Internet Learning Volume 3, Number 2, Fall 2014 | Page 64

Using Early Warning Signs to Predict Academic Risk in Interactive, Blended Teaching Environments
Conclusion
This study demonstrates that there remain
students at risk in interactive
teaching, blended learning environments,
even those taught by master teachers,
but that there are key early warning signs that
are easily identifiable. The major findings of
this study suggest that simple, easy to measure
methods can reasonably predict student
achievement in interactive teaching environments
that feature blended delivery, offering
an opportunity for faculty to intervene early
with students who are at risk along content
and non-content related dimensions.
Pertaining to non-content related dimensions,
with Bandura as a guide and subsequent
research studies as further support,
we propose that in order to demonstrate academic
achievement, at-risk students must
also believe they are “capable of identifying,
organizing, initiating, and executing a course
of action that will bring about a desired outcome”
(Bandura, as cited in Ambrose et al.,
2010 p. 77). The impact of perceived self-efficacy
raises interesting questions about strategies
for early intervention with students in
interactive teaching environments. Given
the impact of self-efficacy on final course
grades, even in light of prior knowledge, we
posit that perceived self-efficacy described
by Bandura (2003) creates either bridges or
barriers to the construction of knowledge
and ultimately academic success. It is not
clear how a positive self-efficacy assists in
knowledge acquisition and transfer or academic
success. What is clear from this study,
however, is that while they may be important
in general, an exclusive focus on content interventions
for at-risk students in interactive
teaching environments—such as tutoring or
extra study sessions—may fail to address a
key, non-content-specific element of student
success: self-efficacy. Self-efficacy specific
interventions may be particularly important
for women. Future research should examine
specific tools for intervening on the non-content,
attitudinal level of self-efficacy as well
as at the content level for students, such as
emphasizing the importance of homework.
Because the Peer Instruction Self-Efficacy
Instrument was used for the first time in this
study, future work must include validation.
For concurrent work exploring interactive
teaching using this instrument see Miller,
Schell, Ho et al. (in press).
This study demonstrates that even
in interactive teaching environments using
state-of-the art online tools, there are students
who remain at risk of not reaching key
academic milestones that may determine
how they proceed in their academic careers.
It also offers a practical procedure for identifying
risk factors and points of intervention.
International educational reform efforts recommending
interactive teaching methods,
such as blended Peer Instruction, should
venture forward with understanding of, acknowledgement
of, and clear strategies to
help groups of students who may otherwise
be left behind.
References
Allen, E. & Seaman, J. (2014). Grade Change:
Tracking Online Education in the United
States, 2013. Babson Survey Research Group,
Babson Park, MA.
Ambrose, S., Bridges, M. W., Dipietro, M.,
Lovett, M. C., Norman, M. K., & Mayer, R.
E. (2010). How learning works: Seven research-based
principles for Smart Teaching.
San Francisco: Jossey-Bass.
Bandura, A. (1977). Self-efficacy: Toward
a unifying theory of behavioral change.
Psychological Review, 84(2), 191–215.
doi:10.1037/0033-295X.84.2.191
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