3. What I learned from Twitter
Donna Gaudet, Scottsdale CC
Teaches Developmental Math, both
online and F2F
4.
5. “Best Practices”
NCDE Director, Dr.
Hunter Boylan
Keynote speech:
“Best Practices in
Developmental
Education.”
During Q & A, he was
asked to share
examples of good
practice in offering
developmental
courses via online
delivery.
7. He Continued
He went on to say that the
completion rates (or success
rates) in online developmental
courses “are abysmal. Way
below the rates for on-ground
courses. ”
10. Case Study – Lake Superior College
Developmental Math Sequence – 3 courses
◦ First taught online during Fall 2002
◦ As of Spring 2010, a total of 91 online
sections have been taught.
Developmental Writing Sequence – 2 courses
◦ First taught Spring 2004, now 23 sections
Developmental Reading Sequence – 2 courses
◦ First taught Spring 2005, now 17 sections
11. AY 2010 Student Completion
Results
510 students enrolled in online
sections
2,226 students enrolled in on-
ground sections
Course withdrawal rates were
identical at 15.7% for both groups.
13. Passing Grades in These Courses
50%
55%
60%
65%
70%
C or better D or better
60.4%
67.5%
62.3%
66.8%
Passing Grades in Developmental Courses
Online On-ground2009-2010
14. AY 2010 Results
More A’s were given in online courses:
◦ 25.1% online
◦ 21.3% on-ground
More F’s were given in on-ground courses:
◦ 17.5% on-ground
◦ 16.8% online
GPA in these courses:
◦ 2.37 for online
◦ 2.31 for on-ground.
15. My Retort
Completion rates (or success
rates) in online developmental
courses “are NOT more abysmal
than and NOT way below the
rates for on-ground courses. ”
17. Effective Practices for Online DE
Strong instructor presence
Clear expectations for All
Emphasis on time flexibility
Timely and useful feedback from instructor
Early alert system and actions taken
Mandatory online student orientations
Online tutoring
Student mentors
Provide lots of examples
Self-assessment (practice test) opportunities
Lots of activities and lots of due dates
18. Strong Instructor Presence
“ If an instructor is not willing to spend
hours and hours communicating,
interacting, and being available for online
students (all hours of the day and night
and weekends), then online learning is
not a good fit and their students will
suffer.”
Donna Gaudet, 2012
19. Clear Expectations for All
Contact all students via email at least one
week before class starts
◦ Begin to set their expectations for the amount
of work ahead.
Work hard to set clear expectations
during week one
◦ What students should expect from you
◦ What you expect from your students.
Kirsi Halonen, Lake Superior College, 2012
26. Provide lots of examples
Screencasts allows
students to learn by
example, seeing every
step in great detail.
In most cases the
ability to pause or
rewind also gives the
viewer the power to
move at their own
pace, something a
classroom cannot
always offer.
27. Self-assessment (practice test)
Opportunities
Self-assessment can
help develop more
interest in the course
from students.
Self-assessment can
aid students’ in
taking responsibility
of their own
learning.
28. Lots of activities and lots of due dates
An open-ended, “anything goes as
long as you get everything in by the
end of the term” approach to online
developmental courses is a disaster
waiting to happen.
Time management skills are usually
weak, and need to be buttressed
throughout the course.
29. Topics to Gnaw On
Free MOOCs for Developmental
Competency-based Education
Personalized Learning
Do Away with DE altogether
Alternatives to DE revenue stream
30. MOOC for Developmental Math
UW – La Crosse, Award-winning
class, Actively facilitated
http://www.uwlax.edu/MathMOOC/
31. MOOC for Developmental Math
Cuyahoga CC
Pre-Algebra - Open Enrollment
Self-paced
http://www.tri-c.edu/online-learning/mooc.html
32. MOOC for College Readiness
Broward College
Self-paced
www.broward.edu/academics/online/Pages/Free-College-Readiness-
MOOC.aspx
34. Personalized Learning
Personalized learning is defined as
adjusting he pace (individualization),
adjusting the approach
(differentiation), and connecting to
the learner's interests and
experiences.
Source: National Educational
Technology Plan (US DoE)
35. Personalized Learning
Personalization is broader than
just individualization or
differentiation in that it affords
the learner a degree of choice
about what is learned, when it is
learned and how it is learned.
36. Do Away with Developmental
Florida: now courses
are optional.
Connecticut: one
semester only.
Tennessee: NO
remedial at 4-yr U’s.
Colorado: now
requires “co-req.”
http://neatoday.org/2014/10/15/another-lousy-reform-idea-eliminating-remedial-educati
37. Alternative Revenue Sources
How dependent is the
college on the current
stream of tuition paid for
developmental courses?
How can some of these
other ideas result in
similar revenues?
Do higher rates of
persistence and retention
offset reduced tuition for
developmental?