Thursday, November 14, 2024
From 2-3:15pm ET / 11-12:15pm PT (75 min.)
As students increasingly enroll in online postsecondary courses, instructors and students need new strategies to support motivation, management of learning processes, and applied learning skills (“self-directed learning”) to bolster academic success, particularly for students systemically marginalized in STEM and higher education.
In this webinar, researchers from the Postsecondary Teaching with Technology Collaborative will share insights from a formative study of technology-enabled instructional strategies designed to support students’ self-directed learning in online/hybrid STEM courses. The strategies, which include prompts to support planning and goal setting, informational videos with reflection questions, and structured opportunities to engage with peers, have been implemented by instructors at four broad-access colleges and universities across the U.S.
Drawing on diverse sources of qualitative and quantitative data, researchers will discuss how the strategies have been implemented and their impacts on self-directed learning skills and course outcomes. Attendees will also hear first-hand from instructors who embedded the instructional strategies in their online course and receive resources and guidance on how to implement the strategies in college courses of various online learning modalities (e.g., asynchronous, hybrid).
Presenters
- Jessica Mislevy, Director of Digital Learning & Technology Policy, SRI Education
- Krystal Thomas, Senior Education Researcher, SRI Education
- Paul Burkander, Senior Education Researcher, SRI Education
- Renzhe Yu, Assistant Professor of Learning Analytics/Educational Data Mining, Teachers College, Columbia University
- Paige Roseman, Associate Professor of Psychology, Wake Technical Community College
Categories: Event