Student Authority Student Authority and Informed and Informed

ResponseResponseBlended Learning in First Year English (ENL 101)

Susan E. HaganEnglish Department

University of Massachusetts Dartmouth© 2013

Student Learning Student Learning ObjectiveObjective

Selected SLO:

Demonstrate informed response by paying close attention to source-texts in written responses, practicing summary/paraphrase, critical analysis of material from sources, and reflection on or synthesis of multiple viewpoints

Objective: Student Objective: Student AuthorityAuthority

• In order to create a community and support I break students into groups of 4 or 5 for the semestero These groups help students become vested in the

large volume of work required of them throughout the semester and encourages the development of confidence and authority in students’ work

The goal is to encourage the exchange of student ideas to help them develop their ability to select and use sources effectively thereby establishing authority in their writing

Tool: Powerpoints & Quizzes

• ASSIGNMENT: Watch Powerpoint slideshows and take quizzes in order to understand key concepts

• Key Concepts: Annotated Bibliography & Summary, Analysis, Synthesis/SAS

ASSESSMENT: Quizzes to measure student understanding of concepts

Benefits & DrawbacksBenefits & Drawbacks

• B – Students could save the Powerpoints and review them when needed during the semester (and beyond: many reported saving them to use in future classes)

• B – Many liked the low-stakes nature of the quizzes (1/100 points available during the semester)

• D – Students who do not do well on multiple choice tests may have been impacted

Results

Two Powerpoint Presentations were created to address the SLO:

•Annotated Bibliography Powerpoint Class Average Quiz Grade: 88%

•SAS Powerpoint Class Average Quiz Grade: 91%

Tool: Graded Discussion Tool: Graded Discussion BoardsBoards

• ASSIGNMENT: Student response to readings, followed by student response to peer posts in order to practice synthesizing various viewpoints

• Key Concepts: Summary, Analysis, Synthesis/SAS

ASSESSMENT: New rubric for evaluation of homework focused on the rhetorical situation and response to the assignment

Benefits & DrawbacksBenefits & Drawbacks• B – Discussions measured application of SAS in a low-

stakes environment

• B - The exposure to peer responses raised the stakes for responses and resulted in more considered and developed understanding of readings and ideas up for discussion

• B - Quiet students had the opportunity to speak up/ respond

• D – Students with weak comprehension may have been intimidated by the open format

• D - Synthesis was not overtly mentioned but the instructions described the process involved in synthesizing. These have potential but were definitely more effective after synthesis had been introduced

Results

Three Discussions were created for students to practice synthesis:

•Motivation to Act Discussion class average grade: 81%

•MLK Discussion class average grade: 81%

•Critical Thinking Discussion class average grade: 80%

Tool: Tool: Student Self-Assessment

• ASSIGNMENT: Anonymous Self-assessment to measure student confidence (and let me know if review or additional materials are needed). Will be completed by the blended and control class

• Key Concepts: Annotated Bibliography & Summary, Analysis, Synthesis/SAS

ASSESSMENT: See Results for data collection

Benefits & DrawbacksBenefits & Drawbacks

• B – Students are able to assess their progress by looking at their responses at beginning & end of the semester

• B – Students gain ownership of their process (authority) by identifying areas that need work during the semester

• D – Students may initially over-rated themselves in an effort to impress

Results

x/y

x= class total

y= average rating

Critical Reading Reader Response Criticism

Analysis Summary Synthesis Integrating Quotations

Annotated Bibliography

Blend Beginning (24)

61/2.54 39/1.6 54/2.25 62/2.6 21/.88 46/1.92 41/1.7

Blend End (21) 72/3.43 70/3.33 75/3.57 76/3.62 71/3.38 70/3.33 74/3.52

Control Beginning (22)

62/2.81 53/2.40 62/2.81 64/2.90 30/1.36 46/2.09 45/2.04

Control End (20)

64/3.20 65/3.25 69/3.45 71/3.55 62/3.10 69/3.45 69/3.45

Tool: Final Essay

• ASSIGNMENT: Final Essay to determine how well both classes have learned and applied SAS in a high-stakes assignment (same for the blended and control class)

• Key Concepts: Annotated Bibliography & Summary, Analysis, Synthesis/SAS

ASSESSMENT: New SAS rubric data will be recorded anonymously and applied separate from student grades for the essay

Benefits & Drawbacks

• B – Clear comparison of the control & blended class students’ ability to apply key concepts in their writing

• D – Uneven initial skills may have impacted results

• D – Uneven student buy-in and work ethics may have impacted results

Results: Blended Class

Essay 3 SAS Assessment: Blended

21 students

Fully able to/ Exceeds Expectations

Student able/ Meets Somewhat able/ Somewhat Meets

Unable/ Does not Meet

Grader unable to assess

Demonstrates ability to understand Summary

10/47% 7 4

Demonstrates ability to understand Analysis

8/38% 5 8

Demonstrates ability to understand Synthesis

8/38% 7 4 2

Demonstrates ability to implement Summary

10/47% 5 6

Demonstrates ability to implement Analysis

7/33% 5 8 1

Demonstrates ability to implement Synthesis

6/29% 7 6 2

Results: Control Class

Essay 3 SAS Assessment: Control

21 students

Fully able to/ Exceeds Expectations

Student able/ Meets Somewhat able/ Somewhat Meets

Unable/ Does not Meet

Grader unable to assess

Demonstrates ability to understand Summary

7/33% 13 1

Demonstrates ability to understand Analysis

4/19% 8 8 1

Demonstrates ability to understand Synthesis

7/33% 10 3 1

Demonstrates ability to implement Summary

4/19% 14 2 1

Demonstrates ability to implement Analysis

2/9% 8 8 3

Demonstrates ability to implement Synthesis

4/19% 10 4 3

Tool: Student Evaluation of Online

Components• ASSIGNMENT: Anonymous Evaluation to

measure student satisfaction and effectiveness of online learning

• Key Concepts: Annotated Bibliography & Summary, Analysis, Synthesis/SAS

ASSESSMENT: See Results for data collection

Benefits & Drawbacks

• B – Students are able to assess the impact of online tools in their learning process

• D – Students may over-rated course components in an effort to be kind

Results• 81% rated AB Powerpoint, SAS Powerpoint & Discussions a 4-5

• 71% rated Quizzes, and overall understanding of Summary, Analysis & Synthesis a 4-5

21 students 1

Needs improvement

2 3 4 5

Really great

AB Powerpoint     4 8 9

SAS Powerpoint   1 3 8 9

Discussions   2 2 10 7

Quizzes 1   5 9 6

Essay 3     3 10 8

*Overall Summary

  1 5 10 5

*Overall Analysis

    6 8 7

*Overall Synthesis

  4 2 8 7

ConclusionsBased on the data collected it is clear that the blend positively affected student learning:

•The blended students understood the material more quickly and more completely than the control class

•Online work forces students to participate in the class (in discussions) and learn independently (discussions and Powerpoints/quizzes)

•The blended format increases student learning because the ownership and authority of the learning process is overtly shifted to the students

Blending ENL 101 is an extremely effective way to retain students by quickly allowing them to understand that learning is their

responsibility, a valuable lesson at the start of their college careers