Transcript JanetWinterPedagogyofHybridLearning

Hybrid Statistics Clicks
Janet Winter
Penn State Berks
Move lower level learning outside of class and
use class time to engage students in higher
level educational experiences.
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•
Increase the effectiveness & efficiency of
the learning experience
Address student needs:
Provide additional time for more difficult concepts in
class
Provide review workshops outside of class
1.
2.
3.
4.
5.
6.
7.
Decreased time in class and trips to campus
Guided practice with immediate feedback
Opportunity for continuous Improvement
Accommodate different learning styles
Accommodate non-traditional learners
Increased in class student engagement
Increased access to the instructor from
anywhere and almost anytime
8. Structure provides assistance with
organizational and learning skills
1. Decreased scheduled class time
2. Increased time with individual & groups of
students in workshops & office hours
3. Increased on line time
Number of e-mails
Type of Course
Summer 6 week
Spring 15 weeks
Hybrid
45
211
Regular
29
64
4. Increased time creating on line materials
All registered hybrid stat students are required
to complete a series of questions to
determine if they were ready for a hybrid
class
Students are able to switch to a non-hybrid
section most semesters
Project I – summer 2008 50% class time vs
100% class time
Project II – spring 2009 75% class time vs
100% class time
Project III – fall 2009 & spring 2010 75% class
time + optional extra class vs 100% class
time
Both met during the same 6 week summer
session with the same instructor
Both took the same final exam and took the
same tests at the same time and in the same
location
Both did the same paper and pencil projects
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50% Class time:
on line homework
video prof
e-prof
detailed notes
on line chapter quizzes
Content modules
weekly linked checklist
review projects
Regular Class:
written homework
N/A
N/A
traditional power
point class notes
weekly checklist
review projects
Items in red were not available for regular class
that met during the same session.
•
•
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•
To organize concepts for students
To guarantee students have accurate and
carefully stated information
To optimize the use of class time
To provide accurate problems and solutions
for students to self check their work
91.7% said they took the class because they could
only attend class two evenings per week
83.3% said they would have learned more in the
regular class
75% said they would have earned a higher grade in
the regular class
77% said they would take another hybrid course
Class
Test 1
Test 2
Test 3
Test 4
Final (150 points)
50%
Hybrid
91
77
74.09
77.6
122 or 81.3%
Regular
86
82
89.53*
85.69
138.6 or 92.4%
*Test 3 had the only statistically significant difference .
Scale: 0 (no help) – 5 (excellent help)
Classes
4.7
4.7
 Textbook
3.3
2.3
 Power Point Notes
4.4
4.1
 Modules
2.7
N/A
 ANGEL site
4.0
4.1
 Weekly Calendar
3.5
3.9
 Formulas Sheets
5.0
4.9
 Homework
3.2
3.8
 Projects
3.9
4.6*
 E-mail Reminders
4.1
4.2
*Regular class remained after class to work on projects in
groups while hybrid group worked independently
None were statistically significantly different.
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“I don’t think that my grade entirely resulted from the
effectiveness or ineffectiveness of the hybrid course because I
had an overwhelming amount of outside distractions.”
“What a crush of work! I’m amazed I survived.
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None of the students in the regular class complained about
the amount of work even though both groups had 6 weeks to
complete the same amount of course work and homework.
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Students want the hybrid experience
Students learned (almost as well)
Gas prices were high
It is an opportunity to engage students in
meaningful ways.
It is a way to address different learning styles.

Project II:
75% class time with improved
materials

Project III:
75% class time with applets and
an optional extra class
Technology:
Paper and pencil:
Homework
Review projects
Video prof
Tests
E-prof
Weekly clicker questions
Interactive Course Guide
Printable Course Guide
Qn line Quizzes
Learning Modules
Class
Test 1
Test 2
Test 3
Test 4
Final
Spring 100%
class time
(2008)
67.9
70.2
72.2
72.2
73.6%
Spring Hybrid
75% class time
No optional
class
(2009)
76.5
78.5
73.3
78.0
81.9%

Clicker Questions:
◦ Class time used for problem solving and
experiences
◦ Class time is more engaging for students
◦ Students “own” their mistakes

Course guides:
◦ Improve concept organization for students
◦ Usable with text and in class
1. Assess class preparation
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◦
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◦
Encourage daily class preparation
Immediate feedback from all students
Responses are private in class
Responses are corrected and tallied in a grade
book
2. Adjust the pace and content of the class
based on feedback from the entire class
3. Engage students
◦ Create an interactive class for all students
1.
2.
3.
4.
Assess concept mastery
Emphasize important concepts
Review previous class work
Prompt start of the class – students arriving
late miss the first few questions
1. Use the 0-1 slide on the left side of your
clicker. Advance the slide to 1 to turn it on.
2. Join the class by:
a. pressing the letter or number located in
the top left side of my next screen and then
b. pressing the green enter arrow in the
center of the your clicker
If we are taking a test and we wish to score in
the upper half of the students, then we wish
to be higher than the
A) the mean of the test scores.
B) the median of the test scores.
C) the mode of the test scores.
D) do not know.
The average credit card debt for college seniors is
$3262. If the debt is normally distributed with a
standard deviation of $1100, we want to find the
probability that a senior owes at least $1000.
What is the z score?
1000 – 3262 = – 2.06
z=
1100
Question 3
P( x  4000)  P (z > 0.67) = 1.0 – 0.7486 = 0.2514 or 25.14%
4000 – 3262 = 0.67
z=
1100
–
X
z=

0
0.67
The average credit card debt for college seniors is
$3262. If the debt is normally distributed with a
standard deviation of $1100, we want to find the
probability that the senior owes more than $4000
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How much time for everyone to respond?
How much re-teaching before moving
forward?
1.
2.
3.
4.
Practicing concepts
Measuring learning
Keeping you involved
Encouraging class Preparation
7.68
7.24
8.24
7.73
7.27
6.31
7.75
6.16
(8.14)
(8.71)
(8.14)
(4.43)
Note: Hybrid class in italics, Regular class in black,
Teachers in parentheses (2008 survey at Berks)
In a hybrid class where time is limited, clicker
questions:
• encourage preparation for class
• evaluate class preparation
• keep students’ engaged in learning
• Permit instructors to expediently respond to
students’ needs

Project II:
75% class time with improved
materials and clickers
(Approximately 1/3 of the students needed
extra help during office hours!)

Project III:
75% class time with revised
materials, clickers, applets and
an optional extra class
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Revise course guides based on students’
error patterns
Applets – interactive simulations rather than
static reading
Optional – extra class each week for
questions and problem solving
Class
Test 1
Test 2
Test 3
Test 4
Final
Fall 100% class
time (2008)
67.9%
70.2%
72.2%
72.2%
73.6%
Fall Hybrid 75%
class time
With one extra
optional class
(2009)
82.2%
69.8%
80.4%
82.2%
80.1%
Spring Hybrid
75% class time
With one extra
optional class
(2010)
82.8%
81.2%
76.6%
72.3%
74.8%
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The students who attend 50% of more of the
extra classes are:
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A students – 43.0%
B students – 21.4%
C students – 21.4%
D students – 7 .1%
F students – 7.1 %
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ANGEL quizzes for the applets
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Online reviews
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Online course review
Janet Winter
Penn State University
Berks College
[email protected]