Many organizations offer self-paced learning modules. Such libraries offer tremendous variety in topics and opportunities. How well are learners learning? This presentation compares student performance of learners in both self-selected learner paths and a curated, semi-synchronous pathway with identical content. Data comparisons reveal which learners perform better: Self-paced or Guided.
Introduction
Over the last several years, Denison University has partnered up with Collegis Education to create their OnBoard Program. The Denison OnBoard program was designed to take the competencies most in demand by employers and build learning modules surrounding each one. This created a library of workplace competency learning modules that Denison students could take (non-graded) in order to become familiar with the competencies. The intended outcome was that students would become learned and familiar with the in-demand competencies of their personal choosing. Students would then use this library to prepare for job interviews or other career search functions.
The Skills Library 64
Currently, the Skills Library is composed of 64 modules, which in turn, are built around single competencies that were identified as “high demand” competencies. They were identified by surveying the largest employers in the Columbus area and then cross-referencing (and augmenting) with data from Burning Glass. Each module has an identical structure: Pre-assessment, Content, Application, and Assessment. Students will take between 45 and 90 minutes to complete.
The Curated Experience
The skills library was completely ala carte. Students could take any (and as many) of the courses they liked. Learners were only guided by their interests. Denison then created a “Curated Business Experience” where 6 modules were selected to be taken together in a string. The modules (which were designed to be taken independently) were grouped by topic. In the specific program analyzed, the topic was business.
The modules also pivoted from self-paced to scheduled. Learners were given a 2-week timeline to complete the courses. They were laced together by a series of synchronous virtual lectures where a faculty member would review content and answer questions. The content was exactly the same.
Data Comparison Results
This presentation compares the learner assessment scores of the asynchronous, self-paced modules with the semi-synchronous, faculty-guided course work.
Summary Conclusion
Hypothesis
Evidence will show that in situations where content and student groups are equal, timelines, and synchronous faculty interaction, learners will score higher on common assessments. However, the scores will not be significantly higher. On the contrary, we believe that the students’ overall satisfaction of the faculty-led curated program would be moderately higher than that of the self-paced options.