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5/2/2012
1
Blackboard
Developmental
Education
April 23, 2012
Introduction
5/2/2012
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3
We are eager to learn from your innovative ideas,
initiatives and plans for addressing this important issue.
Session Overview
Developmental education is a major issue in the U.S. with
significant financial implications for both students and institutions
Blackboard is interested in how technology can be leveraged to
improve outcomes cost-effectively.
Blackboard, together with K-12 Inc., has created a turnkey,
scalable, fully online remedial education solution – Blackboard
Developmental Education (Blackboard DevEd) that works!
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Introduction
Overview of Market Research & Results
Developmental Education Programs
Blackboard Developmental Education Implementation
Agenda
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5
Blackboard DevEd orbits the student w ith a solid program designed to optimize valuable
institutional resources while creating an atmosphere of personalized student attention.
How the Solution Works
Underlying Technology and Curriculum
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Educational Need
• Over 400,000 students
• 137 High Schools
• 85% at poverty level
• 87% minority
• 14.4% ESL
• High drop out rates;
low graduation rates
Blended Learning Solution
• 2008 online credit recov ery pilot
• Today, online credit recov ery and core
curriculum of f ered at 75 CPS schools
Results
• 1,000 at-risk students graduated in 2010
af ter taking credit recov ery classes
• 4,000 high school students enrolled in
v irtual high school
• Ev ery child has access to a high quality,
f lexible learning option that meets his or
her needs
Largest virtual school in US, publicly traded w ith 12 year track record
$200 million investment in curriculum, 210+ aw ard winning courses
Stable of 3,000+ instructors, trained to build relationships online
Experience teaching 100k+ students, every quarter
Online Education Success Story
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Overview of Market Research
& Results
Online Developmental Education
Solutions
Developmental Education
Nearly half of all students entering college are required to
take at least one developmental course (Horn & Nevill,
2006).
Of 10 students referred to a sequence of developmental
classes, 3-4 will successfully complete it (Bailey et al,
2008).
20% of those referred to developmental math complete
a college level math class within three years.
Students who take developmental courses are less likely
to persist through the completion of a degree (Adelman,
2006).
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Online Developmental Education
Solutions
Online Education
1 out of 4 higher education students took at least one
distance learning course.( Allen and Seaman Learning on
Demand: Online Education in the United States 2010)
Sixty-seven percent of academic leaders rated the learning
outcomes in online education as the same or superior to
those in face-to-face. ( Allen and Seaman Learning on
Demand: Online Education in the United States 2010)
Less than one-third of chief academic officers believe that
their faculty accept the value and legitimacy of online
education. This percent has changed little over the last
eight years. ( Allen and Seaman Learning on Demand: Online Education in the United States 2010)
Online Developmental Education
Solutions
Online Developmental Education
The rapid increase in online course offerings has put pressure
on community colleges. Finding qualified faculty to teach the courses, maintaining course quality, and offering students
appropriate support services were top challenges (Instructional
Technology Council, 2011).
Online education has come under fire for poor student
outcomes including high drop rates (Diaz, 2002; Angelino, Williams, & Natvig, 2007).
In general, developmental education students perform better in
face-to-face formats than online formats (Jaggars&Xu, 2010).
Regardless of low success rates, students remain very
optimistic about what online courses can do for them (Valenta, Therriault, Dieter & Mrtek, 2001).
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Online Developmental Education
Solutions
Math Pilots Methodology
Developed by K-12, Inc. and Blackboard, Inc.
10 Pilots spanning Spring 2011 – Present
Adapted to meet the requirements of Developmental Math
courses.
Vetted and approved by the faculty.
Taught by a K-12, Inc. instructor.
Students assisted by mentors.
Online Developmental Education
Solutions
Activities & Objectives
Research Activities:
Online Survey to elicit student perceptions of the course
Comparison of performance of online vs face to face courses at the
same school for the same course
Interviews with students, faculty, mentors, and administrators
Research Objective:
Is the online delivery of the course at least as good as the
traditional classroom method of course delivery?
Which factors are related to success in the online course?
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Online Developmental Education
Solutions
Data Points
Looked at the following factors to test the success in online
course verses a regular math course:
Number of previous online courses taken
GPA of previous online courses taken
Whether or not any previous online course was withdrawn from
GPA
Cumulative GPA
Student age
Student gender
Online Developmental Education
Solutions
Evaluation Questions
How does the performance of students in Blackboard’s online
developmental math course compare with students in a traditional developmental math course?
How was Blackboard’s online developmental math course
actually implemented at the college?
How do students, math faculty, mentors, tutors, department
chairs, and other stakeholders perceive Blackboard’s online developmental math course?
Are there factors that are likely to enhance or inhibit the full
implementation and scale-up of online developmental education courses?
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Online Developmental Education
Solutions
Satisfaction with Pilot
Current Term
Percentage of Students Likely to
Recommend Course to Another Student
Comparison: Term Over Term
Percentage of Students Likely to Take
a Similar Course
Online Developmental Education
Solutions
Satisfaction with Components
Comparison: Term Over Term Percentage of Students Satisfied with the Course
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Online Comparison
29%
22%
17%
56%
74%
75%
15%
4%
8%
Support in learning difficultconcepts
Targeted to the things I need
Encouragement to keep trying
Worse Better Same
Current Term Percentage of Students Comparing Online and Face to Face Course
Pilot Experience
Top Reasons for Taking a Self-Paced Course
Ability to work at the student’s pace
Convenient to work according to the student’s schedule
Ability to review material online when needed
Ability to communicate and work with instructors as needed
Immediate feedback
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Benefits of Online Course
40%
49%
49%
58%
58%
57%
68%
28%
23%
26%
22%
25%
32%
25%
Improves my grade
Is better than taking a regular class
Makes me glad I chose this college
Makes it easier for me to complete…
Saves me time
Enables me to get immediate feedback
Is convenient
Strongly Agree Agree
Percentage of Students Agreeing with Positive Aspects of Online Course
Study Times
Percentage of Students’ Preferred Time to Log into Course
“In the online course I can go back and review if I think I don’t understand. I don’t have to rely on the instructor in class or try to track them down outside of the class to explain something. … With the way I
work full time, I need to be able to access anytime of the day or night
and not rely on someone else’s schedule like the class or the teacher. “
– Pilot Student
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Perspectives on the Pilot
Mentors’ Views What went well…
Mentoring can help students succeed. The course is well structured and well taught.
The weekly meetings were helpful.
Faculty Views What went well…
The online Math035 course is comparable to the face-to-face course.
The built-in quality controls were appreciated (use of state final and evaluation).
“I have never taken a math course where I was able to remember what I learned. In this course I will never forget how to work with inequalities, fractions, graphing because the process you have to go through really works.”
-- Pilot Student
Developmental Education
Programs
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Online Developmental Education
Solutions
Developmental Ed Program Options
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Math Emporiums
High Profile example
60,000-square-foot laboratory with 550 Macintosh computers
Accommodates thousands of students
Supports active, independent learning through locally developed,
self-paced online math courses
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Creating a Successful Online Program
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Options for Launching Programs
Build fully online in-house
Significant investment in curriculum, training instructors,
implementation process, measurement and program overall
required in order to achieve positive results
Outsource program
Typical relations entails revenue share and multi-year relationship
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23.31%
28.11%
0.21%
36.40%
4.35%
Student tuition
State appropriations
Federal appropriations
Federal Government grants
State Government grants
Financial Environment
Current Assets $261,792,699
Noncurrent Assets $515,704,661
Total Assets $777,497,360
Current Liabilities $87,956,998
Long Term Debt $312,501,746
Other LT Liabilities $15,028,400
Total Liabilities $415,487,144
Net Assets $362,010,216
Total Liabilities $777,497,360
Current financial environment can make investments in new initiatives
difficult
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DevEd Financial Value Proposition
Benefits Include
Flexible & turnkey solution can be implemented quickly
No up-front investment, training or long-term commitment
Can scale or be dialed down quickly
Fully online, no classroom or space requirements
Potential cost saving when compared to traditional class delivery
Opportunity to improve student outcomes versus traditional over
time
Opportunity to boost enrollment and tuition revenue at college level
Full transparency into student data and outcomes
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Blackboard DevEd: Its Your Course
MATH 035 Fundamentals of Algebra II Online
Taught by
MATH 035 Fundamentals of Algebra II
ESTIMATED DURATION – 8 WEEKS
Painless & Proven Implementation
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Math Reading Writing
Integrated Math
Basic Algebra
Intermediate Algebra
Basic Reading
Reading Improvement
College Reading
Fundamentals of
Writing
Basic Writing
College Writing
Blackboard DevEd Current Courses
Blackboard Developmental
Education Implementation
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Blackboard DevEd Implementation
Touch Points
Faculty
IT/LMS
Admin
Student
Success
Counselors
Registrar
Institutional
Research Finance
Academic
Affairs
President
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Blackboard DevEd Support
Facilitate Evaluation of Student Outcomes
Set Up Control Group
Design Student Data Points for Measurement: Age, Gender, Score on
placement test, grade on previous remedial math course, high school GPA
Financial Analysis
Calculate your cost of delivering a remedial class in traditional classrooms
Assess potential revenue/tuition implications in college level courses if
student outcomes in remediation are improved
Evaluation
At the end of your pilot, you will have the data to evaluate whether it was a
success and determine whether to proceed with a larger implementation.
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Reporting
Blackboard DevEd offers detailed reporting for the instructor, mentor(s)
and administration that provides transparency into student learning,
progress and effort.
Real-Time Analytics Measurable Outcomes
Institutions can track student progress real-time with our analytical tools.
Faculty and mentors will quickly know: • Where students are having
trouble with specific concepts • How often they study and for
how long
• If they are on pace to finish the course on time.
Through our research and course pilots, institutions that fully leveraged Blackboard DevEd analytical tools to
examine student data saw marked improvement with student persistence,
pacing and ultimately, outcomes.
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Improvements in last 3 months include:
Simplified course alignment process
Improved implementation process
More effective student recruitment, including student screener and
Blackboard Connect messaging
Version upgrade for Learn, Connect and Collaborate
SIS technical integrations
Student services technical support line
A+ Advancer solution
Internships.com
Constant Cycle of Improvement
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Two Students, Two Paths
Very close to cut-off score
required to pass out of
remedial class
Requires full course
to ensure learning
of remedial content
Proceeds to college level classes
Proceeds to college level classes
Passes out of remedial class
Successfully completes full semester DevEd course
Multiple Ways to Ensure Success
Blackboard Developmental
Education Solution Demo
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Discussion
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Conversation Starters
What is the scale of the developmental education problem
on your campus?
In what areas is innovation occurring? What is financially
viable?
Do you think developmental education classes can be
taught fully online? Could your students benefit from the
flexibility?
Would your institution have the in-house capability to
develop and teach fully online developmental classes?
What are the factors that are likely to enhance or inhibit the
full implementation of a Blackboard DevEd type of solution
on your campus?