Keynote presentation at the Association of Learning Advisors of Aotearoa / New Zealand Annual Conference.

1. Working Together to Enhance Learner Engagement:
Supporting Success Across the Study Lifecycle
Professor Mark Brown
ATLAANZ Conference
November, 2012

2. Ténákoutoukatoa…
m.e.brown@massey.ac.nz
http://www.slideshare.net/mbrownz/

3. Learning is changing…

4. Learning is changing…

5. Learning is changing…

6. Learning is changing…
http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be

7. Learning is changing…
http://theconversation.edu.au/

8. Learning is changing…
http://net.educause.edu/ir/library/pdf/pub7203i.pdf

9. Beyond the hype & hope
The light comes through the cracks…
“The unexamined life is not worth living” (Socrates)

10. Seeing things differently

12. Technology matters!
“We use to talk more
before someone
invented fire”

13. Outline…
1. The big issues
2. Towards a third generation approach
3. Insights from first-time distance learners

14. Key takeaways…
• A better understanding of big issues facing tertiary
education providers in changing times.
• A conceptual framework to identify and develop a
range of strategies and interventions for enhancing
learner success.
• Insights from a study of first-time distance learners
and some of the factors that contribute to student
success.

15. 1. The big issues

16. 1. The big issues
Key question:
• What are the big issues facing tertiary
providers?
- Globally
- Nationally
- Locally

17. 1. The big issues
Key question:
• What are the big issues facing tertiary
providers?
Write your short response and then
fold over and pass to someone on another table

18. 1. The big issues
• Impact of new technology on learning
• Emergence of new business models
• Problem of retention andcompletion

19. 1. The big issues
The problem of retentionandcompletion

20. 1. The big issues

21. 1. The big issues

22. 1. The big issues
“A real education takes place on campus!”

23. 1. The big issues

24. 1. The big issues
67%
54%

25. 1. The big issues
72%
58%

26. 1. The big issues

27. 1. The big issues

28. 1. The big issues
46% of Massey students over 25

29. 1. The big issues
Poskitt, et. al. (2011) report…
• Average commitment of 17.6 hours per week to paid
employment, in contrast to 12.9 hours per week by
campus-based students
• Krause, et al. (2005) found that first year students
committed to more than 12.5 hours employment per
week tended to be more likely to consider dropping out.
• 61% spend at least one hour per week caring for
dependents, compared to 37% of campus-based
students

30. 1. The big issues
What does all this mean?
The problem of retention is real and in the current
financial climate, and rapidly changing global
higher education environment, tertiary providers world-
wide are likely to come under increasing pressure to
enhance learner success.

31. 1. The big issues
What does all this mean?
The problem of retention is real and in the current
financial climate, and rapidly changing global
higher education environment, tertiary providers world-
wide are likely to come under increasing pressure to
enhance learner success.
A proxy for engagement!

32. 2. Towards 3G approach

33. 2. Towards 3G approach
Key question:
• How can we enhance outcomes for
learners?
Write your short response and then
fold over and pass to someone on another table

34. 2. Towards 3G approach
How many of you have been
restructured in the last three
years?

35. 2. Towards 3G approach

36. 2. Towards 3G approach
http://www.cadad.edu.au

37. 2. Towards 3G approach
• Teaching consultants…
General, professional or academic staff?
• Learning advisors…
General, professional or academic staff?

38. 2. Towards 3G approach
Evolution of models…
1st 2nd 3rd
Generation Generation Generation

39. 2. Towards 3G approach
1st Generation – emerging
• Teaching development – usually under HR
• Student development – „add on‟
Teaching
Learning

40. 2. Towards 3G approach
2nd Generation – weak connections
• Teaching development – centre driven
• Student development – student centred
Teaching
Learning

41. 2. Towards 3G approach
3rd Generation - integrated
• Teaching development – demand driven
• Student development – targeted and
embedded
Teaching
Learning

42. 2. Towards 3G approach
A Student Success Framework…
• Institutions need to analyse their own retention strategies
and „spot the leaks‟ (Simpson, 2003)
• And move away from “goulash” approach (Simpson, 2009)
• Framework based on review of the research literature and
best practice
• Has three main components…

43. 2. Towards 3G approach
Massey‟s Student Success Framework…
• Appropriate course choice
• Proactive personalised contact/information
• Early identification of „at risk‟
• Role of external support
• Positive interactions with university
• Strong sense of belonging to the university
• Develop academic confidence
• Develop academic capacity

44. 2. Towards 3G approach
Adapted from Wilson (2009)
Tertiary Intervention
What do we do for
failing students
Secondary Intervention
What do we do for at-risk
students?
Targeted/Selective Primary Intervention
What do we do for targeted groups of students?
General/Primary Intervention
What do we do for all students?
Intervention Pyramid

45. 2. Towards 3G approach
Study Life Cycle
I
N
T
E
R
V
E
N
T
I
O
N
S
Student Success Framework

46. 2. Towards 3G approach
Thinking About Study - „the website‟
• Focus on managing
expectations
• Content and tools to assist the
student to make good choices
- Distance learning and how it
works
- Considerations when
choosing courses
- Planning your study
- Services and resources

47. 2. Towards 3G approach

48. 2. Towards 3G approach
Thinking About Study - „Online preparation tools‟
• Self directed exercises
- Literacy/numeracy
exercises
- Is distance learning for
me? Quiz

49. 2. Towards 3G approach

50. 2. Towards 3G approach

51. 2. Towards 3G approach
Thinking About Study -„Work/Study/Life Calculator‟

52. 2. Towards 3G approach

53. 2. Towards 3G approach
Making Choices –“online course previews‟
What study material How will I connect What kind of work What study support
will I have? with other students will I submit? is available?
and staff?
<< Title Page

54. 2. Towards 3G approach

55. 2. Towards 3G approach

56. 2. Towards 3G approach
First Few Weeks - „Online orientation course‟

57. 2. Towards 3G approach
Progression - „Assignment Pre-reading Service‟

58. 2. Towards 3G approach
Progression – „OWLL‟ Visits
150000
100000
50000
0
2009 2010 2011 2012
Total visits 111,113
65.4% increase on
2011

59. 2. Towards 3G approach
Progression – Stream

60. 2. Towards 3G approach

61. 2. Towards 3G approach
- Online clinics

62. 3. Insights from learners

63. 3. Insights from learners
Key question:
• What lessons about student success
can we learn from learners?
Write your short response and then
fold over and pass to someone on another table

64. 3. Insights from learners
• Wealth of literature
• Issues around retention and completion are complex
• Further investigation required of the „soft‟ factors
• There is a growing body of literature on first year
experience
• Gap in the literature on the experiences of first-time
distance learners
• Dearth of research that presents the learner voice

65. 3. Insights from learners
Research objective…
To improve the supports and services available for first-time
distance learners. More specifically…

66. 3. Insights from learners
Research objective…
To improve the supports and services available for first-time
distance learners. More specifically…
• To investigate the experiences of being a first time distance learner
„in their own words‟ from a student perspective
• To develop a set of overarching principles for enhancing distance
learner engagement and success;
• To develop a conceptual framework for identifying the most
effective use of various intervention tools, supports and resources
at early stages of the study lifecycle.

67. 3. Insights from learners
Methodology…
• Phase 1 - Audit of existing services
• Phase 2 - Baseline and end of semester survey
• Phase 3 - Stories of first-time distance learners

68. 3. Insights from learners
30 – 39 years
Maori
4 papers (units)
College of Humanities
Remote location
Not employed
7 children

69. 3. Insights from learners
30 – 39 years
Maori / Pasifika
4 papers (units)
College of Business
Wellington
FT employment
1 guardianship

70. 3. Insights from learners
20 – 29 years
European
2 papers (units)
College of Humanities
Urban location
FT employment
0 children

71. 3. Insights from learners
50 - 59 years
Maori / European
2 papers (units)
College of Business
Auckland
Seeking employment

72. 3. Insights from learners
60+ years
European
1 paper (unit)
College of Education
Remote location
Employed 3 days

73. 3. Insights from learners
Insights…
"I've finished my paper (unit), which is such a relief
because, in the last six weeks, I just wasn't really
interested in it. Other things in my life meant it went
on the back-burner and was something that was
frustrating and it got in the way of... well, life got in
the wayof the paper really."

74. 3. Insights from learners
Key takeways…
1. Stories „add flesh‟ to the „soft factors‟ of what it means to be a
distance learner.

75. 3. Insights from learners
Key takeways…
1. Stories „add flesh‟ to the „soft factors‟ of what it means to be a
distance learner.
2. Distance learning is perceived to enable tertiary study to fit
around other life, work and family commitments; however first-
time distance students have relatively little conception of the
actual demands of studying by distance.

76. 3. Insights from learners
Key takeways…
1. Stories „add flesh‟ to the „soft factors‟ of what it means to be a
distance learner.
2. Distance learning is perceived to enable tertiary study to fit
around other life, work and family commitments; however first-
time distance students have relatively little conception of the
actual demands of studying by distance.
3. Although learner stories affirm the importance of the first few
weeks of study, there are ebbs and flows in the life of a
distance student over the semester and a second critical at
risk phase was identified in later weeks.

77. 3. Insights from learners
4. Digital literacy is variable among first-time distance learners.
Irrespective of the level of digital literacy, insights gained from
learner stories reveal that few students know how to be
effective online learners.

78. 3. Insights from learners
4. Digital literacy is variable among first-time distance learners.
Irrespective of the level of digital literacy, insights gained from
learner stories reveal that few students know how to be
effective online learners.
5. Video diaries coupled with the researcher‟s role influenced
student engagement by metaphorically providing a new cave,
campfire, watering hole and mountain top for active learning
and promoting a stronger sense of belonging.

79. 3. Insights from learners

80. Conclusion…

81. Conclusion…
A conclusion is the place
where you got tired of thinking

82. Conclusion…
“The greatest challenge to any thinker is
stating the problem in a way that will
allow a solution.”
Bertrand Russell

83. Conclusion…
You have the solutions in your own
hands…
Open and see what others have to say…

84. Questions…
“A prudent question is one-half of wisdom.”
Francis Bacon
http://www.slideshare.net/mbrownz/

85. What happened in the past is no longer a reliable guide
to the future
• Learning for the future
• Teachers as future makers
• Leading in a climate of change