Code: 00113B
BACKGROUND
• Three intakes in 2012 (T1, T2, T3)*
• Nearly 45 students enrolled in BHSc course in 2012
• Mostly mature aged (>21 Years) and females
Female (%)
Male (%)
Total (%)
≤21
Age in years
5 (18.52)
3 (37.50)
8 (22.86)
22‐30
7 (25.93)
1 (12.50)
8 (22.86)
31‐40
7 (25.93)
0 (00.00)
7 (20.00)
≥41
8 (29.62)
4 (50.00)
12 (34.28)
27 (77.14)
8 (22.86)
35 (100.00)
Total**
Mean age = 32.52 years; Range: 18 – 55 years
CRICOS Provider Code: 00113B
*25 Students enrolled in 2013 (T1); **T1 & T2 enrolments
Email: [email protected]
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Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia
Presenter: Ekramul Hoque
18/06/2013
MATURE STUDENTS EXPERIENCES
• In Australia, 38% of commencing undergraduate university students are over 21 years of age (Cullity 2006)
• Definition of mature‐aged students varies such as ≥25 (Western et al. 1998)
• Mature‐aged students performance equal or superior to that of school leavers (Cantwell et al 2001)
• Mature students’ participation in higher education signifies positive attitude and high motivation (Davies 2001)
• Social and academic interaction in family, community and work settings facilitate student retention (Mannan 2007, Donaldson 1999)
CRICOS Provider Code: 00113B
MATURE STUDENTS’ BARRIERS TO HIGHER EDUCATION • Economic and family responsibility (Davies 2001)
• Low SES backgrounds with gap between studies (Andrews 1999)
• Discrepancy in equity indicators (DEET 1990)
• Adjustment difficulties (Lynch & O’Riordan 1998)
• Limited personal resources (Tones et al 2009)
CRICOS Provider Code: 00113B
STUDENTS DIS/ENGAGEMENT FACTORS
• Traditionally more difficult for distant and online learners (Rovai 2002)
• Social interaction and academic integration important for retention (Tinto 1975, 1993; Krause 2005)
• Positive factors for students engagement (Ali & Leeds 2009; Angelino et al 2007; Nash 2005; Rovai 2002; Savery 2005)
• Early and frequent faculty‐initiated contacts
•
•
•
•
Presence of teacher and interactions with students
Attendance at orientation session
Supplemental tutoring and support services
Relationships and building social and community connections CRICOS Provider Code: 00113B
Email: [email protected]
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Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia
Presenter: Ekramul Hoque
18/06/2013
STUDENTS EXPECTATIONS
Major aspect of effective teaching in low SES students (Devlin 2011)
• Approachable and available
• Enthusiastic, dedicated and good rapport with students
• Understandable language and examples use
• Clear expectation in relation to assessment
Succeed@Deakin program: to increase in retention rate by offering timely support to at risk students (Succeed@Deakin 2011)
• Good impact on students reten on and confidence building (↑75%)
• Advised on points of students disengagements
CRICOS Provider Code: 00113B
ACADEMIC ENGAGEMENT POINTS AT DLH
Deakin Learning Hub (DHL) students’ engagement plan for T2 – 2012
Students’ engagement indicators
Regular use of DLH (attendance)
Formation of study/discussion group
Methods
Records: Admin; Analysis: ASA
Observations. ASA, SSA, CC, Student mentors
Frequency
Daily; monthly
On‐going
Attending PASS
PASS Ldr: journal keeping; inform ASA
Weekly
Attending SSW
Monitored by SSA, ASA
Weekly or as requested
Discuss with DLH staff progress & concerns
Academic: ASA; Tech & admin: Admin
Throughout trimester
Access DSO content: iLectures, tutorials, readings; and discussion
Attainment in course assessments
DSO, online, eLive. ASA audits/monitors & actions
Observation and discussion. ASA
Throughout trimester
Throughout trimester
Clear about assessment requirements
SSW & personal contacts: SSA, ASA, email
Before the assignments
Understand assign marking rubrics, etc.
SSW and personal contacts: SSA, ASA
Before the assignments
Students seeking assign extension
Discussion & observations: ASA
Before the assignment
Applied for special considerations
ASA, CC, Admin, Equity‐Diversity (LaP Plan)
Peri‐assignment period
ASA=Academic Skill Advisor; SSA=Study Skill Advisor; CC=Centre coordinator; Admin=Centre administrator; SSW=Study Skills Workshop
CRICOS Provider Code: 00113B
ACADEMIC ENGAGEMENT ISSUES & ACTIONS AT DLH
Deakin Learning Hub (DHL) students’ engagement plan for T2 in July 2012
Students’ engagement indicators:
Methods
Issues/outcomes
Regular use of DLH (attendance)
Records: Admin; Analysis: ASA
Formation of study/discussion group
Observations. ASA, SSA, CC, Student mentors
Popular Tuesday
Enquired on absentees study situation
Never visited: C‐1: 8, C‐2: 1
Study group formed
Encouraged further
Action
Attending PASS
PASS Ldr: journal keeping; inform ASA
Regular: C‐1: 3; C‐2: 4
Renewed invitations
Attending SSW
SSA, ASA
C‐2: Small group
Promote in Newsletter
Discussion with DLH staff progress & concerns
Academic (concepts & contents): ASA; Regular on the spot or by appointments
Enquired weeks prior to assignments, quizzes
Students engagement: content & discussions
Reminder emails. Attainment positive
Response good on email Disengaged students identified and contacted
Discussed topic concepts & requirement Invited & discussed need
Regular access to DSO for iLectures, tutorials, reading material, discussion
Attainment in course assessments
Study Skills: SSA; Tech & admin: Admin
DSO, online, eLive. ASA audits/monitors & action taken
Observation and discussion. ASA
Clear about assessment requirements
SSW & personal contacts: SSA, ASA, email
Understand assign marking rubrics, etc. SSW and personal contacts: SSA, ASA
Unable to correlate
Discussions & feedbacks
Students seeking assign extension
Discussion & observations: ASA
Grounds and process
Discuss & support
Applied for special considerations
ASA, CC, Admin, Equity‐Diversity (LaP Plan)
Ground and process
Discuss & support
ASA=Academic Skill Advisor; SSA=Study Skill Advisor; CC=Centre coordinator; Admin=Centre administrator; SSW=Study Skills Workshop
CRICOS Provider Code: 00113B
Email: [email protected]
4
Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia
Presenter: Ekramul Hoque
18/06/2013
ACADEMIC ENGAGEMENT & STRATEGIES
Staff strategy to engage students in the learning process
Staff initiatives to student engagements Activities/mechanisms
Frequency
Regular enquiries about students study progress
Regular reminder about assessment deadlines
Periodic review of students concerns and difficulties
Enquire students understanding of concepts of unit topics
To make aware about assessment requirement
To improve skills on assignment writings
Encourage to attend eLives & access online materials timely
To help preparing for quiz and online tests
Encourage students to attend PASS sessions and SSW
Encourage to attend community engagement seminars
Arrange additional skills/study sessions as needed
Dedicated time for students’ academic concerns/progress
Monitor students parallel contacts with Unit Chairs
Special meeting with underperformed students Directly, email & NewsLetter: ASA
Email & Newsletter: ASA
Directly, by email contacts: ASA
Directly, by emails: ASA
Directly by emails: ASA
SSW, feedback on draft essay: SSA, ASA Emails: ASP
Workshops, by emails: PASS Ldr, ASA
Directly, by emails & Newsletters: ASA, SSA, Admn
Directly, by emails & Newsletter: ASA, Admn
Assess needs → resources, mentors: ASA, SSA
Walk‐in/appointments: ASA, SSA, CC
Contact Unit Chairs by email: ASA
Discuss assign outcomes, improve course plan, mobilise helpful resources: ASA, SSA, CC
Monthly
14,5 days before date
Monthly
On‐going
Before the assign
Before the assign
Throughout trimester
Before tests
On‐going
On‐going
As required
As required
As warranted
As required
Meeting with students to discuss engagement issues
Orientation day, Workshops: ASA
As required
ASA=Academic Skill Advisor; SSA=Study Skill Advisor; CC=Centre coordinator; Admin=Centre administrator; SSW=Study Skills Workshop
CRICOS Provider Code: 00113B
ACADEMIC ENGAGEMENT & DSO AUDITS
Students DSO* activities
Indicator points
Activities
Frequency
Monitor students’ unit contents accessing patterns: ASA (Academic Skill Advisor)
Accessing unit guides
DSO audits: ASA
Rates of accessing topic based resources
DSO audits: ASA
Accessing eReadings
DSO audits. ASA
Attending eLive/tutorial sessions (Active)
DSO audits. ASA
Accessing recorded eLive sessions (Passive)
DSO audits. ASA
Students’ participation in discussion forum:
Read
DSO audits. ASA
Authored
DSO audits. ASA
Staff strategy to help on DSO disengagement issues:
Locate students with signs of disengagement
Monitor DSO activities. ASA
Enquire about reasons for disengagements (indirectly)
Phone contacts disengaged students. ASA
 to discuss study progress and DSO access issues
 encourage to participate in DSO activities
Organise meeting between disengaged student & academic staff
Discuss DSO and/or unit related concerns directly
Organise technical support to overcome DSO access issues
**ITSD, Admn, ASA
*DSO=Deakin Online Study (CloudDeakin); **ITSD=Information Technology Services Division; Monthly
Monthly
Monthly
Monthly
Monthly
Monthly
Monthly
Monthly
As required
On going
As required
CRICOS Provider Code: 00113B
STUDENT ENGAGEMENT AND ACTION CHART (T2‐2012)
Stdn Date (T2‐2012) Concerns
Steps taken
Outcomes
Further actions
All
S‐1
Emailed: Emailed: 26/07/2012
Emailed: with advise
Further instructions
Checked assignment
Discussed performance
Endnote training
Emailed: Discussed study topics
Extra academic sessions
Study revision session
One‐to‐one session
Discussed one‐to‐one
Submitted assignments
Replied: 28/07/2012
Replied: 29/07/2012
Confidence increased
Assign submitted timely
Study skills support
Advised on assign
Discussed study issues
Increased understanding
Felt confident
Improved unit concept Proper way of referencing
Study & domestic issues. To reduce load in coming Ts
Improved unit concept
Increased confidence level
Assistance offered
Emailed: 07/08/2012
Assistance offered
S‐2
S‐3
S‐4
S‐5
T2
26/07/2012
Assessment reminders
Unit‐1: Assign support
Assign preparation
03/09/2012
08/10/2012
06/08/2012
02/08/2012
02/08/2012
16/08/2012
09/10/2012
09/08/2012
22/08/2012
Unit‐2: Assign support
Assign writing and ref.
Assign support: ref Study coping issues
Study issues
Conceptual issues
Topic concepts
Reference issue
Coping issues
09/10/2012
11/10/2012
Study concept issues
Study revision session
Study concept ‐ content Further revision session
Offered further support
Offered further support
Offered further support
No issue
Constantly monitored
Advised to use Endnote
Advised better plan in coming trimesters
Satisfied with exam
CRICOS Provider Code: 00113B
Email: [email protected]
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Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia
Presenter: Ekramul Hoque
18/06/2013
FREQUENCY OF H300D STUDENTS USE OF DLH (T2‐2012)
W24 0:00:00
W23 3:15:00
W22 12:30:00
M4 217:50:00
Students & hours attended DLH
W21 5:00:00
W19 4:45:00
W20 29:05:00
W18 20:55:00
W17 25:30:00
W16 69:20:00
W15 43:55:00
W14 0:20:00
M3 41:35:00
W13 80:50:00
W12 0:00:00
W11 7:40:00
W10 3:30:00
W9 0:00:00
W8 11:25:00
W7 13:00:00
W6 1:05:00
W5 2:40:00
W2 6:30:00
W1 1:10:00
0
5
M2 68:30:00
W4 137:05:00
M1 243:55:00
W3 48:40:00
10
15
CRICOS Provider Code: 00113B
20
25
30
Days attended DLH (Jul‐Oct 2012)
35
40
45
50
FREQUENCY OF DLH USE BY H300D STUDENTS (T2‐2012)
100
Mon
7
90
Number of students
80
16
10
20
27
Tue
Wed
Thu
Fri
6.25
70
60
5
18.25
15
50
13
40
10
36
19
30
11.75
3
15
22
20
22.75
4
14
10
20
22
Jul
Aug
18
17.75
11
0
Sep
Oct
Avg
CRICOS Provider Code: 00113B
H300D STUDENTS ACADEMIC PROGRESS (T1‐2012)
70
Average marks %
60
50
66.6
61.7
53.6
40
30
20
10
0
Assign‐1
Assign‐2
Final Exam
T‐1 Assessments
CRICOS Provider Code: 00113B
Email: [email protected]
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Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia
Presenter: Ekramul Hoque
18/06/2013
H300D STUDENTS ACADEMIC PROGRESS (T2‐2012)
90.0
DLH Avg
Unit Avg
80.0
60.0
Test 4
Test 5
Assign
77.9
72.0
Test 3
65.9
68.1
Test 2
80.08
72
76.0
68.3
Test 1
30.0
85.3
73.2
79.3
72
40.0
80
72.5
50.0
78.7
78.0
Average marks %
70.0
20.0
10.0
0.0
Final Ex
Total
CRICOS Provider Code: 00113B
SUMMARY FINDINGS AND DISCUSSION
• Majority (77.14%) of H300D students are mature‐aged (>21 years)
• Average age is 32.52 years; range: 18 – 55 years
• More female (>77%) students in the course than males
• WAM#: 67.43 (SD ±10.01); range 50 – 85
• Students visited DLH regularly
• No weekly pattern for DLH use by students has emerged yet
• Disengaged and at risk students are identified and supported #WAM=Weighted Average Marks
CRICOS Provider Code: 00113B
SUMMARY FINDINGS AND DISCUSSION (cont…..)
• Students performance improved over the trimester period
• Performance of DLH students are better in some units • Student retention rate was over 85%
• Students attrition attributed to personal and family issues
• Students benefited from in‐house academic/study skills supports
• Community engagement seminars helped students learning process
• These study validated previous research findings in relation to mature‐aged, distance learners’ performances and barriers
CRICOS Provider Code: 00113B
Email: [email protected]
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Off‐campus Student’s Engagement and Intervention Strategies. Authors: Ekramul Hoque & Linda Wilson, Deakin University, Australia
Presenter: Ekramul Hoque
18/06/2013
CONCLUSIONS
• Number of mature aged students and distance education are growing
• Students appreciate approachable and contactable academic supports at the DLH
• Strategies of proactive interventions brought positive outcomes
• Student performances increased gradually during trimester period
• Students’ level of understanding increased with the interventions and become more confident in off campus studies
• More observation and periodic review of strategies are advocated for long term positive impact
CRICOS Provider Code: 00113B
REFERENCES
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ABS (Australian Bureau of Statistics) 2011 Census
Ali, R & Leeds, E. 2009, Online Journal of Distance Learning Administration 2009; 12(4).
Andrews, L. Department of Education 1999.
Angelino, L, Williams, F & Natvig, D 2007. The Journal of Educators Online 2007; 4(2).
Cantwell R, Archer J & Bourke S. Assessment & Evaluation in Higher Education 2001; 26(3):221‐34.
Cullity M. Australian Journal of Adult Learning 2006; 46(2):175‐201.
Davies P. Higher Education Quarterly 2001; 55(2):185–203.
Devlin M, O’Shea H. Higher Education Research Group (HERG) 2001, Deakin University, Burwood.
Donaldson JF. Adult Education Quarterly 1999; 50(1):24–40.
Greater Dandenong city of opportunity 2012, Summary of Social Conditions in Greater Dandenong, Australian Clearinghouse for Youth Studies, retrieved May 31
Krause K. James Cook University Symposium 2005. Townsville.
Mannan A. Higher Education2007; 53(2):147–65.
Nash R. Online Journal of Distance Learning Administration 2005; 8(4).
Rovai A. International Review of Research in Open and Distance Learning 2002; 3(1):1‐16.
Savery J. Journal of Interactive Online Learning 2005; 4(2):141‐51.
Succeed@Deakin 2011, Division of Student Life, Deakin University, Burwood.
Tinto V. Review of Educational Research 1975; 45(1):89‐125.
Tinto V. University of Chicago press 1993, Chicago, Il.
Western J. McMillan J, Durrington D. Department of Education 1998.
CRICOS Provider Code: 00113B
ACKNOWLEDGEMENTS
• DLH Team:
Linda Wilson, Mark Kennedy, Penelope Goward, Carolyn Richie, Susan King, Minh Nguyen, Steve Price and Geetha Miththapala
• Students: Bachelor of Health Science and Phychology at Dandenong
• Unit Chairs: Health Sciences & Psychology
• Organisers: 26th International Conference on The First-Year Experience
Thank you !!
CRICOS Provider Code: 00113B
Email: [email protected]
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