The Collaborative is studying how colleges and universities currently help students strengthen and apply self-directed learning skills. Understanding the current context across our partner institutions will help us design studies to test what kinds of instructional strategies work best for which students. The contextual knowledge and empirical study results together will then inform our co-design of an evidence-based instructional model and related supports for faculty that are easy to use and build on what instructors and institutions already do.
- Study of institutional practices and policies. This study examines what Collaborative partner colleges and universities are doing or plan to do to help faculty and students transition successfully to online courses, and whether and how institutional policies support these efforts. The study also investigates institutions’ current and planned efforts to strengthen student self-directed learning skills, as well as institutional contexts around introductory STEM courses.
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- Test self-directed learning strategies. In partnership with faculty members, instructional designers, and other staff at partner colleges and universities, researchers are planning rapid-cycle experiments to test and refine targeted, technology-enabled instructional strategies that can best support students in strengthening mindsets and learning strategies in online foundational STEM courses.
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