Non-Traditional Students and Student-Centered Classrooms Survey

I posted my survey and received about 5 responses. This not a very big pool of responses for evaluation. I was late getting my survey out and have a feeling that the responses are mostly from my co-workers.

This is the premise for the survey.

Survey scenario: You are a non-traditional student (over 24, living off campus, and either returning to college, or attending after having a full-time job, raising a family, or serving in the armed forces). You are enrolled in a general education, core-required online asynchronous course. For example:

  • ANTH F100X/SOC F100X–Individual, Society and Culture
  • ECON F100X or PS F100X–Political Economy
  • HIST F100X–Modern World History
  • ENGL/FL F200X–World Literature
  • ART/MUS/THR F200X–Aesthetic Appreciation: Interrelationship of Art, Drama and Music
  • HUM F201X–Unity in the Arts
  • ANS F202X–Aesthetic Appreciation of Alaskan Native Performance

Your major or degree that you are seeking is in engineering, biology, or computer information support.

 


If I were using this survey, I would be give it soon after the course began and I think a good time would be right after the drop date. This survey contained ten questions of which were written to assess:

  • Characteristics of non-traditional student
  • Locus of effort
  • Preference for learning based on real-world relevance

The individual questions results can be seen here: https://docs.google.com/a/alaska.edu/forms/d/1i5EXZVh3kEGmahAUOoly8mga4smjC97mv7XC_TvNFqM/viewanalytics

Questions 2, 6, and some extent 1, where written to verify characteristics of a non-traditional student. (Lee, Choi, & Kim, 2013; Park & Choi, 2009)

The question results showed average-neutral responses. This is about what I would expect to see.

Questions 3, 5 and to some extent 1, were written to evaluate the locus of control. (“Trice Academic Locus of Control Scale,” n.d.)

The results were either in agreement or strongly in agreement which means that these students believe that their actions have direct correlation to their success and that if they put forth the effort they will obtain their goals. This is exactly the kind of characteristics of student who would do well in an online asynchronous class. These are the self-motivated students who don’t leave anything to chance.

Questions 6, 8, 9, and 10 were written to gather results on whether or not the target audience had a preference for a more student-centered approach to learning.

Question 6 should have been on a follow-up survey. This would be included assuming that the content was delivered in such a way that it was relevant to student’s current life situation. I would hope that if it was given in a follow-up survey the results would lean towards agree and strongly agree end of the scale.

The results of 8 and 10 are what I would expect to see. Question 9 was used to determine if one would be apt to solve problems on one’s own instead of as a group. Perhaps this wasn’t written very clearly, or my pool of surveyees are mostly team players!

 

References:

Park, J., & Choi, H. (2009). Factors Influencing Adult Learners’ Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12(4), 207-217.

Trice Academic Locus of Control Scale. Retrieved March 24, 2013 from http://pro23.sgizmo.com/survey.php?SURVEY=5SGT9S2WCH1VZRR53SNU3Y2H82CRWH-195304-194505825&pswsgt=1334678217&sg_r=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3D%26esrc%3Ds%26source%3Dweb%26cd%3D8%26cad%3Drja%26ved%3D0CHMQFjAH%26url%3Dhttp%253A%252F%252Fapp.sgizmo.com%252Fs%252Fsurvey_slug.php%253Fsg_id%253D195304%2526sg_slug%253Dtrice-academic-locus-of-control-scale%26ei%3DVz5PUdGvEeiLjAKQ-IHABA%26usg%3DAFQjCNELSN6DUpkB5uWuLbaeXqLKs4-Gew%26sig2%3DC2jA3sel_E68K_ZjwEAXZw%26bvm%3Dbv.44158598%2Cd.cGE&sg_g=ed5cddb39cd4137c8979bc3b546c5b6f&_csg=34GeRIjAH48L2&notice=DO-NOT-DISTRIBUTE-THIS-LINK.

Youngju Lee1, 2., Jaeho Choi3, 2., & Taehyun, K. (2013). Discriminating factors between completers of and dropouts from online learning courses. British Journal Of Educational Technology, 44(2), 328-337.

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