How do you go from 5 to 15 to 50 courses? We have piloted synchronous sessions within a fully asynchronous learning environment. Join us to hear how this was accomplished on a small scale and how we are bringing this successful practice to our larger general education population- and beyond!
Our university has historically been a fully online learning environment. We serve a non-traditional student population and are an open enrollment institution. We serve a large military population, so our students may be located across the globe and have severe time constraints. We also serve a majority adult population, with the averages age of 35. Our students are working and taking care of their families as well as going to school. In this context, the university relied on asynchronous learning, which allowed students to access course materials and the opportunity to complete assignments within a given instructional/learning week at the times that best fit into their robust schedules. While this approach proved successful, there was a need to incorporate more synchronous learning opportunities to enhance engagement and interaction among students, as well as between students and instructors. We are also continuously looking towards student success metrics, which include course completion and retention. This presentation provides a quick overview of the introduction of synchronous live learning sessions and the initial data collected post launch into a traditionally fully asynchronous online learning model. Specifically, it reviews the data presented from our pilot stage and the current data collection utilized to evaluate the success of this pilot. This will transition into the updated data collection with a focus on the successes and challenges associated with the live learning strategy.
Previous Data and Current Data Collection
In a previous study conducted by the university, it was found that the use of synchronous live learning sessions improved student engagement and interaction. The study revealed that students who attended live sessions had higher course completion rates, grades, and retention rates when compared to those who did not attend these live sessions. Additionally, the study showed that students who attended more live sessions were more likely to persist in their studies and have a higher degree of satisfaction with their learning experience.
After the expansion of live learning into additional courses within our general education coursework, and with an institutional focus on continuous improvement, our research team again leveraged a data collection process to effectively evaluate the success of synchronous live learning sessions. This data collection involved tracking student participation, satisfaction, final grades, retention rates, and several additional student success metrics. Beyond the quantitative date, the data collection also involved conducting surveys to measure student and faculty satisfaction within the live learning sessions.
Successes and Challenges Associated with Live Learning Strategy
The introduction of synchronous live learning sessions into the traditionally fully asynchronous online learning model has been successful in many ways. One of the main successes of the live learning strategy has been the increased engagement and interaction among students. This is particularly important in an online learning environment, where students can feel isolated and disconnected from their peers and instructors. By providing live sessions, students can interact with each other and their instructors in real-time, which can lead to a more dynamic and engaging learning experience.
Another success of the live learning strategy has been the positive impact on student success rates. The use of live sessions has resulted in higher course completion rates, grades, and retention rates. This is consistent with previous research that has shown that synchronous learning can improve student outcomes. Briefly, our pilot data supports these success metrics. Overall, students who participated in Live Learning had a higher course pass rate compared to matched non-users (+3.3 points) and the average course pass rate (+5.8 points). This difference was more notable in STEM courses, with Live Learning users passing the courses at a rate +5.7 points higher than matched non-users (compared to a 2.6 point gain in non-STEM courses). As we have expanded our breadth and depth of Live Learning outside of the pilot stage, we continue to see success within quantitative and qualitative data, which will be shared within the presentation.
However, there have also been some challenges associated with the live learning strategy. One of the main challenges has been the technological requirements and limitations associated with scheduling and planning these sessions. Specifically, there have been issues related to finding a suitable time that maximizes the opportunity for students to attend the live sessions, as well as ensuring that all students have access to the necessary technology to participate. Additionally, there have been concerns about the potential for technical issues and connectivity problems during the live sessions.
Overall, while there have been some challenges associated with the live learning strategy, the benefits have outweighed the drawbacks. The use of live sessions has resulted in higher student success rates, increased engagement and interaction among students, and higher levels of student satisfaction with the learning experience.
Conclusion
Based on the positive outcomes of the pilot, presenters believe that other higher education stakeholders will garner useful knowledge not just about the success of Live Learning, but also logistics for utilizing it at their institutions. Presenters include faculty, staff, and university leadership so that they can share their unique lens on Live Learning. Faculty will share the logistics of running sessions, such as content that is utilized and how it is shared, major roadblocks that were identified and overcome throughout the process, accessibility, and student success metrics. Staff members will cover basics about adjunct faculty contracts, cloud-based conferencing platforms, and legal issues. Leadership will share about the vision behind live learning and how it matches the mission of the university. We will include audience participation and encourage a constructivist approach where the knowledge and experiences of the group is valued.