兰德-Using-Technology-to-Promote-Postsecondary-Success-and-Savings_-An-Evaluation-of-the-University-of-Texas-at-Tylers-PATSS-Initiative_80页_1mb

Summary of the University of Texas at Tyler's PATSS Initiative Evaluation

Core Content

The Patriots Accessing Technology for Savings and Success (PATSS) initiative, launched by the University of Texas at Tyler (UTT) in 2013, aimed to increase the use of online technologies in instruction through hybrid courses. These courses combine face-to-face and online learning, with a portion (one-third to two-thirds) of classes conducted in person and the rest delivered asynchronously via pre-recorded videos. The program was designed to improve student outcomes, reduce costs, and increase accessibility for students in remote areas.

Main Objectives

• Enhance flexibility for students and faculty in course delivery.
• Improve student learning outcomes through hybrid instruction.
• Reduce costs for the institution and its stakeholders.
• Expand postsecondary opportunities for students in rural areas by minimizing the need for commuting.

Evaluation Methods

RAND Corporation conducted a comprehensive evaluation of PATSS using three primary methodologies:

1. Quasi-experimental, quantitative impact evaluation

   • Analyzed student course-level administrative data to assess impacts on grades and course satisfaction.
   • Compared outcomes of PATSS courses with traditional face-to-face courses using a fixed effects model.
   • Found no statistically significant difference in grades or follow-on course performance between PATSS and traditional courses, except for a slight reduction in grades for 300-level follow-on courses.

2. Qualitative data collection and continuous improvement

   • Conducted focus groups and surveys with students, faculty, and instructional designers.
   • Identified key areas for improvement, such as course format transparency and instructional design quality.
   • Provided recommendations to UTT to refine the program and improve its implementation.

3. Cost-benefit analysis

   • Estimated the monetizable benefits and costs of PATSS for students, faculty, and the institution.
   • Found a net monetizable benefit of approximately $225,000 annually or $80 per student per year.
   • Benefits mainly came from reduced commuting time and costs for students and faculty.
   • Costs included faculty training, course preparation, and program staff salaries.

Key Findings

• Academic outcomes: PATSS courses did not significantly affect student grades or follow-on course performance, except for a slight negative impact on 300-level follow-on courses.
• Student satisfaction: Students who took PATSS courses gave slightly lower ratings for the course and instructor, were less likely to prefer the format, and less likely to know the format at registration.
• Cost efficiency: PATSS provided net monetizable benefits to all stakeholders, primarily through reduced commuting expenses.
• Program impact: The average annual savings per student from AY2014 to AY2017 was $80.
• Challenges: Implementing hybrid courses requires significant upfront and ongoing investment, and coordinating course schedules and facilities to reduce commuting can be difficult.
• Faculty engagement: Achieving faculty buy-in is crucial for the success of hybrid course initiatives.

Limitations

• Data constraints: The evaluation was limited to course grades and end-of-course survey responses; other outcomes such as graduation rates and long-term wages were not available.
• Cost-benefit analysis: Key non-monetizable impacts, like student and faculty preferences for hybrid learning, could not be fully quantified.
• Program implementation: The extent of PATSS adoption varied across departments and colleges, indicating a need for more centralized oversight.

Recommendations

• Centralized authority for online learning initiatives to ensure consistent implementation.
• Continued professional development for faculty to improve the use of hybrid teaching methods.
• Improved transparency in course format information to better inform students during registration.
• Enhanced instructional design to create more engaging and effective online content.
• Incorporate knowledge assessments in future studies to better measure learning outcomes.

Lessons Learned

• Hybrid courses can offer cost savings without compromising student performance.
• Reducing commuting needs can lead to significant savings for both students and faculty.
• Coordinating schedules and classroom resources for hybrid learning is a complex task.
• Faculty buy-in is essential for the successful implementation of hybrid programs.
• The use of technology in education requires careful planning, training, and ongoing evaluation to ensure effectiveness and equity.

Conclusion

The PATSS initiative at UTT demonstrates the potential of hybrid courses to reduce costs and improve accessibility while maintaining academic quality. However, the evaluation highlights the need for better data collection, faculty support, and institutional coordination to maximize the benefits of such programs. The findings are valuable for postsecondary institutions looking to leverage technology for educational and financial improvements.