Student Success in a Competency-based Online Course in Economics

Dr. Steven C. Myers myers@uakron.edu

Associate Professor of Economics

The University of Akron

Presented at the Western Economic Association International conference – July 2, 2002

History Online with every class since 1993

Face-to-face classes Web supportive materials Assignments and Daily Evaluations online Web-enhanced or Hybrid Results mixed

100% Online since Fall 2001 No face-to-face meetings Web-based Results very satisfying

Outline for Being Online What are the goals of the course? What are the objectives you want to

accomplish? What is the best way to assess

learning of the objectives? How you you fit that into the available

technology knowledge you have? How do you know if you succeed?

Goals – Student Success, higher learning ,

higher grades, lower dropout rates Objectives – Taken from each chapter of

Parkin Assessment – graded mastery quizzes and

non-graded evaluations Available Technology – WebCT Success – grades, evaluative remarks,

formal tests and comparisons

Asynchronous Tools Email @UAkron.edu Email in WebCT Discussion Groups FAQs (http://www3.uakron.edu/econ/econga1/faq/)

Yahoo Messenger (offline messages) Keith’s mailer

(http://www3.uakron.edu/ip-tools/email-cgi.html)

Synchronous Tools MSN Instant Messenger (text, voice) Yahoo Messenger (text, voice,

video) WebCT chat (text, graphics

whiteboard) MS NetMeeting (text, voice, video,

graphics, sharing of applications)

Development of the course Built in modules Modules completed in order Competency based testing Use student feedback

For student learning enhancement For modifying & improving the course

CourseDesign

DL requires planning for contingencies

14 Content Modules

Active Learning vs. Passive Learning

Pre-class and Module 1: Preparing Students to Learn Email me! http://gozips.uakron.edu/~myers/online/

Is Distance Learning for Me? VARK – testing learning styles Orientation Module—‘ How to logon to

WebCT’ Orientation Module—‘ How to Use WebCT’

Syllabus Graduate course Undergraduate course

Pre-class and Module 1:Additional Orientation How to Communicate with Dr.

Myers How to access your online text

http://www.economicsplace.com/econ5e/

Rules of the game Building a relationship –

Breakdown the anonymity Survey “Tell me about yourself”

Content Modules 2-15 Module Introduction & Objectives Chapter Introductions Content Supportive Materials Assessment of Learning - Quizzes

on objectives with multiple trials Evaluation

Introductions& Content Mostly Passive Learner

Centered Students

progress without intervention

Micro – Modules 2-8

Macro –Modules 9-15

Assessment of LearningGraded Quizzes Module quizzes, written

evaluations and graded research / writing assignments

Quizzes are for testing problem solving, analysis and application skills, not for testing recall (simple recognition).

GradedAssessment

Competency based Everyone strives to

get a perfect 10 Three attempts,

time limit Random

intervention Questions a mix of

(1) Recognition, (2) Conceptual, &(3) Analytic~71% C&A

Module Evaluation What comments do you have on this module

and your experience in completing it? What main point have you learned that you did

not fully understand before? What questions … Include any points that still

remain muddy or unclear. Do consider posing the muddy points to your fellow students in the discussions.

What recommendations do you have for us as we continue to change and enhance the course?

Uses Keith’s email CGI http://www3.uakron.edu/ip-tools/email-cgi.html

Role of Module Evaluation Planned

intervention Forced contact Professorial

encouragement Decreases dropout

rates Process repeats

2 Research & Writing Assignments – some objectives Practice and experience in reflecting

on a topic in the current economy. Practice in analysis of economic

trends. Gaining of confidence about talking

about the economy. Ability to know and use the

resources of economic commentary, prior analysis and data.

Assessment of Learning

Module Recognition

Conceptual

Analytical %C&A

2 11 19 12 74%

3 12 27 14 77%

4 8 18 16 81%

5 9 25 12 80%

6 20 23 7 60%

7 20 12 16 58%

8 15 26 9 70%

Total 95 150 86 71%

%-tage 29% 45% 26%

The course design has influenced student success

Foundations of Economic Analysis – Phase I MBA course

Fall 2001 7 As, 2 Bs, 1 F, 1 WD

Spring 2002*

20 As, 2 Bs, 1 F, 1 WD

Su 2002** 9 As, 0 Bs, 0 F, 2 WD

• * Spring included 4 incompletes, 2 of which are now finished.• ** estimated grades based on current performance• Of the 31 completers, Final average = 92.6, s=.03, range=

Course Evaluations

Percentage Agree and Strongly Agree (n=21)

Quizzes effective in testing objectives 76%

Quizzes tested mostly recognition 62%

Quizzes tested mostly analytical skills 43%

Course better than other web-based and technically enhanced courses

76%(48% strongly agree)

Prefer hardcopy text to the online text

81%

The online text is helpful 48%

Course FilterIs Distance Learning For Me? webct

.prenhall.com/public/dist_learn_hand/Is_DL_4_Me.htm

Some interesting relationshipsCorrelations Avg Grade

ISDL4ME .230

Q2 – Being part of a class not impt. -.359*

Q5 – independent in following directions

.342

Q8 – enjoys learning new technologies

.374*

Q10 – can go to campus anytime .453**

Q10+Q8+Q5-Q2 .501**

Course FilterVARK an assessment of learning styles

www.VARK-learn.com No significance

Correlations Avg Grade

VARK

Visual (no. of times V is selected) -.27 (=.19)

Aural (no. of times A is selected) .15 (=..47)

Reading/Writing (no. of times R selected)

-.03 (=..90)

Kinesthetic (no. of times K selected) -.07 (=..71)

Total / multimodal learning (50-70% of pop)

-.04 (=..85)

Student Comments “The fact that this course was completely

internet based, had no bearing on the level of knowledge I gained from the course. I think I learned as much, or even more, than I would have in a traditional classroom. I contribute this most to the way the instructor organized the course.”

Student Comments “The class was great - I enjoyed the work at

my own pace. I could take quizzes at 11pm or 5am depending on what was convenient for me. I could relax one week and focus on projects for my other class and then work extra the next week to get caught up. Overall, this was a great experience. I wish more of my coursework could be offered as web-based.”

Student Comments “He was always prompt with his

responses to my questions and always kept the class up to speed on class events. I felt every bit as much a valuable student of his as I would have had I been there in person.”

Student Comments

“I would recommend web-based learning to others, so long as they are able to work on their own.”

Student Comments “This course was excellent.  It presented a

whole new style of learning to me.  I did not know what to expect going into it, but I specifically learned … in order to achieve at a class like this - you must be completely 100% motivated to do so.”

Student Comments “I think the online class involved

more work than a regular class, since there is no real classes, you find yourself trying to figure out questions that may arise on your own - but it is nice to know you have a professor their when you can't figure it out.”

Student Comments “I believe that the benefits of web-based

courses (distance-learning, flexibility, etc.) far outweigh any disadvantages such as lack of face-to-face interaction--at least in this particular course. Dr. Myers' course was, of the four I took this semester over the web, the truthfully the best organized, most well-adapted to the web (by his efforts) of them all.”

Student Comments “Thanks for the extra help. I'm still

no economist but at least I can understand better what you and your colleagues do!”

Shortcomings Lack of group work and team work exercises

(collaborative learning) Severe limitations of WebCT, especially the

selective release function Pre and post assessment using a standard

comprehensive economics test (Test for Understanding of Economics)

Physical book desired by some Publisher’s Server Crash

Next Step Same results for Undergraduates? Is the course more effective than a face

to face course? Myers and Nelson, grant to test this.

Nelson will teach f2f, Myers online Preparing a pre/post-test with R, C and

A elements. Testing of Economic Myths

The end

For more information:Dr. Steven C. MyersMyers@uakron.edu

My WebCT

3250:600

Module 2

Course Content