Online community-building techniques contributed to

student success in a face-to-face large-enrollment rigorous

undergraduate courseCara H. Cario, Ph.D.Assistant Professor of InstructionDepartment of Biology, VCURichmond, VirginiaVCU Online Summit Presentation May 13, 2014

Basic Human Anatomy course

Regional-based anatomy in 4 modules Assessments: lecture-lab combined lab practical format Large-enrollment (approx. 300 per semester, with 12 lab

sections) vs. Summer-enrollment (24 students) 3 instructors, 12 undergraduate preceptors Lecture participation with clicker questions-collaborative

learning Lab: traditional hands-on, prosected cadavers, models,

bones, charts Open Lab for independent/group review Online pre-lab assignments Online textbook reading assignments

Final Grades: Large Spring-12 vs. Small Summer-13

41%

59%

36%

64%

Problem: Building Community

Challenge in a large-enrollment course◦Lecture Instructor-student and Student-Student

connections in large-enrollment setting

Benefits students in a rigorous large-enrollment course◦Supportive, nurturing environment, less isolating◦Elevates motivation to keep up with peers◦Breeds self-confidence to pursue knowledge-

building, ask questions, teach and learn from others◦Shared experiences of challenges and achievements

keeps cohorts together beyond the course

Optional Online Community-Building Exercises Used in Fall-13

Inspirational images

Self-evaluations after each module

Peer-reviewed problem-solving activities

Case studies review

Images of Inspiration

Self-evaluation Surveys

Peer-reviewed problem-solving activity

Case-study review and reflection

Data analysis and Conclusion 1

Final grades vs. Participation in Optional Online Activities (Large Fall-13)

Conclusion 1: Students completing 7+ optional assignments earned 70%+. (-5 exceptions)

Data Analysis and Conclusion 2

Final grades of students who completed 7+ optional online assignments vs. <7

Conclusion 2: Students completing 7+ optional online assignments averaged 15% higher final grade.

F=26.443, df=208, P<0.0001

67%

82%

Final Grade distributions: Small vs. Large sections

Final Grades Comparisons and Conclusion 3

59%

41%36%

64% 59%

41%

Conclusion 3: Greater % of students earn A’s and B’s compared to earlier semester

Opt. Online Ass’ts offered

No Opt. Online Ass’ts offered

Small section

Conclusions

Community-building online activities coincided with ◦Very few grades below C (based on Large Fall-13)

◦15% higher average final grade (82% vs. 67% for students that completed the course, Large Fall-13)

◦Higher percentage of A’s and B’s (compared to semester w/o community building exercises)