The Write Stuff: Learning Out comes, Usage, and User Features

Concurrent Session 6

Session Materials

Brief Abstract

The results of a study of impact and user features of a menu of online writing supports are shared.  Findings suggest that learners who use writing supports experience higher pass rates, lower drop and fail rates, and higher course grades than students who do not reach out for writing supports. 

Presenters

Dr. Mindy Sloan is Associate Vice President, Student Success at Zovio. Included in her responsibilities are the Learning Services Writing Center, Ashford University Library Services, and University of the Rockies Library. Before joining Ashford University, she was Director, Planning & Effectiveness with Bridgepoint Education. Mindy has been Assessment and Evaluation Coordinator, Associate Dean, and Professor at Brandman University (Chapman University College), part of the Chapman University System. She joined the College of Education, Bradley University in Peoria, Illinois as an Assistant Professor. Dr. Sloan is a lead reviewer for the Council for Exceptional Children and has conducted site visits for the California Commission on Teacher Credentialing and Accrediting Commission for Schools, Western Association of Schools and Colleges. She holds a Ph.D. and M.S. in Educational and Counseling Psychology from the University of Kentucky, a B.S. from the University of Illinois, and B.F.A. from Northern Illinois University. She is a credentialed School Psychologist and licensed Clinical Psychologist.

Extended Abstract

The results of a study of impact and user features of a menu of online writing supports are shared.  Findings suggest that learners who use writing supports experience higher pass rates, lower drop and fail rates, and higher course grades than students who do not reach out for writing supports.  These supports include 24 hour turn-around paper review, 24/7 tutoring, and instant paper review.  An examination of reviewed papers demonstrates patterns and frequencies of the most common student errors. 

A review of user features suggests that males are much less likely to utilize services.  A comparison of various formats indicates that learners prefer chat to other modalities when seeking live online support.  Paper review, both automated and the 24 hour-turn around service, are preferred as well.  Strategies to increase usage by a broad spectrum of learners are discussed.

The ability to effectively communicate through writing takes practice, and often support from others.  The Learning Services Writing Center provides a menu of robust and complementary writing supports intended to meet learners where they are, when they need it, and in formats that are the most accessible and engaging to them.  Join us as we share a review of qualitative and quantitative data that has given us insights into our learners, their skills, their needs, and ways to increase the likelihood of their success.