DETA Research Center Analysis of Summit Data

Working towards a research model

Outcomes of the DETA Summit at ELI

Web reference: http://uwm.edu/deta/summit/ and http://uwm.edu/deta/research-model/

http://uwm.edu/deta/summit/

http://uwm.edu/deta/research-model/

Virtual presenceWeb and social media data

@UWMDETA#DETAResearch

Hashtag Number of Tweets Using the Hashtag

#DETASummit 119

#DETAResearch 31

Evaluation of SummitResults from Post-Summit Participant Survey

6

5

4

1

2 2

0 0 00

1

2

3

4

5

6

7

The DETA Summit engagedstakeholders from throughout the U.S.

in the field of Distance Education.

Key issues that will impact the DETAresearch agenda arose and were

documented.

The DETA Summit will assist indetermining next steps for research

conducted by the Center and itspartners in distance education and

technological advancements.

Goal Attainment of Summit

Strongly Agree Agree Neither Agree nor Disagree

5

2

00

1

2

3

4

5

6

Overall the DETA Summit accomplished its goals.

Goal Attainment of Summit


3 33

4

1

00

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Attendees of the DETA Summit prioritized researchquestions to drive future research of the grant.

The DETA Summit helped develop research questions ofinterest in the field of distance education.

Research questions


4

2 2

1

5

3

2

0

1

0

1

2

3

4

5

6

The DETA Summit helped identifyvariables to answer the proposed

research questions.

The work from the DETA Summit willhelp develop a framework of inquiry

for distance education.

Attendees of the DETA Summitprioritized variables to be included in

the framework of inquiry to drivefuture research.

Variables


4

0

3

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

The DETA Summit supplemental sessions were useful in exploring speciality topics and the researchsurrounding them, including competency-based education, accessibility, and distance education support.

Supplemental Sessions


Satisfaction in Logistics Min Value Max Value Mean Std. Dev.

Group member composition 6.00 10.00 9.00 1.53

Participants invited 5.00 10.00 8.86 1.86

RSVP'ing Process 6.00 10.00 8.71 1.38

DETA website 7.00 10.00 8.71 1.11

Table Facilitators 4.00 10.00 8.57 2.07

Time Allocated for Voting 7.00 10.00 8.43 1.27

Presentation 5.00 10.00 8.29 1.70

Collaborative Technology 5.00 10.00 8.14 2.19

The Summit Agenda 5.00 10.00 8.00 1.83

Location of the Summit 3.00 10.00 7.86 2.41

Room Used for Summit 5.00 10.00 7.71 2.06

The Layout of the Room 3.00 10.00 7.57 2.64

Time Allocated for Discussion 5.00 10.00 7.43 2.23

Food Provided 0.00 10.00 7.38 3.46

Summit Satisfaction Ratings

Satisfaction in Logistics Min Value Max Value Mean Std. Dev.

Group member composition 6.00 10.00 9.00 1.53

Participants invited 5.00 10.00 8.86 1.86

RSVP'ing Process 6.00 10.00 8.71 1.38

DETA website 7.00 10.00 8.71 1.11

Table Facilitators 4.00 10.00 8.57 2.07

Time Allocated for Voting 7.00 10.00 8.43 1.27

Presentation 5.00 10.00 8.29 1.70

Collaborative Technology 5.00 10.00 8.14 2.19

The Summit Agenda 5.00 10.00 8.00 1.83

Location of the Summit 3.00 10.00 7.86 2.41

Room Used for Summit 5.00 10.00 7.71 2.06

The Layout of the Room 3.00 10.00 7.57 2.64

Time Allocated for Discussion 5.00 10.00 7.43 2.23

Food Provided 0.00 10.00 7.38 3.46

Summit Satisfaction Ratings

Diversity in participants and group membership

Not enough time to discuss

15

1. Key stakeholders were engaged

2. Key issues discussed and well-

documented

3. Summit was organized

4. Summit accomplished goals

Qualitative AnalysisSummit notes

17National Standard Definitions

Competency

Distance Education

Online Learning

Student Preparedness and Succes

18

How can we define and measure

student success beyond traditional

outcomes (e.g., academic learning?)

What are the small number of definable,

measurable characteristics that make research

rich for student success in distance education?

Who is the DE

Student?

What does competency

mean in education?

National Standard Definitions

Competency

Distance Education

19

What is the difference between online

learning and distance education?

What interventions are

particularly successful?

Are there certain behaviors or patterns

in online learning?

What strategies support student

success at the individual learner, class,

program and institutional levels?

National Standard Definitions

Online Learning

Student Preparedness and Succes

20Variables

Learner Characteristics and Perceptions

Digital Mode

Institutional Support

Design Components

21Variables

Learner Characteristics and Perceptions

Digital Mode

Student

PreparednessStudent Goals

Social

Presence

Fully online

Blended

22Variables

Institutional Support

Design Components

Financial

Services

Technological

ContentInteractivity

Assessments

Research Model Development

Desired Outcomes

Access

Learning Effectiveness

Instructional Effectiveness

Satisfaction

http://uwm.edu/deta/desired-outcomes/

Research questions

Research questions

Research questions

What are the definitions of success from students’ perspective? 33

What are the different design components (content, interactivity, assessments) that impact student learning?

29

What patterns of behaviors lead to increased student learning for different populations?

26

How can we define and measure student success beyond traditional outcomes?

25

What support structures are critical to providing quality access to online instruction?

22

What is the currency of student learning beyond the existing credit hours? 22

What are the key components that promote a sustainable and an effective teaching and learning ecosystem?

21

Research questions

Guiding research:

1. What are the different design components (content, interactivity, assessments) that impact student learning?2. What patterns of behaviors lead to increased student learning for different populations? 3. What support structures are critical to providing quality access to online instruction?4. What are the key components that promote a sustainable and an effective teaching and learning ecosystem?

Clarifying measures:

5. What are the definitions of success from students’ perspective?

6. How can we define and measure student success beyond traditional outcomes?

7. What is the currency of student learning beyond the existing credit hours?

Framework of inquiry



Input Throughput Output

Student or Learner Characteristics

Student OutcomesStudent Behaviors

Instructor Characteristics Instructor Outcomes

Course Characteristics Course Outcomes

Program and Institutional Characteristics

Program and Institutional Outcomes

Program and Institutional Behaviors

Instructor Behaviors

External




Student OutcomesStudent Behaviors

Instructor CharacteristicsInstructor Outcomes

Course Characteristics

Course Outcomes

Program and Institutional Characteristics


Program and Institutional Service Behaviors

Instructor Behaviors

External

Specific to DE

Specific to DE

Specific to DE

Specific to DE



Student or Learner Characteristics Student Outcomes

Student BehaviorsInstructor

Characteristics

Course Characteristics

Course Outcomes

Program and Institutional

Characteristics


Program and Institutional Service Behaviors

Learning Effectiveness

Satisfaction

Access

Inst

ruct

ion

alEf

fect

iven

ess

Research toolkits

Shared measures –Student performance is based on numerical representation of grade converted to a 4.0 scale received in the course on assessments and as an overall grade.

RQs - What are the different design components (content, interactivity, assessments) that impact student learning?

Next steps

1. Streamline the FOI for research that will take place as part of the grant

2. Gather feedback from Summit attendees

3. Develop measures, including clarifying measures as identified in the summit (defining student success & currency beyond the credit hour)

3a. Develop measures specific to our audiences

4. Develop standards for data acquistion to inform data storage