In this paper, we demonstrate how we used on and off-line data to chart a path early on in the semester for improving course-level student success in a blended, flipped physics classroom. The purpose of this study is to offer an evidence-based process for identifying characteristics correlated with student academic underachievement at the course level in blended, interactive teaching environments that qualify as early warning signs and to recommend early intervention points.We hypothesize that students’ beliefs that they can reach a high level of achievement in a course, defined as their self-reported, perceived academic self-efficacy, will have a strong relationship with later course performance, as will a number of other simple measurements that are available in the first few weeks of instruction. We explore this hypothesis with the purpose of presenting a simple process that instructors can use to identify at-risk students in interactive, web-facilitated and/or blended classrooms early in the semester so that their teachers may intervene and address the specific needs of potentially at-risk students in interactive classrooms.
Schell, Julie; Lukoff, Brian; and Alvarado, Cassandre
"Using Early Warning Signs to Predict Academic Risk in Interactive, Blended Teaching Environments,"
Internet Learning: Vol. 3
, Article 6.
Available at: http://digitalcommons.apus.edu/internetlearning/vol3/iss2/6
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