"More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative

Whiteside, Aimee L.; Dikkers, Amy Garrett; Lewis, Somer

doi:10.24059/olj.v20i4.1048

Cited by 16 publications

(24 citation statements)

References 14 publications

(24 reference statements)

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“…This study seems to lend some support to the idea. This study's results echo that of Whiteside and Dikkers (2016). They studied high school students getting ready to graduate and attend college.…”

Section: Discussionsupporting

confidence: 69%

The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal setting, Orientation to Classroom, and Academic Support

McKenna

Finamore

Hewitt

et al. 2019

OLJ

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Online classes have significantly increased over the last 20 years. From a simple asynchronous model to a complex, interactive, live system, they challenge many online students. Based on Knowles’ Andragogy theoretical framework, researchers sought to explore the qualities students need to complete a first term undergraduate online course. Researchers conducted a quantitative exploratory study to identify the effects of offering a multifactor orientation; this was an extra seminar online, focused on organizational skills, goal setting, orientation to the online classroom, and academic support for successfully completing a first term class. Participants at an online university in a first term course agreed to attend a faculty- led, one-hour presentation; this was an extra seminar focusing on organizational skills, goal setting, orientation to the online classroom, and academic support. A total of 25 students volunteered and attended the extra seminar, provided by three faculty members who were experienced in teaching first-term students in a school of business at a large online university. There was a total of six separate classes of students, each attending a first-term, 10-week course, Academic Strategies for the Business Professional. The course is a combination of synchronous live seminars- and other asynchronous interactive exercises, focusing on providing a foundation for secondary learning. Students in three of those classes were invited to participate. Three faculty members randomly selected a section of this course prior to the beginning of a new term. Once the term started, the faculty, during the first regular live seminar, invited their respective students to the selected treatment class. A total of 144 students were still on the roster at the end of the courses. Of those, 25 were male (17%). There were only 35 males in all the classes, 24% of the total number of students, so the percentage of males in the treatment group was less than the number of males in all the courses. The average number of males (25%) are enrolled in the school. There was no compensation for attending the extra seminar and an IRB approved the study. The students in the treatment groups were told that they could drop out of the study at any time without penalty and this was detailed in the signed consent form, using Survey Monkey. The final grades for students were compared by an instructor who did not teach one of the treatment classes via a single-factor ANOVA to determine if there was any significant difference in the way each instructor graded. With a p-value of .74, no significant difference was found among the three instructors (Table 1). The final grades of students who did not attend the seminar were compared to the final grades of the students who attended the extra seminar via a single-factor ANOVA to determine if there was a difference in the final grades for those who attended the extra seminar versus those who did not. With a p-value of .03, the grades of those who attended the extra seminar were significantly higher than those who did not (Table 2). Though the n was small, this study indicates that students who received additional help, if only a single extra seminar, may have benefited by earning higher final grades than those students who did not receive the additional instructions. The average grade for the students who did not attend the extra seminar was 58.8%; compared to 79.5% for students who attended the seminar. The students in all classes had continued support services through regular emails, announcements, and resources from faculty, after the multifactor orientation. In other words, the only difference in the classes was that some students had the opportunity to attend an extra seminar and some did not.

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Section: Discussionsupporting

confidence: 69%

The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal setting, Orientation to Classroom, and Academic Support

McKenna

Finamore

Hewitt

et al. 2019

OLJ

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“…The development of self-regulated learning in students has been another theme discussed by researchers (Uz & Uzun, 2018; Whiteside & Dikkers, 2016). Uz and Uzun (2018) examined the self-regulation learning skills of students enrolled in a computer science course, and gathered both quantitative data in a pretest/posttest manner as well as qualitative survey data.…”

Section: Effectiveness Of the Blended Learning And Flipped Lesson Modelsmentioning

confidence: 99%

“…Student choice has been addressed in the blended model and can be applied to the amount of time a student takes, when and where the learning takes place, and regulation of pace (Whiteside & Dikkers, 2016). Blended learning has also been found to aid in the accessibility of information for diverse learners by providing students a different means of engagement with information (Freeland, 2014; Massoumi & Lindström, 2011).…”

Section: Blended Learning and Flipped Lessonsmentioning

confidence: 99%

Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

Weiger

2020

Update: Applications of Research in Music Education

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The purpose of this literature review was to synthesize relevant research concerning the blended learning and flipped lesson models, and their potential role in performance-based music classrooms. I provide theoretical backgrounds of these models and introduce Puentedura’s Substitution Augmentation Modification Redefinition model as a possible framework for implementation. Overall effectiveness and challenges of the blended learning and flipped lesson models are discussed. Finally, research and experience-based suggestions for practice are provided to help music educators implement these learning models in their classrooms.

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“…Points to the importance of the individual in a learning associate are. Through active participation (Moyo, 2014), individuals remain more vigilant(van der Post, de Weerd, Verbrugge, & Hemelrijk, 2013) and are more confident (Chua, Hannula, & Ranganath, 2012;Whiteside, Garrett Dikkers, & Lewis, 2017).…”

Section: Enhance Learning During Trainingmentioning

confidence: 99%

Educational Model Study to Train and Develop Competitive Workers, Based on Learning Objectives

Darmawi

2019

ASSRJ

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Although training techniques are just right, learning cannot happen if the experience is not arranged properly. So, when drawing up a program of training and development, a very important set of learning stages during a training program or development and to provide the conditions that will sustain the performance in time. The descriptive method is used to search the fact with proper interpretation prior to implementing training programs, responsibility for learning and support the transfer of new behaviors. The content of the training program should be the same as the purpose of the lesson. Some types of learning objectives are the cognitive knowledge, technical skills or interpersonal, effective results, and ethical behavior.

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"More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative

Cited by 16 publications

References 14 publications

The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal setting, Orientation to Classroom, and Academic Support

The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal setting, Orientation to Classroom, and Academic Support

Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

Educational Model Study to Train and Develop Competitive Workers, Based on Learning Objectives

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"More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative

Cited by 16 publications

References 14 publications

The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal setting, Orientation to Classroom, and Academic Support

The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal setting, Orientation to Classroom, and Academic Support

Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

Educational Model Study to Train and Develop Competitive Workers, Based on Learning Objectives

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Product

Resources

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"More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative