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The SIRIUS project: Innovations in c...

Capella University., School of Education.

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The SIRIUS project: Innovations in constructivism and textbook creation to improve student retention and student success.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The SIRIUS project: Innovations in constructivism and textbook creation to improve student retention and student success./
Author:	McGlone, Victoria M.
Description:	149 p.
Notes:	Adviser: Cyd Strickland.
Contained By:	Dissertation Abstracts International69-12A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3341525
ISBN:	9780549967248

The SIRIUS project: Innovations in constructivism and textbook creation to improve student retention and student success.
McGlone, Victoria M.

The SIRIUS project: Innovations in constructivism and textbook creation to improve student retention and student success. - 149 p.

Adviser: Cyd Strickland.

Thesis (Ph.D.)--Capella University, 2009.

This mixed methods study examined the SIRIUS project at Florida Community College at Jacksonville (FCCJ). SIRIUS represents a plan for the organizational improvement of increased student retention and student success through a fundamental change in the way selected courses are offered at FCCJ. SIRIUS courses are rooted in constructivist theory and are created by faculty teams. The SIRIUS courses feature a lower cost textbook authored by the same team that created the course. Quantitative data compared student retention and student success in seven online SIRIUS courses to student retention and student success in seven comparable online non-SIRIUS courses for a period of one semester. Qualitative data was gathered through focus groups. There were separate focus groups for student participants and for faculty participants. The quantitative data indicated that there was insufficient evidence to state that there is a significant difference in the grades of the students in all online SIRIUS courses versus all online non-SIRIUS courses when the covariates of age and GPA are accounted for. There was insufficient evidence to conclude that there was a difference in retention rates for online non-SIRIUS versus online SIRIUS courses. Of the seven courses in the study, only ENC 1102 had statistically significant results. These results concluded that the non-SIRIUS online ENC 1102 classes had a significantly higher pass rate than the SIRIUS online ENC 1102 classes. There was insufficient evidence to conclude that there was a difference in the retention rates for the online non-SIRIUS ENC 1102 courses and the SIRIUS online ENC 1102 courses. The qualitative data, gathered through focus groups, supported the results of the quantitative analysis. In synthesizing the results of both methods, the conclusion was reached that the SIRIUS project is an innovation well worth pursuing. The strengths of the constructivist approach to the SIRIUS course creation, as well as the faculty team developed textbooks, were well documented in the focus groups. Perhaps the most important conclusion is that the professor has the power to make or break a SIRIUS course. Faculty and student focus group participants repeatedly emphasized the importance of instructor participation, interaction, and availability.

ISBN: 9780549967248Subjects--Topical Terms:

1018008
Education, Community College.

The SIRIUS project: Innovations in constructivism and textbook creation to improve student retention and student success.
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100 1 $a McGlone, Victoria M. $3 1044618
245 1 4 $a The SIRIUS project: Innovations in constructivism and textbook creation to improve student retention and student success.
300 $a 149 p.
500 $a Adviser: Cyd Strickland.
500 $a Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4607.
502 $a Thesis (Ph.D.)--Capella University, 2009.
520 $a This mixed methods study examined the SIRIUS project at Florida Community College at Jacksonville (FCCJ). SIRIUS represents a plan for the organizational improvement of increased student retention and student success through a fundamental change in the way selected courses are offered at FCCJ. SIRIUS courses are rooted in constructivist theory and are created by faculty teams. The SIRIUS courses feature a lower cost textbook authored by the same team that created the course. Quantitative data compared student retention and student success in seven online SIRIUS courses to student retention and student success in seven comparable online non-SIRIUS courses for a period of one semester. Qualitative data was gathered through focus groups. There were separate focus groups for student participants and for faculty participants. The quantitative data indicated that there was insufficient evidence to state that there is a significant difference in the grades of the students in all online SIRIUS courses versus all online non-SIRIUS courses when the covariates of age and GPA are accounted for. There was insufficient evidence to conclude that there was a difference in retention rates for online non-SIRIUS versus online SIRIUS courses. Of the seven courses in the study, only ENC 1102 had statistically significant results. These results concluded that the non-SIRIUS online ENC 1102 classes had a significantly higher pass rate than the SIRIUS online ENC 1102 classes. There was insufficient evidence to conclude that there was a difference in the retention rates for the online non-SIRIUS ENC 1102 courses and the SIRIUS online ENC 1102 courses. The qualitative data, gathered through focus groups, supported the results of the quantitative analysis. In synthesizing the results of both methods, the conclusion was reached that the SIRIUS project is an innovation well worth pursuing. The strengths of the constructivist approach to the SIRIUS course creation, as well as the faculty team developed textbooks, were well documented in the focus groups. Perhaps the most important conclusion is that the professor has the power to make or break a SIRIUS course. Faculty and student focus group participants repeatedly emphasized the importance of instructor participation, interaction, and availability.
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790 1 0 $a McGivern, Michael H. $e committee member
790 1 0 $a Strickland, Cyd, $e advisor
791 $a Ph.D.
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