39 - Trish Whannell

Title

Promoting human relationships for successful online learning and engagement

Author(s)

Patricia Whannell*, Wicking Dementia Research and Education Centre, Faculty of Health

Subtheme

Locally and Globally Engaged Learning and Teaching

Presentation Type

Spotlight on Practice

Room

Academy Gallery

Time

11.30-12.30

Abstract

Background: Online learning allows students access and equity. However, it also can be problematic in the engagement and retention of students, especially students new to higher education. Pertinent factors influencing student retention in online learning include the ‘promotion of human relationships, developing group cohesiveness and mutual work for a cause’ (Muilenburg & Berg, 2003, p. 32). Many years before the online learning dynamic was added into tertiary learning Badura (1989) stated ‘Self-beliefs of efficacy can enhance or impair performance through their effects on cognitive, affective, or motivational intervening processes. Zimmerman and Pons (1986) noted ‘
‘When compared to students' gender and socioeconomic status indices in regression analyses, self-regulated learning measures proved to be the best predictor of standardized achievement test scores. The results were discussed in terms of a social learning view of self-regulated learning’.
Objective: This presentation will demonstrate the effectiveness of group work early in a semester to facilitate students’ independence, cohesiveness and engagement in a Foundation unit in the Bachelor of Dementia Care.
Methods: Prior to semester 2, 2016, CAD002 shared an assessment task, a live group oral presentation, with another Foundation unit. Feedback from eVALUate surveys suggested the task be made unit-specific with multiple opportunities for group work starting early in the semester. The live oral presentation was thus uncoupled and scheduled following a period of active networking where students identified shared interests and self-enrolled into topic-specific groups, each with its own discussion board and collaborate room to facilitate communication and opportunities for practice.  The second reason for uncoupling was the theme of the oral presentation, by previously being linked to CAD004 Basics of Neuroscience, this was now changed to a more appropriate subject for the unit.
Results: Currently, data from MyLO discussion boards show that 87% of the 179 students in CAD002 are regularly engaged in ongoing and valuable discussions, as illustrated by the following quote: ‘Personally this has been an amazing experience to do group work online for the first time, and I have been blessed to have such a wonderful group of ladies to collaborate with me.’ The number of students who remained engaged throughout the semester, grades for their presentations, and further qualitative data will be analysed and shared at the conference.
Discussion: Semester-long data will facilitate a discussion of whether the stated objective was achieved to facilitate student engagement and retention.
Ethics approval for the current study was obtained from the Tasmanian Social Sciences Human Research Ethics Committee (HREC #H13822).
References and bibliography
Bandura, A., 1989. Regulation of cognitive processes through perceived self-efficacy. Developmental psychology, 25(5), p.729.
Biggs, J. and Tang, C., 2007. Teaching for quality learning at university (Society for research into higher education).
Krause, K.L., Hartley, R., James, R. and McInnis, C., 2005. The first year experience in Australian universities: Findings from a decade of national studies. ISBN: 0 642 77531 1.
Muilenburg, L. and Berge, Z., 2000. A framework for designing questions for online learning. Berge Collins Associates [19 July 2003].
Pajares, F., 1996. Self-efficacy beliefs in academic settings. Review of educational research, 66(4), pp.543-578.
Phillips, J.M. and Gully, S.M., 1997. Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal--setting process. Journal of applied psychology, 82(5), p.792.
Zimmerman, B.J. and Pons, M.M., 1986. Development of a structured interview for assessing student use of self-regulated learning strategies. American educational research journal, 23(4), pp.614-628.

Resource

Download presentation (requires University of Tasmania login) (PDF)