Presenters:
F. Kim Wilcox, Ph.D., University of Missouri-Kansas City, Center
for
Academic Development, 5014 Rockhill Road, Kansas City, Missouri
(816)
235-1178 wilcoxk@umkc.edu
Kay Patterson, Ed.D, University of Missouri-Kansas City, Center
for
Academic Development, 5014 Rockhill Road, Kansas City, Missouri
(816)
235-1179 pattersonk@umkc.edu
Type of Session: Lecture/Presentation
Preferred Track: Track 2 Beyond Knowledge Acquisition
Abstract: This session will present research that reveals
how technology can be
utilized to mainstream developmental students enrolled in historically
difficult courses. It will present data gathered from a program
developed at the University of Missouri-Kansas City called Video-based
Supplemental Instruction (VSI).
Video-based Supplemental Instruction (VSI) is a course or information
delivery system that utilizes conventional technology to provide
students direct control over the pacing of content.
Description: This session will present research that reveals
how technology can be
utilized to mainstream developmental students enrolled in historically
difficult courses. It will present data gathered from a program
developed at the University of Missouri-Kansas City called Video-based
Supplemental Instruction (VSI).
Video-based Supplemental Instruction (VSI) is a course or information
delivery system that utilizes conventional technology to provide
students direct control over the pacing of content. In VSI courses,
instructors record their lectures on video tape and enroll students
in a
video section of the course. A trained facilitator uses the taped
lectures to regulate the flow of information to the learner. The
lectures are stopped and started as needed, allowing the facilitator
to
verify that students have comprehended one idea before moving
on to the
next.
VSI is an interactive informational delivery system that helps
students
master course content as they develop and refine reasoning and
learning
skills. Students develop essential reading, learning, and study
skills
while they master the content and earn top grades in core curriculum
subjects.
VSI provides additional time to process course content; students
meet
approximately twice as many hours each week in class as students
in a
regular lecture section. Performance standards for the VSI section
equal
the standards of the regular lecture course. Testing and grading
are
done by the instructor rather than the facilitator.
Data gathered from a History 201 (Winter, 1992 through Spring,
1998,)
and Chemistry 211 (Fall, 1995 through Spring, 1997) indicate the
VSI
groups outperformed the Non-VSI groups. The differences are especially
significant because the Non-VSI groups consisted of regularly
admitted
students while were the VSI groups were composed of students whose
profiles fit high-risk criteria (lower high school rank, lower
ACT
scores, students on academic probation).
One encouraging finding that emerges from VSI data is the demonstration
that even underprepared, at-risk students can master and excel
in
difficult courses while they develop requisite learning skills.
Length: 1 hour
Audience: General, faculty, deans/provosts
On-site equipment requirements: Video projector, VCR