Individualized, Purposeful, and Persistent: Successful Transitions and Retention of Students at Risk

Nix, J. Vincent; Lion, Robert W.; Michalak, Megan; Christensen, A. Kent

doi:10.1080/19496591.2015.995576

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…Using principles of Dialogic OD (Bushe & Marshak, 2015) as students were reflecting, instructors as well as advisors who are so inclined may alter the learning paradigm. Instructors are able, if willing, to feel the authenticity of the student; as Nix, et al (2015) demonstrated, forging authentic connections between instructors and students enhances attainment of cognitive and affective learning outcomes. As evidenced earlier in the report, analysis of this data may be challenging.…”

Section: Dialogic Advising May Catalyze Powerful Learning and Retention Mediationmentioning

confidence: 98%

Affective Learning Outcomes Assessment as a Path to Online Dialogic Student Development

2021

JOP

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Meaning-centered education (Kovbasyuk & Blessinger, 2013) suggests that students benefit from incorporating learning outcomes from non-cognitive domains. A radical idea in a world focused on standardization, this paradigm nevertheless holds great value for educators and students alike as we can never "find a behaviour or a state which is purely cognitive without affect nor a purely affective state without a cognitive element" (Piaget as cited in Clark & Fiske, 1982, p.130). Infusing an online curriculum with weekly formative assessment activities allowed instructors to monitor students' states of mind while reducing negative emotional effects on learning by incorporating that feedback. Extended analysis promoted a deeper understanding of the roles that emotions and attitudes play in achieving affective learning outcomes.

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Section: Dialogic Advising May Catalyze Powerful Learning and Retention Mediationmentioning

confidence: 98%

Affective Learning Outcomes Assessment as a Path to Online Dialogic Student Development

2021

JOP

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“…We synthesized Zimmerman and Risemberg's (2008) and Schneider and Preckel's (2017) findings with those from an earlier research project (Nix et al, 2015), which demonstrated that weekly formativeassessment activities, in the form of online muddiest point responses, were linked with shared regulation of learning. That study found that adult GED-earners with at-risk characteristics who were admitted to a transition-to-college program were impacted the most by involvement in collaborativelearning groups of 3-5 people, wherein group facilitators used muddiest-point 4 data to guide subsequent learning sessions.…”

Section: Assessment Literaturementioning

confidence: 99%

Co-Regulated Online Learning: Formative Assessment as Learning

Nix,

Song,

Zhang

2022

Intersection: A Journal at the Intersection of Assessment and Learning

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Course assessment is traditionally a one-way process, where an instructors evaluates pupils’ progress toward mastery. Done conscientiously, this sort of feedback can be effective, but relies upon an individual student’s ability to self-regulate, which is in turn predicated upon their ability to manage their environment and incorporate evaluations into their work. Co-regulated learning is a relatively new idea, wherein students evaluate themselves and each other, which helps the learners not only improve their own work, but absorb the underlying rationale of the lessons as well. One underexplored area is whether a co-regulated environment in which the learners are also expected to evaluate the instructor can lead to better outcomes. The authors designed doctoral-level online courses with the explicit intent of using student feedback to improve the curricula, and this study demonstrates that incorporating those assessments seemed to markedly improve enrollees’ ratings of course-design elements and their mastery of the subject matter.

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Learning Theories Within Gamification

2020

Gamification Strategies for Retention, Motivation, and Engagement in Higher Education

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Gamification has drawn the attention of academics, researchers, practitioners, and industry professionals. Gamification has a diverse meaning that offers to underpin theoretical foundations and knowledge that applied to many disciplines. To provide effective developmental education to assist with retention, it is crucial for industry or institutions to implement best practices that have been proven effective based on strong theoretical foundations. This chapter discusses several critical theoretical areas associated with gamification and how it can be applied to assist with retention. This chapter presents research on both the interest of the student and institutional perspectives for future research.

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Individualized, Purposeful, and Persistent: Successful Transitions and Retention of Students at Risk

Cited by 3 publications

References 18 publications

Affective Learning Outcomes Assessment as a Path to Online Dialogic Student Development

Affective Learning Outcomes Assessment as a Path to Online Dialogic Student Development

Co-Regulated Online Learning: Formative Assessment as Learning

Learning Theories Within Gamification

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