interventions

intervention

url

description

hypothesis

data collection

Cognitive Tutor
(developmental math)

http://www.carnegielearning.com/specs/cognitive-tutor-overview/

adaptive learning platform
-this is a fellow NGLC grantee

Poor academic performance history, low engagement/relevance, adaptive learning supports success, contributes to persistence and speeds time to completion.

2 faculty are using it.

• we need 2 faculty/courses who are not using it.
• variables: drop out rate, grades, failure rate for comparison. survey.
• are there log files that are created when students login to cognitive tutor?
• For the students who have access and use CT is there any way we can know that they are using it?
• how much did they use it and how successful were they.? quantity and quality.
• do the students using CT have an impact on success.
• do more students finish this course with a better grade than those not using CT.
• Accuplacer scores can be used to normalize student ability levels. did students on average do better using CT than those not using CT.

Blending

Blended on the 30:70 model was originally recommended, where the synchronous/f2f are reduced to 30% and 70% of the course content & interaction are conducted online & asynchronously. Ultimately as part of the project we left this decision up to the instructor. 

Research says that blended learning is superior to F2F and fully online.

By reducing the time that student needs to be on campus at a specific hour, we make it more flexible and convenient for the student to address factors that correlate with low persistence . low engagement and competing life priorities.

yes or no
focus group for qualitative data

We need a common mechanism to track this treatment specifically, i.e., Did the reduction of classroom seat time from 3 hours to 1 correlate with higher levels of persistence lower levels of attrition?

Starfish

http://www.starfishsolutions.com/

learning analytics and early warning system.
provides automated student tracking, early alert, online appointment scheduling, and assessment.

At risk student behaviors for failure be identified and can be prevented with an Early alerts and intervention system.
 

Did the use of this tool support student success, persistence, completion.

Can the use of this tool be isolated to the experimental group? do we implement it at one institution and not another?

Digital text books
econtent

http://opencourselibrary.wikispaces.com/
http://opencourselibrary.ning.com/

all texts/content for the course are delivered exclusively digitally.-total cost to student not to exceed $30 - $50 for books and materials per course.

To reduce student costs.

ask students/faculty if they used.
impact of digital text on student
qualitative data
survey?
interview?
are textbook costs a financial burden? did the digital versions alleviate that burden?
were they more engaging?

Social networking Commons

http://nglc.sln.suny.edu/

online social networking support hub in conjunction with learning concierges and digital age librarians.
openstudy is being incorporated into the commons.  may be another intervention? We are also including Project Noah and StudyBlue.
This fellow NGLC grantee project.

a social network provided for students will provide at-risk students with opportunities for peer support and interaction. The student commons with the learning concierges and librarians can proactively scaffold student self-regulation and student self-efficacy skils via proactive intervention, communications, supportive contact. It can address first generation student issues.

did they use it?
variations in use.
length of time in there?
what do they do when they were in there?

we need to know if they used it and how much as closely as possible.

SNAPP

http://research.uow.edu.au/learningnetworks/seeing/snapp/index.html
http://www.snappvis.org/
install SNAPP:

http://www.snappvis.org/?page_id=6

tool that allows users to visualize the network of interactions resulting from discussion forum posts and replies.

• identify key information brokers within your class;
• identify potentially high and low performing students so you can plan interventions before you even mark their work;
• indicate the extent to which a learning community is developing in your class;
• provide you with a “before and after” snapshot of what kinds of interactions happened before and after you intervened/changed your learning activity design (useful to see what effect your changes have had on student interactions and for demonstrating reflective teaching practice e.g. through a teaching portfolio)
• allow your students to benchmark their performance without the need for marking.

Identify disconnected (at risk) students and intervene. Promote student self-regulated learning strategies.

yes or no

Smarthinking

http://www.smarthinking.com/

Online Tutoring
NB: this is only an intervention at HCCC, as FLCC has it available to all students.

Support student success. Provide off hour support.

we need to know if they used it and how much as closely as possible. and if it worked, helped.