Optimization of Student Learning Outcomes Using an Hours of Instructional Activity Tool

Tracey Carbonetto

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Conference: 2022 Spring ASEE Middle Atlantic Section Conference
Location: Newark, New Jersey
Publication Date: April 22, 2022
Start Date: April 22, 2022
End Date: April 23, 2022
Page Count: 14
DOI: 10.18260/1-2--40061
Permanent URL: https://peer.asee.org/40061
Download Count: 241

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Tracey Carbonetto Pennsylvania State University, Allentown

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Adapting to multiple modalities in delivering a quality engineering education has exposed the many opportunities to research and implement teaching methods that will ultimately increase student accessibility and student outcomes. Using many different perspectives including those of peers, future employers of the engineering students, and the students themselves and integrating these into the planning and delivering relevant teaching for innovative and motivated learning.

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Abstract

Optimization of Student Learning Outcomes Using an Hours of Instructional Activity Tool Tracey Carbonetto, Penn State University The transition from in-person to online classes prompted universities to provide guidance and compliance policies in planning for required hours of instructional activity (HIA). The U.S. Department of Education defines one credit hour as one hour of direct faculty instruction, equivalent teaching instruction (EIA), and a minimum of two hours of out-of-class student work, equivalent learning activity (ELA). For a typical three-credit course, the sum of EIA and ELA hours must amount to 135 HIA in order to meet most university policies. Instructors are mandated to the EIA per university requirements and guide, suggest, and assign the work associated with ELA. It is the latter that can be complex in determining whether the perceived ELA satisfies a stated requirement. In order to support faculty in navigating these guidelines, time equivalencies of activities and assignments have been disseminated by a number of organizations. From this information, compliance tools such as the HIA Estimator provided by [name omitted for blind review] can be utilized by instructors when planning a course. While prior research on HIA tools has focused largely on compliance and accountability, this study aims to explore other ways in which an HIA estimator tool can be used to support student learning. The study first seeks to determine the accuracy of the time estimates used in the tool, as many of these were determined prior to the shift to remote learning under COVID-19. Students will determine and input their actual time equivalencies for a particular assessment. Instructors will offer their perspective as well either based on a published time equivalency or their own estimation. The median and standard deviation among students will serve as insight into the distribution of competency among the students and the difference between the students’ averages and the instructor’s estimation on time will demonstrate the effectiveness of the tool. The researcher aims at demonstrating student participation in the planning of a course will optimize the metacognitive, cognitive, and affective learning. Students will provide insight through data collected as to what an ideal course would look like including an optimal balance of assignments and assessments applicable to each type of modality. The HIA Estimator can be considered a student-driven pedagogical tool that may increase student learning in an innovative manner.

References: Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-Learning Research, 7(3), 285-292. Wellman, J. (2005). The student credit hour counting what counts. Change: The Magazine of Higher Learning, 37(4), 18-23.

Citation
Format

Carbonetto, T. (2022, April), Optimization of Student Learning Outcomes Using an Hours of Instructional Activity Tool Paper presented at 2022 Spring ASEE Middle Atlantic Section Conference, Newark, New Jersey. 10.18260/1-2--40061

TY - CPAPER
AB - Optimization of Student Learning Outcomes Using an Hours of Instructional Activity Tool
Tracey Carbonetto, Penn State University
The transition from in-person to online classes prompted universities to provide guidance and compliance policies in planning for required hours of instructional activity (HIA). The U.S. Department of Education defines one credit hour as one hour of direct faculty instruction, equivalent teaching instruction (EIA), and a minimum of two hours of out-of-class student work, equivalent learning activity (ELA). For a typical three-credit course, the sum of EIA and ELA hours must amount to 135 HIA in order to meet most university policies. Instructors are mandated to the EIA per university requirements and guide, suggest, and assign the work associated with ELA. It is the latter that can be complex in determining whether the perceived ELA satisfies a stated requirement.
In order to support faculty in navigating these guidelines, time equivalencies of activities and assignments have been disseminated by a number of organizations. From this information, compliance tools such as the HIA Estimator provided by [name omitted for blind review] can be utilized by instructors when planning a course. While prior research on HIA tools has focused largely on compliance and accountability, this study aims to explore other ways in which an HIA estimator tool can be used to support student learning.
The study first seeks to determine the accuracy of the time estimates used in the tool, as many of these were determined prior to the shift to remote learning under COVID-19. Students will determine and input their actual time equivalencies for a particular assessment. Instructors will offer their perspective as well either based on a published time equivalency or their own estimation. The median and standard deviation among students will serve as insight into the distribution of competency among the students and the difference between the students’ averages and the instructor’s estimation on time will demonstrate the effectiveness of the tool. The researcher aims at demonstrating student participation in the planning of a course will optimize the metacognitive, cognitive, and affective learning. Students will provide insight through data collected as to what an ideal course would look like including an optimal balance of assignments and assessments applicable to each type of modality. The HIA Estimator can be considered a student-driven pedagogical tool that may increase student learning in an innovative manner.

References:
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education
and e-Learning Research, 7(3), 285-292.
Wellman, J. (2005). The student credit hour counting what counts. Change: The Magazine of Higher Learning, 37(4), 18-23.

AU - Tracey Carbonetto
CY - Newark, New Jersey
DA - 2022/04/22
PB - ASEE Conferences
TI - Optimization of Student Learning Outcomes Using an Hours of Instructional Activity Tool
UR - https://peer.asee.org/40061
DO - 10.18260/1-2--40061
ER -