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Learning gains of international students
in South African distance education.
http://ideaspartnership.org/
@ESRC_IDEAS
#ESRCIDEAS
Jekaterina Rogaten
Jenna Mittelmeier
Dion Van Zyl
Melis Cin
Dianne Long
Bart Rienties
Who are we?
Parvati Raghuram
(UK) Principal Investigator
Ashley Gunter
(South Africa) Principal Investigator
Clare Madge
Co-Investigator
Paul Prinsloo
Co-Investigator
Katharine Reedy
Learning Design specialist
Bart Rienties
Co-Investigator
Jenna Mittelmeier
Post-Doc
Melis Cin
Post-Doc
Dianne Long
Post-Doc
Jekaterina Rogaten
Post-Doc
Adelino Chissale
Post-Doc
Project aims:
1. To examine how far IDE in South Africa offers equitable access
to students in Africa through both supply side and demand side
analysis.
2. To assess and improve the quality of IDE and see how it varies
among students.
3. To advance theoretical understandings of IDE though a
postcolonial framework and produce impactful findings that
contribute towards Sustainable Development Goal 4 regarding
equal access to quality education.
Assessing trajectories
 Using assessment results for estimating learning trajectories has number of advantages:
 Assessment data readily available
 Widely recognized as appropriate measure of learning
 Relatively free from self-reported biases
 Allows a direct comparison of research finding with the results of other studies
Data exploration
Total 241,090 students enrolled into 216 different
qualifications
% of exams that
student PASSED
% of exams that
student FAILED
% of exams not
attended
Mean Mean Mean
SA living in SA 49.4% 44.8% 5.9%
SA living in another country 67.3% 24.9% 7.8%
International living in SA 61.1% 34.3% 4.6%
International living in another
country
58.3% 34.6% 7.1%
Average Grade for
the module
SA living in SA 65
SA living in another country 71
International living in SA 67
International living in another
country
66
South African Other Nationalities
Female 109,634 93.4% 7,715 6.6%
Male 111,794 90.3% 11,935 9.6%
SA living in SA SA living in another
country
91.1% 0.7%
International
living in SA
International living
in another country
5.1% 3%
Sample Characteristics
 69,935 student studying in the faculty of Science
 60% Male students
 40% Female students
 90% South African students
 10% International students
 67% Black students
 21% Part-time students
 21% Other ethnic backgrounds
 30 Undergraduate degree programmes
 Between years 2005 and 2016
Regression
Intercept = 63.56
Slope = -0.115**
**p<0.01
48
54
60
66
72
78
84
90
5 10 15 20
Estimating learning trajectories
Level 1
Level 2
Level 3
Grade1
Student1
Grade3 Grade1Grade2Grade3Grade1Grade2Grade3Grade2
Student2 Student3
Course1 Course2
Grade1Grade2Grade3
Student4
Grade1Grade2Grade3
Student5
Course3
Comparison of the 1-, 2- and 3-level
structures
Regression S.E. 2-level S.E. 3-level S.E.
Intercept B0 63.558 0.032 63.519 0.036 63.166 0.361
Slope B1 -0.115** 0.009 -0.143** 0.01 0.393** 0.188
Deviance 1817144.002 1807253.05 1804441.08
X2 change 9890.95** 2811.97**
** p<0.01
Course trajectories
48
54
60
66
72
78
84
90
5 10 15 20
mean.pred
RNtime.pred
48
54
60
66
72
78
84
90
5 10 15 20
mean.pred RNtime.pred
National Diploma: Safety Management
Bachelor of Science in Computing
Gender differences in learning
trajectories
Intercept 63.166 0.361
Slope 0.393** 0.188
Female -0.506** 0.064
Female*time -0.698** 0.078
Grade SE
**p<0.01
63.6
64.8
66.0
67.2
2.3 4.6 6.9 9.2
mean.pred
RNtime.pred
Female
Male
Differences between Home and
International students’ learning
trajectories
63.6
64.8
66.0
67.2
2.3 4.6 6.9 9.2
mean.pred
RNtime.pred
NNationalityGR_1
NNationalityGR_2
South African
International
Intercept 63.105 0.358
Slope 0.393* 0.188
International 0.646** 0.095
International*time -0.107** 0.031
Grade SE
**p<0.01
Key message
 The largest portion of variance 79% was within-students and additional 18% between students.
 This means that changes should be done at the degree programme (between modules) level like changes to
the assessment, module structure and learning design can.
Benefits of knowing students’ learning trajectories:
We can make a positive change
Identify students and modules that progress well
Identify students and modules that do not progress well
Predict how certain students will do in certain modules
Implement data informed interventions
Evaluate effectiveness of interventions
Identify most effective routes towards qualification
Jekaterina Rogaten
Jekaterina.rogaten@open.ac.uk
http://ideaspartnership.org/
@ESRC_IDEAS
#ESRCIDEAS

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Learning gains of international students in South African distance education

  • 1. Learning gains of international students in South African distance education. http://ideaspartnership.org/ @ESRC_IDEAS #ESRCIDEAS Jekaterina Rogaten Jenna Mittelmeier Dion Van Zyl Melis Cin Dianne Long Bart Rienties
  • 2. Who are we? Parvati Raghuram (UK) Principal Investigator Ashley Gunter (South Africa) Principal Investigator Clare Madge Co-Investigator Paul Prinsloo Co-Investigator Katharine Reedy Learning Design specialist Bart Rienties Co-Investigator Jenna Mittelmeier Post-Doc Melis Cin Post-Doc Dianne Long Post-Doc Jekaterina Rogaten Post-Doc Adelino Chissale Post-Doc
  • 3. Project aims: 1. To examine how far IDE in South Africa offers equitable access to students in Africa through both supply side and demand side analysis. 2. To assess and improve the quality of IDE and see how it varies among students. 3. To advance theoretical understandings of IDE though a postcolonial framework and produce impactful findings that contribute towards Sustainable Development Goal 4 regarding equal access to quality education.
  • 4. Assessing trajectories  Using assessment results for estimating learning trajectories has number of advantages:  Assessment data readily available  Widely recognized as appropriate measure of learning  Relatively free from self-reported biases  Allows a direct comparison of research finding with the results of other studies
  • 5. Data exploration Total 241,090 students enrolled into 216 different qualifications % of exams that student PASSED % of exams that student FAILED % of exams not attended Mean Mean Mean SA living in SA 49.4% 44.8% 5.9% SA living in another country 67.3% 24.9% 7.8% International living in SA 61.1% 34.3% 4.6% International living in another country 58.3% 34.6% 7.1% Average Grade for the module SA living in SA 65 SA living in another country 71 International living in SA 67 International living in another country 66 South African Other Nationalities Female 109,634 93.4% 7,715 6.6% Male 111,794 90.3% 11,935 9.6% SA living in SA SA living in another country 91.1% 0.7% International living in SA International living in another country 5.1% 3%
  • 6. Sample Characteristics  69,935 student studying in the faculty of Science  60% Male students  40% Female students  90% South African students  10% International students  67% Black students  21% Part-time students  21% Other ethnic backgrounds  30 Undergraduate degree programmes  Between years 2005 and 2016
  • 7. Regression Intercept = 63.56 Slope = -0.115** **p<0.01 48 54 60 66 72 78 84 90 5 10 15 20
  • 8. Estimating learning trajectories Level 1 Level 2 Level 3 Grade1 Student1 Grade3 Grade1Grade2Grade3Grade1Grade2Grade3Grade2 Student2 Student3 Course1 Course2 Grade1Grade2Grade3 Student4 Grade1Grade2Grade3 Student5 Course3
  • 9. Comparison of the 1-, 2- and 3-level structures Regression S.E. 2-level S.E. 3-level S.E. Intercept B0 63.558 0.032 63.519 0.036 63.166 0.361 Slope B1 -0.115** 0.009 -0.143** 0.01 0.393** 0.188 Deviance 1817144.002 1807253.05 1804441.08 X2 change 9890.95** 2811.97** ** p<0.01
  • 10. Course trajectories 48 54 60 66 72 78 84 90 5 10 15 20 mean.pred RNtime.pred 48 54 60 66 72 78 84 90 5 10 15 20 mean.pred RNtime.pred National Diploma: Safety Management Bachelor of Science in Computing
  • 11. Gender differences in learning trajectories Intercept 63.166 0.361 Slope 0.393** 0.188 Female -0.506** 0.064 Female*time -0.698** 0.078 Grade SE **p<0.01 63.6 64.8 66.0 67.2 2.3 4.6 6.9 9.2 mean.pred RNtime.pred Female Male
  • 12. Differences between Home and International students’ learning trajectories 63.6 64.8 66.0 67.2 2.3 4.6 6.9 9.2 mean.pred RNtime.pred NNationalityGR_1 NNationalityGR_2 South African International Intercept 63.105 0.358 Slope 0.393* 0.188 International 0.646** 0.095 International*time -0.107** 0.031 Grade SE **p<0.01
  • 13. Key message  The largest portion of variance 79% was within-students and additional 18% between students.  This means that changes should be done at the degree programme (between modules) level like changes to the assessment, module structure and learning design can.
  • 14. Benefits of knowing students’ learning trajectories: We can make a positive change Identify students and modules that progress well Identify students and modules that do not progress well Predict how certain students will do in certain modules Implement data informed interventions Evaluate effectiveness of interventions Identify most effective routes towards qualification

Hinweis der Redaktion

  1. Level 1 – Grade: repeated measures on students and tell us about students learning trajectory Level 2 – student: between students variations Level 3 – Course: between course variation