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April 12, 2012 / dlitgroup

The Online Student Profile Learning System: a Learner-Centered Approach to Learning Analytics and Title III

In April of 2011, Central Piedmont Community College received a Next Generation Learning Challenges (NGLC) grant for CPCC and six partner colleges. The idea is to take our proven technology-based solution to addressing the retention and success of at-risk students (the Online Student Profile system developed in CPCC’s 2003-08 Title III grant) and work with partner colleges to deploy both the OSP and the related faculty and staff development activities in order to improve retention and student success at those colleges. This presentation will highlight the institution of the OSP system at CPCC, student success outcomes, and the methods being employed to share the OSP learning system with NGLC partners. Participants will 1) Gain a comprehensive knowledge of the development and structure of the OSP learning system, including its theoretical underpinnings, 2) Understand the technology, professional development, and other requirements for instituting the OSP, and 3) Possess the tools to make an informed decision about whether the OSP could be deployed to improve student success at their school.

Clint McElroy
Dean, Retention Services
Central Piedmont Community College

Notes:

  • Slides for session are available here.

Learning Analytics includes 2 primary data sources: SIS (like Peoplesoft) and the LMS (like Blackboard)

  • LA includes static data from SIS (GPA, age, gender, demographics, new student) and dynamic data from the LMS (event log data, gradebook data, assignments, content access, activities, discussion board use, logins) and this combined with “predictive modeling” provides the ability for students to be identified that are “at risk” and in turn the ability to engage in an intervention effort to improve retention and student success.

Faculty need online access to personalized learning performance information about students.  Things like learning style and personality types are important pieces of information along with their current enrollment course list and GPA.

  • Student advising and counseling contacts were not shared online, making every meeting with a new student more productive and so they don’t have to “start from scratch”.
  • Title III Strengthening Institutions Grant at Central Piedmont Community College
  • Goals include:
    • improving student services (student success model)
    • faculty skills (student success series)
    • to establish student tracking (online student profile) to improve student success.

Students that successfully complete campus orientation are more successful in developmental courses and are more likely to stay in school.

  • Objective 1: Online Student Profile (OSP)
    – Research and gathered information such as survey data, learning styles, personality types
    – Organize information in one place
  • Objective 2: Prevention and Intervention
    – Risk assessment/early warning
    – Student alerts
    – Intervention alerts
    – Advising notes history
  • Title III Success Gains
  • Assessment Results / Faculty
    – Faculty that engaged in student success training
    1) Participating instructors were 50% more likely to use Powerpoint, Internet, and computer graphics in their teaching.
    2) Participating instructors were 22% more likely to assign oral presentations
    3) Participating instructors were 26% more likely to have students participate in activities requiring movement/physical activity or to assign “hands-on” projects.
  • Assessment Results / Students
    – CPCC students who enrolled in at least 2 developmental courses who participated in all components of the OSPLS system were:
    1) 8.7% more likely to complete the courses in which they enroll
    2) 9.4% more likely to persist from spring to the next fall
    3) 10.8% more like to get A-C grades
    4) 3.5% more likely to earn a college degree

 

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