UT Online

Projects

 
Satisfaction and Priorities of Students Enrolled in Fully-Online Degree Programs
Jeff Jablonski, Claire Stuve, Tony Walters

UT Online surveyed students in online programs with the Noel-Levitz Priorities Survey for Online Learning (PSOL) instrument to analyze how satisfied our students are with our fully-online degree programs and what issues are really important to them. Specifically, we surveyed online student expectations and perceptions in the areas of Academic Service, Enrollment Services, Institutional perceptions, Instructional Services, and Student Services.


A Comparison of Dual-Credit High School & University Students in Multi-Modal-Delivered Courses
Claire Stuve, Tony Walters, Jeff Jablonski

Through the College Credit Plus (CC+) program, high school students have had the opportunity to take courses at The University of Toledo for college credit. These courses are offered as online, blended, and synchronously online (video conferencing) courses. The differences in final grades between the high school and UT students will be compared, along with the comparison of final grades of students for each of the three modalities. To understand the effect of the CC+ program on high school students’ enrollment the following year at UT as university students, the researchers will study how many high school seniors from the program attended UT the following year.


Student Usage & Satisfaction of Instructor-Generated Video Content in Flipped & Online Classes
Tony Walters, Claire Stuve, Adam Berger

This study will explore student satisfaction of instructor-generated videos and student engagement in a first-year math course. These results will be compared to the length of the videos, their content, and the days/times of the week that students access the videos. Follow-up studies for other disciplines are expected.


Student Perceptions of an Adaptive Learning System in College Algebra and Its Effect on Performance
Claire Stuve, Jeff Jablonski

To help improve pass rates in introductory math courses, students use an adaptive learning system that allows them to spend more time with content on which they struggle. This study explores student interest in adaptive learning systems and if they find the technology beneficial to their learning. In addition, grades of students who used the adaptive learning system will be compared to grades of students who did not use the system to test for the system’s effectiveness on student learning.


The Effect of an Adaptive Learning System in College Algebra on Performance and Retention Rates
Claire Stuve, Jeff Jablonski

As a follow-up to the aforementioned study, this study will explore student interest in adaptive learning systems and if they find the technology beneficial to their learning. In addition, the drop/fail/withdrawal rates in the subsequent math course will be compared between students who used the adaptive learning system in the pre-requisite course and those who did not use the system.


Using a Math Emporium to Prepare Freshmen for Calculus
Claire Stuve, Jeff Jablonski, Tony Walters

In order to help students not fall behind their peers in math, a math emporium was created in Fall 2015 for students to refresh their math skills. These students met in a computer lab 5 days a week and use an adaptive learning system to work at their own pace to complete content. This study will explore student interest in the emporium-style math course. Then the following semester, Calculus grades of students who completed the emporium-style course will be compared to Calculus grades of students who did not complete the emporium-style course.


Student Perceptions and Uses of Closed Captions
Claire Stuve, Toni Howard

The University of Toledo is partnering with Oregon State University and 3Play Media, a closed captioning company, to collect data for a research project that explores how students use closed captions and transcripts and whether students perceive closed captions and transcripts as helpful to their learning.

Last Updated: 6/9/16