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Online community-building techniques contributed to
student success in a face-to-face large-enrollment rigorous
undergraduate course
Cara H. Cario, Ph.D.Assistant Professor of InstructionDepartment of Biology, VCURichmond, VirginiaVCU Online Summit Presentation May 13, 2014
Basic Human Anatomy course
Regional-based anatomy in 4 modules Assessments: lecture-lab combined lab practical format Large-enrollment (approx. 300 per semester, with 12 lab
sections) vs. Summer-enrollment (24 students) 3 instructors, 12 undergraduate preceptors Lecture participation with clicker questions-collaborative
learning Lab: traditional hands-on, prosected cadavers, models,
bones, charts Open Lab for independent/group review Online pre-lab assignments Online textbook reading assignments
Problem: Building Community
Challenge in a large-enrollment course◦Lecture Instructor-student and Student-Student
connections in large-enrollment setting
Benefits students in a rigorous large-enrollment course◦Supportive, nurturing environment, less isolating◦Elevates motivation to keep up with peers◦Breeds self-confidence to pursue knowledge-building,
ask questions, teach and learn from others◦Shared experiences of challenges and achievements
keeps cohorts together beyond the course
Optional Online Community-Building Exercises Used in Fall-13
Inspirational images
Self-evaluations after each module
Peer-reviewed problem-solving activities
Case studies review
Data analysis and Conclusion 1
Final grades vs. Participation in Optional Online Activities (Large Fall-13)
Conclusion 1: Students completing 7+ optional assignments earned 70%+. (-5 exceptions)
Data Analysis and Conclusion 2
Final grades of students who completed 7+ optional online assignments vs. <7
Conclusion 2: Students completing 7+ optional online assignments averaged 15% higher final grade.
F=26.443, df=208, P<0.0001
67%
82%
Final Grade distributions: Small vs. Large sections
Final Grades Comparisons and Conclusion 3
59%
41%36%
64% 59%
41%
Conclusion 3: Greater % of students earn A’s and B’s compared to earlier semester
Opt. Online Ass’ts offered
No Opt. Online Ass’ts offered
Small section
Conclusions
Community-building online activities coincided with ◦Very few grades below C (based on Large Fall-
13)
◦15% higher average final grade (82% vs. 67% for students that completed the course, Large Fall-13)
◦Higher percentage of A’s and B’s (compared to semester w/o community building exercises)