Study Habits and Engagement among Students in a Large General Education Hybrid Course
Disciplines
Curriculum and Social Inquiry | Sociology
Abstract (300 words maximum)
The purpose of this project is to assess the study habits and learning behaviors of students in a large enrollment hybrid gen ed social science class. This course enrolls high numbers of first-year students, which also helps identify shifts among new college students as they transition to college-level learning. As a hybrid course, technology and online learning tools are essential to student success, so this project explores not only students' in-class behaviors (i.e., attendance and seat choice), but also engagement with the course Learning Management System and additional digital tools. Employing an anonymous quantitative survey, this project surveys the students enrolled in the class in which I am an undergraduate teaching assistant and explores student-reported data relevant to their academic effort tied to this course. The survey for this project will be submitted for IRB approval and is planned to be administered after the third-course exam (early November). This is a convenience sample and participation is voluntary and anonymous. Findings will not be known until closer to the Symposium data, but basic statistics and correlates in the data will be explored to query student-reported information about their behaviors and perceptions of likely course grade outcomes. This project will help identify trends among newer KSU students and provide insight into effective strategies to maximize student success and mentorship
Academic department under which the project should be listed
RCHSS - Sociology & Criminal Justice
Primary Investigator (PI) Name
Dr. Daniel Farr
Study Habits and Engagement among Students in a Large General Education Hybrid Course
The purpose of this project is to assess the study habits and learning behaviors of students in a large enrollment hybrid gen ed social science class. This course enrolls high numbers of first-year students, which also helps identify shifts among new college students as they transition to college-level learning. As a hybrid course, technology and online learning tools are essential to student success, so this project explores not only students' in-class behaviors (i.e., attendance and seat choice), but also engagement with the course Learning Management System and additional digital tools. Employing an anonymous quantitative survey, this project surveys the students enrolled in the class in which I am an undergraduate teaching assistant and explores student-reported data relevant to their academic effort tied to this course. The survey for this project will be submitted for IRB approval and is planned to be administered after the third-course exam (early November). This is a convenience sample and participation is voluntary and anonymous. Findings will not be known until closer to the Symposium data, but basic statistics and correlates in the data will be explored to query student-reported information about their behaviors and perceptions of likely course grade outcomes. This project will help identify trends among newer KSU students and provide insight into effective strategies to maximize student success and mentorship