Comparing Student Learning in Face-to-Face and Online Communication Programs-Final Report for Funded Grant - Assessment in Action

Assessment in Action

Understanding Student Learning

Comparing Student Learning in Face-to-Face and Online Communication Programs-Final Report for Funded Grant

by

Dr. Kelly Wood
Executive Director, Center for Academic Success and Transition

To see more funded grants, check out our Internal Assessment Grant page.

Department of Communication Assessment Report

August 2017

Background

On Monday July 31, 2017, six faculty members met to evaluate student work from COM 499. Our goal was to assess student learning outcomes associated with the new online BS in Com Studies compared to those from the seated BS in COM Studies program. We received a grant from the Office of Assessment to conduct this work.

Background

The online BS in Com Studies program began admitting students in the fall 2014 (approved in 2013) and we have graduated six students in the program (through summer 2017). This is our first assessment of student learning outcomes for that program.

Participants

Randy Dillon, Isabelle Bauman, Taleyna Morris, Sam Dyer, Elizabeth DudashBuskirk, Kelly Wood, and Margaret Orlando (external review from Three Rivers Community College). Ms. Orlando was selected because she coordinates the online courses in her department including development of learning outcomes, assessment, and instruction. She has attained national certification in online instruction.

Process

We reviewed the 3 program and 1 major SLOs, identified students who graduated between 2015 and 2017, reviewed previous assessment reports, applied the rubric to sample student work to achieve alignment scoring, and each person scored between 5-6 student samples. Kelly and Margaret scored all the online student work, and everyone else scored the seated student work. We double scored at least 5 sets of student work.

Outcomes and Recommendations

These will be shared at a fall 2017 faculty meeting.

We scored 6 online student assignments and 12 seated students (randomly selected). Below are the recommendations to the department.

  1. Advisors need to give regular reminders to their students about COM 499 and keeping
    files of possible assignments for the portfolio.
  2. Have faculty identify assignments that will count for COM 499 on their syllabus
    requirements.
  3. Give clearer directions to students on how to write their justifications.
    1. “It’s not just your artifact that we review, we assess your ability to make an
      argument for why this artifact fulfills this SLO.”
    2. Add to the instructions:
      i. Clearer explanation for we are having the students complete this
      graduation requirement.
      ii. This is a different requirement than the senior exit survey.
  4. We will update the assignment examples for each SLO (at the September faculty
    meeting).
  5. Revise language used for the “Major Learning” outcome and related examples.
    a. Use “Program learning outcomes” for the first three.
    b. Use “Your Degree/Program specific learning outcome.”
  6. Results of scoring each SLO.
    a. Student reflections are scored using a rubric measure 1-5, with 5 being the most
    developed reflection and analysis (excellent). We anticipated most students
    scoring in the range of a 3–meeting the minimum requirements of analysis
    (satisfactory).
  7. These results are based on the online students graduated so far (N=6). The results
    indicate outcomes for those who persevere and were successful in the program. Other
    online student seniors have not reenrolled recently, and need support to graduate. We
    need to work on retention of online students.
    a. Send email to all new online students to take the ONLINE assessment survey
    from outreach website: Are online courses for you?
    b. Require at least one more advisor contact after admission and before graduation
    c. Skype appointment.
  8. Recommendations by External Reviewer, align assignments with SLOs for program.
    a. Have the instructor of record score each student using the rubric on the BB
    course. However, we want to score as a committee.
  9. We need to review and assess student work each year. Make it a college priority and
    recommend the college and provost of the importance of this work to everyone.
  10. Spring 2018 semester, we recommend 2 instructors of record for COM 499 due to 80+
    students in the course. Or, in any given semester (likely spring), if we hit 40 students,
    open a 2nd section and have another member of the assessment committee take it. This
    is a LOT of work for no compensation. Other ideas:
    a. GA assistance.
    b. If individual faculty member teaches it for a year (3 semesters), provide a
    summer course buyout.
  11. What do we do with students who do not complete COM 499 and who are enrolled—
    those who don’t complete the assignments?
  12. Long-term recommendation—have community members/advisory board review student
    work.