Mobile Learning Fellowship

Final Report
Gracie Rossie


English Instructor

Walters State Community College


Proposal


Under the umbrella of Universal Course Design, my goal was to use technology as a way to better share resources with my students through multiple means of representation.
The goal is to use multiple forms of delivery and multiple means of representation to utilize available technology, including audio, print, web-based, and other digital delivery systems to reduce barriers, enhance student learning, and establish teacher/student connection, so the students feel more comfortable and less intimidated when asking questions about the material.

My goal is, through the implementation of this technology, to create an inclusive learning environment.
My use of technology has two goals:


1. To share classroom resources through multiple means of delivery and make the materials more accessible through multiple formats for engagement and learning.

2. Use the technology to build better teacher/ student connections so the students feel comfortable making mistakes, and learning from those mistakes.

If they are not intimidated and feel like they can ask questions, their writing skills can grow.

They will come to class ready for collaboration.

This is the foundation of Growth-Mindset- students believe that they are not “bad” at anything.
They understand that learning is a journey and through study skills, hard work, asking questions, and using the resources provided to them they can grow and improve.



Students will gain the information they need to be successful in the course by providing them with the information they need through various technology platforms. By incorporating technology into my classroom, I am reducing barriers in instruction by having the information available through multiple means of delivery.


I am enhancing student learning by providing the resources on different platforms, which accommodates students who have difference learning styles or may need support because of disability challenges.


Using technology in my classroom enhances the accessibility of my course, supports my students by making the classroom equitable and allows students to engage with all of the material on a high level without barriers to their learning due to inaccessibility.


While I have used most of the technology involved in this project in my courses prior to this project, I have never used this technology in a dual-enrollment course.

I am eager to see if the implementation of this project in the dual-enrollment courses has the same outcome that it had in my traditional courses.
I will measure effectiveness several ways:


1. Student Engagement: Does the increased use of REMIND 101, Instagram, and instructional videos increase student engagement?
This can be measured by students feeling more comfortable asking me questions in class, sending me questions through REMIND, engaging with the course content on the course Instagram.


2. Student Understanding: Do the multiple modes of delivery help with student understanding?

This can be measured through quiz and essay scores, exit tickets assessing understanding, as well as through end-of-semester evaluations.

Application and Outcome

While the technology in my project was similar over the course of two semesters- Fall 2019 and Spring 2020- the application and delivery of the technology changed.


The primary goal of my project was to have multiple means of representation as a way to increase student learning by reducing barriers and building student/teacher connection.


During the Fall 2019 semester, I taught four dual-enrollment classes-both taught in local high schools and one online Walters State web course. I had not previously incorporated the technology in my project into a dual-enrollment class or web course.

The technology I focused on incorporating into the class was an increased use of the REMIND 101 app as a method of delivering course information and answering student questions, using the course Instagram to deliver course information and general college updates, an increased use of interactive learning books (see Addendum), and increased use of pre-recorded instructional videos on the course elearn page.


I used the REMIND 101 app as an additional form of delivering content and information, in addition to the course email.
All students were asked to download the app during the first week of school.
While not required for the course, most students were familiar with the app and did not have any issues.

All of my dual-enrolment students downloaded the app. 18 of my 25 enrolled online students used the REMIND app.

During the Fall 2019 semester, I used the REMIND app to send information to the students that I would also send over email.
They received the information in both places.

For my on-ground classes, I would also take pictures of the agenda I wrote each day on the white board and send this to the students via REMIND.
I also sent notifications when students had upcoming assignments that were due.
I noted that the dual-enrollment students in particular, preferred to send me questions regarding the class and assignments via REMIND.
I did receive some direct questions from my online class via REMIND, but fewer students used the app to send questions.


Based on the end-of-semester survey, of my dual-enrollment students, 71.43% strongly agreed that the REMIND was a helpful way to ask questions with 19.05% agreeing it was a helpful way.
In contrast, of the 5 students who completed the survey in my online class, 40% strongly agreed REMIND was helpful, with 40% agreeing it was helpful.


In addition to delivering information via REMIND, I also used the course Instagram to deliver course information.
I took photos of the agenda on the white board and posted these to the class Instagram.
I used the Instagram to share information regarding school events and services.
The goal of the course Instagram was to increase student engagement and create a teacher/student connection so that I am more approachable and students feel more comfortable asking me questions in class.
During Fall 2019, I used the Instagram to promote the school’s International Festival and several of the dual-enrollment students attended.
The Instagram allows off-campus students to feel more connected to the campus community while also delivering course material in an additional way.
My online students did not benefit as much from the Instagram. All of their course content was on elearn, and they did not benefit from the sharing of content such as photos of the white board the same way on-ground classes did. Many of the online students take the web courses because their work or family obligations prevent them from being able to come to campus; therefore, the promotion of campus events through Instagram was not as beneficial.


Of the dual-enrollment students, 33.33% Strongly agreed that the information was helpful; 33.33% agreed; 19.05% Neither Agreed or Disagreed; 14.29% felt it was not helpful.


In the web-based course, 20% Strongly agreed it was helpful; 80% Neither Agreed nor Disagreed.


During the Fall 2019 semester, I also focused on adding to my course instructional videos and interactive learning books.
My initial proposal looked at adding narrated PowerPoints to the course; however, I felt that the interactive learning books would provide more accessibility to the course while providing students with multiple ways to receive the content.
I used pre-recorded instructional videos as a way for students to reference material we had gone over in class and to provide retention for students who were absent.
The interactive books allowed students to have access to text-based content, narration of that content, my voice lectures to accompany the content, and any instructional videos that accompany the content.
This proved to be helpful to all students, but proved especially beneficial to students with accommodations and my web-based course.


In the dual-enrollment courses 42.86% of students Strongly Agreed the instructional videos were helpful; 38.10% Agreed; 19.05% Neither Agreed or Disagreed.


In the web-based course 40% of students Strongly agreed the instructional videos were helpful; 40% Agreed; 20% Neither Agreed or Disagreed.


When asked if the technology in the course (REMIND, Instagram, and instructional videos) helped them stay caught up in the course: Of the dual-enrollment students, 52.38% Strongly Agreed it did; 28.57% Agreed; 14.29 % Neither Agreed or Disagreed; 4.76% Disagreed.


In the web-based course, 40% Strongly Agreed it did; 60% Neither Agreed or Disagreed.


During the Spring 2020 semester, I taught two on-ground Composition One courses both combined with a Learning Support Writing Lab.
I also taught two online TNeCampus Composition Two classes.
During the Spring 2020 semester, both of the on-ground classes moved to online in early-March due to Covid-19.

During the first week of classes in Spring 2020, I encouraged all the students to sign up for the REMIND app.
Following Fall 2019, I began the semester incorporating the same technology into the courses, focusing on my use of REMIND, the course Instagram, interactive books, and instructional videos.

I found that with the change to online-only, some of the course technology use increased, while some became less relevant.

While I used the REMIND 101 app in a similar way at the beginning of Spring 2020 as I did in Fall 2019, with the transition to online-only, I increased my usage of the REMIND app as both a way of delivering content and communicating with students.
While not all students had downloaded the REMIND app at the beginning of Spring 2020, after the transition to online all of the enrolled students from my original on-ground classes downloaded the app.


All information I send to students via email, I also sent via REMIND.
I also sent all instructional videos to the students via REMIND in addition to posting them in elearn.
I noticed that most students primarily contacted me via REMIND after our transition to online.

I also increased my use of instructional videos.
During the Fall 2019 semesters, I used the pre-recorded videos primarily to provide content the students could look back on for remediation.
During the Spring 2020 semester, I began posting videos each week that overviewed the weekly schedule and separate videos that overviewed assignments.


With my TNeCampus course, I used the REMIND app and the instructional videos.
I notice that much like my Fall 2019 web-course, the TNeCampus students like to receive reminders and information via the REMIND app, but do not use it to communicate with me as much.
Based on the end-of-course survey, TNeCampus students seem to prefer email as their means of communication.
Additionally, the TNeCampus course was enhanced with the instructional videos, but I did not add content overview videos to those courses.


During the Spring 2020 semester, I found that the course Instagram was not as relevant after our transition to online.
I used it to provide information about services the college was providing, and to continue to foster teacher/student connection, but it did not serve to enhance the students’ connection to the college community.


The one additional means of content delivery I added during Spring 2020, which was in my original project proposal, was online chats.
I tried to implement online chats during the Fall 2019 semester, setting aside a time when I would be online for questions. But I found that the students did not need this, as I am in class with the dual-enrollment students four days a week.
Neither the dual-enrollment students or my web-based fall course used to online chat.

In Spring 2020, I begin using the Teams platform as a way to provide online communication with the students after our transition to online-only.
Using the Teams as a tool for virtual one-on-one conferencing was successful and most of my students were able to participate.
In addition to having one-on-one conferences via Teams, I was able to have study times, and class discussion times, offering these open question and answer times in the online platform at different times allowed the students to get the content in a different way and in a time that worked for them.



Addendum

In my initial proposal, I wanted to annotate PowerPoints as an alternate form of delivery to help students who were absent and those who needed to revisit the material for reference.


Rather than doing this, I chose to use Book Creator to deliver my material. It combines both the text-material, it reads the text to the students, allowed for me to record lecture notes to be referenced later, and allowed links to pre-recored instructional videos. This technology tool served as a means of delivering the material in multiple ways and made the course more accessible.


Example Instructional Videos

Example Instagram Posts

Instagram posts vary from pictures of the content that was written on the White Board during class that day- as a way to deliver content in an additional way-to reminders about school events and school services. I also used the course Instagram to post photos from school events I attended as a way to encourage participation in the school community. I found that it improved teacher/student connection for students to see their teacher as a "real" person, so I occasionally used the course Instagram to post a photo of my dog.

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Student Feedback

At the end of each semester, students were asked to answer the following questions regarding their experience with the technology in the classroom. The survey was optional and anonymous.

An additional question was added to the Spring 2020 survey that focused on which technology was most helpful during the transition from on-ground classes to online due to Covid-19.

Question 1: The Remind App is a helpful way for me to ask questions.

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Fall 2019

21 Responses Total. Dual Enrollment Only Students. Composition One and Two Accelerated Course. Taught in the High Schools.


71.43% strongly agreed that the REMIND was a helpful way to ask questions with 19.05% agreeing it was a helpful way.

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Fall 2019

5 Responses Total. Online Composition One Course.


40% strongly agreed REMIND was helpful, with 40% agreeing it was helpful.

Question 1.png

Spring 2020

32 Responses Total. Composition One. On-Ground Classes at the Morristown Campus Transitioned to Online Classes Due to Covid-19.

Question 1 TN ecampus.png

Spring 2020

9 Responses Total. Composition Two TNeCampus Course.

Question 2: The Remind app provided me with information about the course.

Screen Shot 2020-08-02 at 3.32.20 PM.png

Fall 2019

21 Responses Total. Dual Enrollment Only Students. Composition One and Two Accelerated Course. Taught in the High Schools.

Screen Shot 2020-08-02 at 3.33.31 PM.png

Fall 2019

5 Responses Total. Online Composition One Course.

Spring Question 2.png

Spring 2020

32 Responses Total. Composition One. On-Ground Classes at the Morristown Campus Transitioned to Online Classes Due to Covid-19.

Spring Question 2 Ecampus.png

Spring 2020

9 Responses Total. Composition Two TNeCampus Course.

Question 3: I have used the Remind App to ask a question to my professor.

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Fall 2019

21 Responses Total. Dual Enrollment Only Students. Composition One and Two Accelerated Course. Taught in the High Schools.

Screen Shot 2020-08-02 at 3.56.25 PM.png

Fall 2019

5 Responses Total. Online Composition One Course.

Question 3 spring.png

Spring 2020

32 Responses Total. Composition One. On-Ground Classes at the Morristown Campus Transitioned to Online Classes Due to Covid-19.

Question 3 ecampus.png

Spring 2020

9 Responses Total. Composition Two TNeCampus Course.

Question 4: I found the information posted on Instagram helpful.

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Fall 2019

21 Responses Total. Dual Enrollment Only Students. Composition One and Two Accelerated Course. Taught in the High Schools.


33.33% Strongly agreed that the information was helpful; 33.33% agreed; 19.05% Neither Agreed or Disagreed; 14.29% felt it was not helpful.

Screen Shot 2020-08-02 at 4.17.02 PM.png

Fall 2019

5 Responses Total. Online Composition One Course.


20% Strongly agreed it was helpful; 80% Neither Agreed nor Disagreed.

Question 4 spring.png

Spring 2020

32 Responses Total. Composition One. On-Ground Classes at the Morristown Campus Transitioned to Online Classes Due to Covid-19.

Question 4 ecampus.png

Spring 2020

9 Responses Total. Composition Two TNeCampus Course.

Question 5: I check the course Instagram.

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Fall 2019

21 Responses Total. Dual Enrollment Only Students. Composition One and Two Accelerated Course. Taught in the High Schools.

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Fall 2019

5 Responses Total. Online Composition One Course.

Question 5 spring.png

Spring 2020

32 Responses Total. Composition One. On-Ground Classes at the Morristown Campus Transitioned to Online Classes Due to Covid-19.

Question 5 ecampus.png

Spring 2020

9 Responses Total. Composition Two TNeCampus Course.

Question 6: I thought the instructional videos in the course were helpful.

Screen Shot 2020-08-02 at 4.37.31 PM.png

Fall 2019

21 Responses Total. Dual Enrollment Only Students. Composition One and Two Accelerated Course. Taught in the High Schools.


42.86% of students Strongly Agreed the instructional videos were helpful; 38.10% Agreed; 19.05% Neither Agreed or Disagreed.

Screen Shot 2020-08-02 at 4.38.40 PM.png

Fall 2019

5 Responses Total. Online Composition One Course.


In the web-based course 40% of students Strongly agreed the instructional videos were helpful; 40% Agreed; 20% Neither Agreed or Disagreed.


Question 6.png

Spring 2020

32 Responses Total. Composition One. On-Ground Classes at the Morristown Campus Transitioned to Online Classes Due to Covid-19.

Question 6 ecampus.png

Spring 2020

9 Responses Total. Composition Two TNeCampus Course.

Question 7: I watched on average:

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Fall 2019

21 Responses Total. Dual Enrollment Only Students. Composition One and Two Accelerated Course. Taught in the High Schools.

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Fall 2019

5 Responses Total. Online Composition One Course.

Question 7 Spring.png

Spring 2020

32 Responses Total. Composition One. On-Ground Classes at the Morristown Campus Transitioned to Online Classes Due to Covid-19.

Question 7 ecampus.png

Spring 2020

8 Responses Total. Composition Two TNeCampus Course.

Question 8: The Remind, Instagram, and videos helped me stay caught up if I was absent.

Screen Shot 2020-08-02 at 4.54.26 PM.png

Fall 2019

21 Responses Total. Dual Enrollment Only Students. Composition One and Two Accelerated Course. Taught in the High Schools.


52.38% Strongly Agreed it did; 28.57% Agreed; 14.29 % Neither Agreed or Disagreed; 4.76% Disagreed.



Screen Shot 2020-08-02 at 4.55.27 PM.png

Fall 2019

5 Responses Total. Online Composition One Course.


40% Strongly Agreed it did; 60% Neither Agreed or Disagreed.

Question 8.png

Spring 2020

32 Responses Total. Composition One. On-Ground Classes at the Morristown Campus Transitioned to Online Classes Due to Covid-19.

Question 8 ecampus.png

Spring 2020

9 Responses Total. Composition Two TNeCampus Course.


Question 9: Are there any other comments you have about the Remind app?

(Sample of Responses)

Remind was probably the most helpful resource I had available. Another equal contender would be the Dropbox because I could go and see what all I needed to turn in and what all I've completed.

Spring 2020 Composition One Student

I did not use the REMIND app, but I did appreciate the option of having it as a form of communication. However, I find emailing to be a simpler form of communication.

Spring 2020 TNeCampus Student

It was very helpful for me to stay in touch with my teacher and have knowledge of upcoming

assignments

Spring 2020 TNeCampus Student

Without it, I would forget my

assignments

Fall 2019 Dual-Enrollment Student



Remind always helped me remember about assignments I'd accidentally forget

Fall 2019 Dual-Enrollment Student


Best Thing Ever!

Fall 2019 Dual-Enrollment Student

I thought the REMIND app was very usful and should keep using that for the furture.

Spring 2020 Composition One Student

Question 10: Are there any other comments you have about the course Instagram?

(Sample of Responses)

The instagram page for WS Comp 1 & 2 helped me out a lot if I couldn't recall what was due or what was written on the board that day or days before.

Fall 2019 Dual-Enrollment Student


I couldn't really see many of the posts because of my feed being flooded with the other accounts I follow

Fall 2019 Dual-Enrollment Student


Instagram helped me remember many of the assignments due

Fall 2019 Dual-Enrollment Student

No, but I don't like social media (personal opinion)

Fall 2019 Dual-Enrollment Student


Question 11 (added in Spring 2020): What was one thing in the course that helped you during the transition to online?

(Sample of Responses)


The remind app was the best utilized tool before and during the online period. It gave me notifacations and was very accesible to communicate questions and answers. It alerted me when i had a notification oppose to having to log on every so often to see

it on elearn.

Spring 2020 Composition One Walters State Student

The weekly updates, honestly, helped me. I am not able to attend TEAMS meetings due to work and my insane pandemic schedule, so the screenrecording videos help so much.

Spring 2020 Composition One Walters State Student

The Remind App. Being able to still easily stay in contact with my professor!

Spring 2020 Composition One Student

The most helpful thing for me would have to be the videos on elearn. I am more of a visual learner so those videos helped me to really understand what i needed to do.

Spring 2020 Composition One Student

The most helpful thing was the remind app if I did not have it I would have forgotten about a bunch

of stuff .

Spring 2020 Composition One Student

The videos that helped me out me on the course home page, Because they should me how to do every assignment.

Spring 2020 Composition One Student



The one thing that was most helpful was REMIND it always reminded and i would see it everyday. Also when i logged in into eLearn and went to the main page of the course it showed the videos which helped alot because, i would watch them.

Spring 2020 Composition One Student

The only thing that got me completely through this course was Ms. Rossie teaching through videos and talking to us through REMIND and teams. I am thankful that she stayed caught up with me on those

Spring 2020 Composition One Walters State Student

Future Use:

I found that overall using Universal Course Design to increase my use of technology allowed my students to have better access to the course content and information, and increased teacher/student connection.
Going forward, I will continue to focus on the increased use of technology as a way of delivering content to students in multiple ways.
I found the REMIND app highly successful and will continue to use some type of direct-chat feature in my courses. I also found both the instructional videos and interactive learning books helpful and would like to increase my use of these in all of my courses.
I found that the course Instagram was most helpful in increasing connection and student engagement in my on-ground classes.
I will continue to use this tool, but will use it primarily with on-ground classes.

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