Spring Back

Spring Back Study Skills Intervention

When: 2016-2019

My Role: Instructional Designer, Instructor, eLearning Developer

Created For: A Large Public University

Modes of Instruction: Asynchronous Online

Feedback

“After taking the LASSI survey, it showed that all of my scores have changed drastically. But in a good way. My anxiety and attitude changed the most. At first, they were a score of 1. But after the second test they bumped up to 50 and 40… I think my scores changes so much because of this course. It helped me a lot with studying strategies and test anxiety.”

-Student Reflection

About

Spring Back was an online intervention for students on academic probation at a large public university. Students were required to take the 8-week course and increase their GPA in order to maintain their enrollment. The course started with a study skills assessment after which students self-selected different learning modules to engage with. Skills included time management, managing anxiety, and active studying. The course was facilitated by a team of instructors who gave feedback on assignments and met with students in office hours.

Process

I was approached about redesigning lessons and facilitating sections of Spring Back based on research I had done on learning theory and my experience with online instruction. I was given two weeks of the class to redesign. The learning outcomes and model of the class were largely determined before I was involved so my role was primarily as a developer. I created two self-paced asynchronous modules for students to engage which focused on transferable skills and engagement for an at-risk cohort of students.

Technology

Spring Back utilized the following software:

Brightspace, PowerPoint

Theory

Spring Back was created utilizing the following instructional design models and pedagogy:

ADDIE, Universal Design for Learning, Gagne’s 9 Events, Mayer’s Principles of Multimedia Learning