Newsletter - October 2015
Investigating Virtual Learning Environments
Principal Investigator: Mark Warschauer
Co-Investigators
Duration: 2015-2020
Description
The focal area of this Type III proposal is STEM learning. The project will study 50 flipped, hybrid, and online courses offered in a major research university over a multi-year period. Experimental and quasi-experimental techniques will be used to compare the impact of virtual courses compared to traditional courses taught by the same instructor on students’ attitudes toward STEM study, learning outcomes, and success and persistence in future STEM courses. Quantitative and qualitative indicators of instructional practices and student performance and engagement will be collected to compare and describe practices across course formats and then distilled into recommended best practices. Statistical data mining techniques, including sequence modeling, clustering, text mining, matrix factorization, and high-dimensional predictive modeling will be used on a rich set of institutional data, self-reported survey data, engagement data (logins, video watching, participation in online forums), and outcome data to extract and analyze information about student learning behaviors and their relationship to learning outcomes. An iterative research plan will allow repeat study of the same virtual courses so that they may be revised and improved following feedback from the early iterations in our project, and then be studied again.
Findings from the study are expected to assist higher education administrators, instructors, and course designers to make effective decisions in planning the kinds of virtual learning environments that can best meet the needs of undergraduate STEM students, especially in the vital first two years of college. A major focus of the study will be the impact of virtual learning environments on underrepresented minorities, first-generation college students, students of low-socioeconomic status backgrounds, and women. By understanding the effects of course format on student outcomes and on how these effects may vary depending on course content, student participants, and instructional practices, the proposed study will thus illuminate approaches to virtual learning that can either help or hinder diverse learners’ success in STEM courses and majors.
Principal Investigator: Mark Warschauer
Co-Investigators
- Di Xu
- Padhraic Smyth
- Sarah Eichhorn
- Teomara Rutherford
Duration: 2015-2020
Description
The focal area of this Type III proposal is STEM learning. The project will study 50 flipped, hybrid, and online courses offered in a major research university over a multi-year period. Experimental and quasi-experimental techniques will be used to compare the impact of virtual courses compared to traditional courses taught by the same instructor on students’ attitudes toward STEM study, learning outcomes, and success and persistence in future STEM courses. Quantitative and qualitative indicators of instructional practices and student performance and engagement will be collected to compare and describe practices across course formats and then distilled into recommended best practices. Statistical data mining techniques, including sequence modeling, clustering, text mining, matrix factorization, and high-dimensional predictive modeling will be used on a rich set of institutional data, self-reported survey data, engagement data (logins, video watching, participation in online forums), and outcome data to extract and analyze information about student learning behaviors and their relationship to learning outcomes. An iterative research plan will allow repeat study of the same virtual courses so that they may be revised and improved following feedback from the early iterations in our project, and then be studied again.
Findings from the study are expected to assist higher education administrators, instructors, and course designers to make effective decisions in planning the kinds of virtual learning environments that can best meet the needs of undergraduate STEM students, especially in the vital first two years of college. A major focus of the study will be the impact of virtual learning environments on underrepresented minorities, first-generation college students, students of low-socioeconomic status backgrounds, and women. By understanding the effects of course format on student outcomes and on how these effects may vary depending on course content, student participants, and instructional practices, the proposed study will thus illuminate approaches to virtual learning that can either help or hinder diverse learners’ success in STEM courses and majors.
Fourteen New Ph.D. in Education Students Arrive Fall 2015
Fourteen new students, seven men and seven women, are joining the UC Irvine Ph.D. in Education program. Eight have selected the Learning, Cognition, and Development (LCD) specialization; four will be pursuing the Educational Policy and Social Context (EPSC) specialization; and two chose Language, Literacy, and Technology (LLT).
The 14 students were admitted from a highly competitive pool of 189 national and international applicants.
The Fall 2015 students represent six countries of origin: China, France, India, Mexico, Philippines, and the United States.
They bring to the doctoral program knowledge of six diverse languages: French, Italian, Mandarin, Spanish, Tagalog, and Vietnamese.
The incoming students earned bachelor’s degrees from 13 different universities: Birla Institute of Technology and Science (India); California Polytechnic State University San Luis Obispo; CSU Los Angeles; CSU Long Beach; UCLA; University of California, Berkeley; University of California, San Diego; Smith, State University of New York at Fredonia; Truman State University; UC Irvine; University of Pittsburgh, and a university in the People's Republic of China. Their undergraduate majors included Biology, Economics, English, History, Italian Language and Literature, Mathematics, Optometry, Psychology, Psychology & Social Behavior, Public Health, and Rhetoric.
Nine of the 14 students also earned advanced degrees, from Boston College, CSU Los Angeles, CSU Long Beach, Columbia Teachers College, State University of New York at Fredonia, University of Houston, University of Missouri, and University of Nevada at Los Vegas. Degrees were awarded in Developmental Psychology, Education, Educational Administration, Educational Research and Evaluation, English, Health and Promotion, Human Development, Optometry, and Psychology.
The students’ professional experience includes teaching (preschool, learning center, K-12, charter school, Teach for America, tutoring); Child Life Specialist at Children's Hospital of Orange County; children's media producer/Nickelodean host; service in the U.S. Navy; employment in the U.S. State Department & World Bank; consulting company founder; program director; and program evaluator. Community contributions include museum internship; volunteer work at food banks and youth organizations; assistance at homeless shelters and in advocacy programs, counseling, and job corps support.
The 14 students have received a total of 17 awards in support of their doctoral studies, including Eugene Cota Robles Fellowships, Provost Ph.D. Fellowships, Graduate Opportunity Fellowships, Graduate Dean's Recruitment Awards, and Graduate Diversity Recruitment Awards.
Fourteen new students, seven men and seven women, are joining the UC Irvine Ph.D. in Education program. Eight have selected the Learning, Cognition, and Development (LCD) specialization; four will be pursuing the Educational Policy and Social Context (EPSC) specialization; and two chose Language, Literacy, and Technology (LLT).
The 14 students were admitted from a highly competitive pool of 189 national and international applicants.
The Fall 2015 students represent six countries of origin: China, France, India, Mexico, Philippines, and the United States.
They bring to the doctoral program knowledge of six diverse languages: French, Italian, Mandarin, Spanish, Tagalog, and Vietnamese.
The incoming students earned bachelor’s degrees from 13 different universities: Birla Institute of Technology and Science (India); California Polytechnic State University San Luis Obispo; CSU Los Angeles; CSU Long Beach; UCLA; University of California, Berkeley; University of California, San Diego; Smith, State University of New York at Fredonia; Truman State University; UC Irvine; University of Pittsburgh, and a university in the People's Republic of China. Their undergraduate majors included Biology, Economics, English, History, Italian Language and Literature, Mathematics, Optometry, Psychology, Psychology & Social Behavior, Public Health, and Rhetoric.
Nine of the 14 students also earned advanced degrees, from Boston College, CSU Los Angeles, CSU Long Beach, Columbia Teachers College, State University of New York at Fredonia, University of Houston, University of Missouri, and University of Nevada at Los Vegas. Degrees were awarded in Developmental Psychology, Education, Educational Administration, Educational Research and Evaluation, English, Health and Promotion, Human Development, Optometry, and Psychology.
The students’ professional experience includes teaching (preschool, learning center, K-12, charter school, Teach for America, tutoring); Child Life Specialist at Children's Hospital of Orange County; children's media producer/Nickelodean host; service in the U.S. Navy; employment in the U.S. State Department & World Bank; consulting company founder; program director; and program evaluator. Community contributions include museum internship; volunteer work at food banks and youth organizations; assistance at homeless shelters and in advocacy programs, counseling, and job corps support.
The 14 students have received a total of 17 awards in support of their doctoral studies, including Eugene Cota Robles Fellowships, Provost Ph.D. Fellowships, Graduate Opportunity Fellowships, Graduate Dean's Recruitment Awards, and Graduate Diversity Recruitment Awards.
