study of conditions leading to persistence and success in university distance education: s@mi-...

Study of Conditions Leading to Persistence and Success in University

Distance Education: S@MI-Persévérance

Study of Conditions Leading to Persistence and Success in University

Distance Education: S@MI-Persévérance

Louise SauvéProfessor Télé-université

Director of the SAVIE expertise and research Centre

Louise SauvéProfessor Télé-université

Director of the SAVIE expertise and research Centre

Research teamResearch teamResearch teamResearch team

• Alan Wright, Université du Québec à Rimouski

• Godelieve Debeurme, Université Sherbrooke

• Johanne Fournier, research coordination

• Émilie Fontaine, research assistant

Research financed by FQRSC(2005-2007)

Research financed by FQRSC(2005-2007)

To examine the relationship between

certain personal learning characteristics, methods of student support, and persistence in the first few months of post-secondary studies

Overview

Model used to analyze persistence in university studies.

SAMI-Perseverance : an overview of the electronic environment under development

Context, questions examined and research objectives

ContextContextContextContext

• USA : 28.5% of students drop out before completing their undergraduate degrees

• In England , one of six students does not complete his first year after enrolling in post-secondary studies

• In Québec, more than 20, 2 % of full-time students left their post-secondary sudies in 2004

ContextContext

• A society must maintain a high level of perseverance in university studies

• Universities play a particularly important role in preparing highly-qualified professionals to meet the needs of the evolving economy.

• .

• A society must maintain a high level of perseverance in university studies

• Universities play a particularly important role in preparing highly-qualified professionals to meet the needs of the evolving economy.

• .

ContextContext

• Research shows that while students abandon at all stages of their programmes, the drop-out rate is particularly pronounced during the first year of studies in higher education, both on campus and among distance students.

• Research shows that while students abandon at all stages of their programmes, the drop-out rate is particularly pronounced during the first year of studies in higher education, both on campus and among distance students.

ContextContextVarious factors explain this drop-out rate:• A problem of adapting to institutional

requirements• A gap between student learning styles and

teaching methods • Learning difficulties (deficiencies in

approaches to learning and to managing learning tasks)

• Difficulties relating to listening, writing, and communication skills

• Problems fulfilling the demands of student, work, and family life

• Motivational problems.

Various factors explain this drop-out rate:• A problem of adapting to institutional

requirements• A gap between student learning styles and

teaching methods • Learning difficulties (deficiencies in

approaches to learning and to managing learning tasks)

• Difficulties relating to listening, writing, and communication skills

• Problems fulfilling the demands of student, work, and family life

• Motivational problems.

Research questionsResearch questions

• What characteristics should be taken into account to better counter the drop-out phenomenon in universities?

• Which weigh most heavily in the student’s decision to abandon or persevere in a course of studies?

• What characteristics should be taken into account to better counter the drop-out phenomenon in universities?

• Which weigh most heavily in the student’s decision to abandon or persevere in a course of studies?

Research questionsResearch questions

• Is there a characteristic profile of a student who tends to drop out as opposed to a typical profile of one who tends to persevere?

• Is there a characteristic profile of a student who tends to drop out as opposed to a typical profile of one who tends to persevere?

Research questionsResearch questions• Are there help mechanisms and tools

corresponding to the needs of students demonstrating the various profiles?

• To what extent can an online learning environment rich in help mechanisms and tools support and successfully promote persistence and academic success?

• Are there help mechanisms and tools corresponding to the needs of students demonstrating the various profiles?

• To what extent can an online learning environment rich in help mechanisms and tools support and successfully promote persistence and academic success?

To identify help mechanisms (in campus and distance education settings) designed to encourage new students to persist in their studies

Research objectives Research objectives Research objectives Research objectives


To gather, in an interactive multi-media environment designed to stimulate student perseverance (SAMI-Persévérance) all appropriate guidance and support tools (text-based, audio-visual, and web-based) for the use of new post-secondary students with a view to supporting persistance in their studies.

To gather, in an interactive multi-media environment designed to stimulate student perseverance (SAMI-Persévérance) all appropriate guidance and support tools (text-based, audio-visual, and web-based) for the use of new post-secondary students with a view to supporting persistance in their studies.

Research objectives Research objectives Research objectives Research objectives To identify the profiles of those who abandon and those who persist beyond the first semester in two different learning contexts (on campus and at distance).


To establish the relationship between those support mechanisms most favourable to perseverance in the two different learning environments (campus and distance) and according to certain learning characteristics (learning styles, approaches to learning, management of one’s learning, type of motivation) of the student population under study in the first session of university.

Overview




Perseverance and drop out factors Perseverance and drop out factors studied : our model studied : our model


Academicintegration

Social and work

environment

Student characteristies

•learning

•personal

Goals entering course of study

Drop out

PersistenceAcademic

environment

Social and work

integration

Interactionof these factors

-

+

Prior knowledge refers to knowledge already acquired before beginning university studies, as well as to professional and generic skills developed in the work setting.

The student may display his practical and academic accomplishments in a portfolio.

Student learning characteristics Student learning characteristics

Learning styles refer to a series of distinctive behaviours – cognitive, affective, physiological and sociological, serving as relatively stable indicators of how the student sees and treats information, interacts and responds to the learning environment.

Student learning characteristicsStudent learning characteristics

Learning strategies refer to a series of actions and means, some observable, (behaviours, thoughts, techniques, tactics) employed by an individual with a specific intention and adjusted according to the situation.

These strategies vary according to the knowledge sought.


Management strategies refer to strategies used when a person manages and assumes responsibility for his learning.



Motivation in this study deals with :• the perceptions of the student of himself or herself

(one’s self and one’s competence), of value, and of locus of control. More precisely, the perception of one’s competence to successfully complete a task which may involve some uncertainty as to outcome

• the perception of value is the judgement a student places on the interest or the utility of a learning activity as a function of the goals of the student

• the perception of control refers to the degree of autonomy and control that the student exercises with regards to the unfolding and the outcome of a given activity.

Personal characteristics of studentPersonal characteristics of student

• gender

• age

• job status

• family situation

• cultural variables

Goals entering course of study Goals entering course of study

• Extrinsic : that is to say the student may take no particular interest in his or her courses but aims only for benefits related to higher salaries, promotion and prestige.

• Intrinsic : students who see that their course will help them personally and in the quality of their work produced in their chosen careers

Academic environment Academic environment

• The quality of the “encadrement” • The quality of administrative support

Social and Work environmentSocial and Work environment

• his life beyond the institutional setting: the encouragement of friends, family, and working colleagues

• their support, the provision of

working conditions favouring the pursuit of studies (flexible scheduling, time management, valuing studies, etc.).



Academicintegration

Social and work

environment

Student characteristies

•learning

•personal

•education

Goals entering course of study

Drop out

PersistenceAcademic

environment

Social and work

integration

Interactionof these factors

-

+

Social and work integration Social and work integration It’s complete :• when the student is able to make his

studies a priority

• and at the same time overcome difficulties related to the challenge of reconciling work, family, and academic responsibilities.

Academic integrationAcademic integration

It happens :• when the student understands and adopts

the rules and conventions governing learning in the specific institutional setting

• when he has resolved his learning difficulties, notably difficulties related to approaches to studying, related to managing the various demands of the programme, related to inadequate preparation in certain areas, and related to insufficient mastery of reading and writing competencies

Overview




SAMI-Persévérance SAMI-Persévérance A system to generate • a curriculum vitae as it recognizes and records prior academic and work experience (including formal schooling as well as workplace comptencies, leisure and volunteer learnings) •and an e-portfolio (attestations and indications of competencies developed during one’s life experiences).

SAMI-Persévérance SAMI-Persévérance

Questionnaires into an online environment to enable students to identify :• their personal characteristics

• their learning characteristics

at the moment they enter university studies.

The methodological tools allowing students to acquire, to practice, or to improve :

• their reading, writing, and listening abilities,

• their learning strategies (e.g. how to place, in a table or a figure, information provided during a demonstration)

• the management strategies (e.g. agenda and time management)

SAMI-Perseverance SAMI-Perseverance

The institutional help mechanisms allowing students

• to know and to understand the organizational structures of the institution they attend

• to plan his programme and to follow-up

• to make appropriate use of information and communication technologies

SAMI-PerseveranceSAMI-Perseverance

The communication tools for virtual tutoring including :

•interventions by professors, tutors and peers in the first session of studies to stimulate and support learning


The motivational tools favouring autonomy and stimulating and supporting interest, engagement, and persistence in the pursuit of studies.


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(http//:sami-perseverance.savie.ca)(http//:sami-perseverance.savie.ca)

To learn more, click on…To learn more, click on…

To learn more:To learn more:

Sauvé, L., Wright, A., Debeurme, G., Fournier, J. et Fontaine, E. (2005). Rapport de recension des écrits sur la persévérance et l’abandon des études aux postsecondaires. Québec : SAVIE

Sauvé, L., Wright, A., Debeurme, G., Fournier, J. et Fontaine, E. (2005). Rapport de recension des écrits sur la persévérance et l’abandon des études aux postsecondaires. Québec : SAVIE

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