ERIC EJ1127633: Response to Intervention for Student Success in Higher Education: Is It Possible?

2016·0.13 MB·English

by  ERIC

79
RESPONSE TO INTERVENTION FOR STUDENT
SUCCESS IN HIGHER EDUCATION: IS IT POSSIBLE?
Sylvia Harkins, Grand Canyon University
ABSTRACT
(cid:55)(cid:75)(cid:76)(cid:86)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:92)(cid:3)(cid:76)(cid:86)(cid:3)(cid:68)(cid:3)(cid:79)(cid:76)(cid:87)(cid:72)(cid:85)(cid:68)(cid:87)(cid:88)(cid:85)(cid:72)(cid:3)(cid:85)(cid:72)(cid:89)(cid:76)(cid:72)(cid:90)(cid:3)(cid:87)(cid:82)(cid:3)(cid:71)(cid:72)(cid:87)(cid:72)(cid:85)(cid:80)(cid:76)(cid:81)(cid:72)(cid:3)(cid:90)(cid:75)(cid:68)(cid:87)(cid:3)(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:86)(cid:68)(cid:92)(cid:86)(cid:3)(cid:68)(cid:69)(cid:82)(cid:88)(cid:87)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:85)(cid:72)(cid:79)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:75)(cid:76)(cid:83)(cid:3)(cid:69)(cid:72)(cid:87)(cid:90)(cid:72)(cid:72)(cid:81)(cid:3)
(cid:53)(cid:72)(cid:86)(cid:83)(cid:82)(cid:81)(cid:86)(cid:72)(cid:3)(cid:87)(cid:82)(cid:3)(cid:44)(cid:81)(cid:87)(cid:72)(cid:85)(cid:89)(cid:72)(cid:81)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:11)(cid:53)(cid:87)(cid:44)(cid:12)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:86)(cid:88)(cid:70)(cid:70)(cid:72)(cid:86)(cid:86)(cid:17)(cid:3)(cid:53)(cid:72)(cid:86)(cid:83)(cid:82)(cid:81)(cid:86)(cid:72)(cid:3)(cid:87)(cid:82)(cid:3)(cid:76)(cid:81)(cid:87)(cid:72)(cid:85)(cid:89)(cid:72)(cid:81)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:76)(cid:86)(cid:3)(cid:68)(cid:3)(cid:80)(cid:82)(cid:71)(cid:72)(cid:79)(cid:3)(cid:88)(cid:86)(cid:72)(cid:71)(cid:3)(cid:87)(cid:82)(cid:3)
provide students tools and resources to be successful and engaging in the classroom for academic and
(cid:69)(cid:72)(cid:75)(cid:68)(cid:89)(cid:76)(cid:82)(cid:85)(cid:3)(cid:70)(cid:75)(cid:68)(cid:79)(cid:79)(cid:72)(cid:81)(cid:74)(cid:72)(cid:86)(cid:3)(cid:11)(cid:58)(cid:85)(cid:76)(cid:74)(cid:75)(cid:87)(cid:15)(cid:3)(cid:21)(cid:19)(cid:19)(cid:26)(cid:12)(cid:17)(cid:3)(cid:50)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:75)(cid:68)(cid:86)(cid:3)(cid:69)(cid:72)(cid:70)(cid:82)(cid:80)(cid:72)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:75)(cid:82)(cid:87)(cid:87)(cid:72)(cid:86)(cid:87)(cid:3)(cid:76)(cid:71)(cid:72)(cid:68)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:82)(cid:69)(cid:87)(cid:68)(cid:76)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:3)(cid:71)(cid:72)(cid:74)(cid:85)(cid:72)(cid:72)(cid:3)
(cid:76)(cid:81)(cid:3)(cid:75)(cid:76)(cid:74)(cid:75)(cid:72)(cid:85)(cid:3)(cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:11)(cid:58)(cid:85)(cid:76)(cid:74)(cid:75)(cid:87)(cid:15)(cid:3)(cid:21)(cid:19)(cid:19)(cid:26)(cid:12)(cid:17)(cid:3)(cid:36)(cid:71)(cid:88)(cid:79)(cid:87)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:68)(cid:79)(cid:79)(cid:3)(cid:68)(cid:74)(cid:72)(cid:86)(cid:15)(cid:3)(cid:83)(cid:85)(cid:82)(cid:73)(cid:72)(cid:86)(cid:86)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:79)(cid:72)(cid:89)(cid:72)(cid:79)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:86)(cid:72)(cid:72)(cid:78)(cid:3)(cid:87)(cid:82)(cid:3)
(cid:86)(cid:87)(cid:72)(cid:83)(cid:3)(cid:76)(cid:81)(cid:87)(cid:82)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:81)(cid:72)(cid:91)(cid:87)(cid:3)(cid:79)(cid:72)(cid:89)(cid:72)(cid:79)(cid:3)(cid:76)(cid:81)(cid:3)(cid:70)(cid:82)(cid:80)(cid:83)(cid:79)(cid:72)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:3)(cid:71)(cid:72)(cid:74)(cid:85)(cid:72)(cid:72)(cid:3)(cid:83)(cid:85)(cid:82)(cid:74)(cid:85)(cid:68)(cid:80)(cid:17)(cid:3)(cid:54)(cid:82)(cid:80)(cid:72)(cid:3)(cid:68)(cid:71)(cid:88)(cid:79)(cid:87)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:80)(cid:68)(cid:92)(cid:3)(cid:81)(cid:82)(cid:87)(cid:3)(cid:85)(cid:72)(cid:68)(cid:79)(cid:76)(cid:93)(cid:72)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:85)(cid:76)(cid:74)(cid:82)(cid:85)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)
(cid:71)(cid:72)(cid:80)(cid:68)(cid:81)(cid:71)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:68)(cid:81)(cid:3)(cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)(cid:72)(cid:81)(cid:89)(cid:76)(cid:85)(cid:82)(cid:81)(cid:80)(cid:72)(cid:81)(cid:87)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:192)(cid:81)(cid:71)(cid:3)(cid:76)(cid:87)(cid:3)(cid:80)(cid:82)(cid:85)(cid:72)(cid:3)(cid:70)(cid:75)(cid:68)(cid:79)(cid:79)(cid:72)(cid:81)(cid:74)(cid:76)(cid:81)(cid:74)(cid:3)(cid:87)(cid:75)(cid:68)(cid:81)(cid:3)(cid:72)(cid:91)(cid:83)(cid:72)(cid:70)(cid:87)(cid:72)(cid:71)(cid:17)(cid:3)(cid:55)(cid:75)(cid:76)(cid:86)(cid:3)(cid:79)(cid:76)(cid:87)(cid:72)(cid:85)(cid:68)(cid:87)(cid:88)(cid:85)(cid:72)(cid:3)
(cid:85)(cid:72)(cid:89)(cid:76)(cid:72)(cid:90)(cid:3)(cid:90)(cid:76)(cid:79)(cid:79)(cid:3)(cid:72)(cid:91)(cid:68)(cid:80)(cid:76)(cid:81)(cid:72)(cid:3)(cid:90)(cid:75)(cid:68)(cid:87)(cid:3)(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:86)(cid:68)(cid:92)(cid:86)(cid:3)(cid:68)(cid:69)(cid:82)(cid:88)(cid:87)(cid:3)(cid:53)(cid:87)(cid:44)(cid:15)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:86)(cid:88)(cid:70)(cid:70)(cid:72)(cid:86)(cid:86)(cid:3)(cid:76)(cid:81)(cid:3)(cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:75)(cid:76)(cid:74)(cid:75)(cid:72)(cid:85)(cid:3)
education.
INTRODUCTION and the specialized article database of Response to
In the world of education, students are Intervention (RtI) Action Network. Additionally,
encouraged to stay in school, get a good education Web-based search engines served to complement
(cid:68)(cid:81)(cid:71)(cid:3)(cid:191)(cid:81)(cid:76)(cid:86)(cid:75)(cid:3)(cid:70)(cid:82)(cid:79)(cid:79)(cid:72)(cid:74)(cid:72)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:68)(cid:3)(cid:71)(cid:72)(cid:74)(cid:85)(cid:72)(cid:72)(cid:3)(cid:76)(cid:81)(cid:3)(cid:82)(cid:85)(cid:71)(cid:72)(cid:85)(cid:3)(cid:87)(cid:82)(cid:3)(cid:82)(cid:69)(cid:87)(cid:68)(cid:76)(cid:81)(cid:3) the search. Those search engines were Google.com,
a good paying job. Some students become inspired Scholar.Google.com, and Ask.com. The types of
to move on from college and begin working on searches conducted include word, title, subject and
becoming doctors, engineers, teachers, nurses, author. Examples of terms researched through the
counselors, chemists, business consultants or Web-based search engines included the following:
(cid:68)(cid:81)(cid:82)(cid:87)(cid:75)(cid:72)(cid:85)(cid:3)(cid:83)(cid:85)(cid:82)(cid:73)(cid:72)(cid:86)(cid:86)(cid:76)(cid:82)(cid:81)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3)(cid:76)(cid:81)(cid:87)(cid:72)(cid:85)(cid:72)(cid:86)(cid:87)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:3)(cid:92)(cid:72)(cid:68)(cid:85)(cid:3) “RtI in higher education,” “response to instruction,”
as a college student is the most critical time of their “data-based decision making,” “intervention-based
(cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3)(cid:72)(cid:91)(cid:83)(cid:72)(cid:85)(cid:76)(cid:72)(cid:81)(cid:70)(cid:72)(cid:3)(cid:11)(cid:58)(cid:85)(cid:76)(cid:74)(cid:75)(cid:87)(cid:15)(cid:3)(cid:21)(cid:19)(cid:19)(cid:26)(cid:12)(cid:17)(cid:3)(cid:44)(cid:87)(cid:3)(cid:76)(cid:86)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:3) assessment,” “RtI for English Language Learners,”
“RtI for students with disabilities,” and “student
(cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:15)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:3)(cid:92)(cid:72)(cid:68)(cid:85)(cid:3)(cid:76)(cid:81)(cid:3)(cid:70)(cid:82)(cid:79)(cid:79)(cid:72)(cid:74)(cid:72)(cid:3)(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:90)(cid:76)(cid:79)(cid:79)(cid:3)(cid:71)(cid:72)(cid:87)(cid:72)(cid:85)(cid:80)(cid:76)(cid:81)(cid:72)(cid:3)
learning.” Examples of author searchers included
whether the student will continue in their education
the following: Hughes, Dexter, Brown-Chidsey,
(Brady, 2013). At the university level, there should
Bender, Buffum, Fuchs, Mellard, Johnson, Mock,
be interventions, resources, services and tools
Morgan and Young. This search engine-based
for students to access for learning, success and
(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:83)(cid:85)(cid:82)(cid:71)(cid:88)(cid:70)(cid:72)(cid:71)(cid:3)(cid:86)(cid:88)(cid:73)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)(cid:87)(cid:3)(cid:85)(cid:72)(cid:79)(cid:72)(cid:89)(cid:68)(cid:81)(cid:87)(cid:3)(cid:68)(cid:85)(cid:87)(cid:76)(cid:70)(cid:79)(cid:72)(cid:86)(cid:3)(cid:68)(cid:87)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)
retention. The RtI model was developed to identify
peer-reviewed and scholarly level. The literature
(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:182)(cid:3)(cid:68)(cid:70)(cid:68)(cid:71)(cid:72)(cid:80)(cid:76)(cid:70)(cid:3)(cid:68)(cid:81)(cid:71)(cid:18)(cid:82)(cid:85)(cid:3)(cid:69)(cid:72)(cid:75)(cid:68)(cid:89)(cid:76)(cid:82)(cid:85)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)
supported a history of study in RtI.
measure student progress with valid and reliable
Enrollment for online education has grown in
(cid:80)(cid:72)(cid:68)(cid:86)(cid:88)(cid:85)(cid:72)(cid:86)(cid:3) (cid:11)(cid:87)(cid:76)(cid:72)(cid:85)(cid:86)(cid:12)(cid:17)(cid:3) (cid:50)(cid:81)(cid:70)(cid:72)(cid:3) (cid:87)(cid:75)(cid:82)(cid:86)(cid:72)(cid:3) (cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3) (cid:68)(cid:85)(cid:72)(cid:3)
the past eight years and continues to grow in higher
(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:15)(cid:3)(cid:68)(cid:81)(cid:3)(cid:53)(cid:87)(cid:44)(cid:3)(cid:80)(cid:82)(cid:71)(cid:72)(cid:79)(cid:3)(cid:76)(cid:86)(cid:3)(cid:71)(cid:72)(cid:86)(cid:76)(cid:74)(cid:81)(cid:72)(cid:71)(cid:3)(cid:68)(cid:70)(cid:70)(cid:82)(cid:85)(cid:71)(cid:76)(cid:81)(cid:74)(cid:3)(cid:87)(cid:82)(cid:3)
education. Allen and Seaman claimed, “Over 6.1
the student’s needs (Hughes & Douglas, 2015).
million students were taking at least one online
LITERATURE REVIEW
course during the fall 2010 term; an increase of
In this literature review, the following web- 560,000 students over the number reported the
based databases were used: EBSCOHost, ProQuest, previous year.” As enrollment increases, however,
eBooks with Grand Canyon University Library completion of degree programs decreases. There
GRAND CANYON UNIVERSITY
Journal of Instructional Research | Volume 5 (2016) 80
needs to be an accountability of overcoming affects student retention which affects students
challenges for students on “Low persistence, high completing a degree program. The RtI program is
dropouts, and low completion even as the cost of one avenue that can be implemented at the university
education has skyrocketed, for students, parents, (cid:79)(cid:72)(cid:89)(cid:72)(cid:79)(cid:3)(cid:87)(cid:82)(cid:3)(cid:68)(cid:71)(cid:71)(cid:85)(cid:72)(cid:86)(cid:86)(cid:3)(cid:68)(cid:70)(cid:68)(cid:71)(cid:72)(cid:80)(cid:76)(cid:70)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:69)(cid:72)(cid:75)(cid:68)(cid:89)(cid:76)(cid:82)(cid:85)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)
states and the nation,” (Baer & Duin, 2014, p. 32). with which students faced. Some of these issues
A university should have research-based (cid:68)(cid:85)(cid:72)(cid:3)(cid:85)(cid:72)(cid:79)(cid:68)(cid:87)(cid:72)(cid:71)(cid:3)(cid:87)(cid:82)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:3)(cid:92)(cid:72)(cid:68)(cid:85)(cid:3)(cid:82)(cid:73)(cid:3)(cid:70)(cid:82)(cid:79)(cid:79)(cid:72)(cid:74)(cid:72)(cid:15)(cid:3)(cid:73)(cid:68)(cid:80)(cid:76)(cid:79)(cid:92)(cid:3)(cid:76)(cid:86)(cid:86)(cid:88)(cid:72)(cid:86)(cid:15)(cid:3)
practices to commit to developing interventions disability, emotions and feelings of disconnection
focused on students’ learning when transitioning (cid:73)(cid:85)(cid:82)(cid:80)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:88)(cid:81)(cid:76)(cid:89)(cid:72)(cid:85)(cid:86)(cid:76)(cid:87)(cid:92)(cid:3)(cid:70)(cid:88)(cid:79)(cid:87)(cid:88)(cid:85)(cid:72)(cid:15)(cid:3)(cid:82)(cid:85)(cid:3)(cid:87)(cid:85)(cid:92)(cid:76)(cid:81)(cid:74)(cid:3)(cid:87)(cid:82)(cid:3)(cid:191)(cid:81)(cid:71)(cid:3)(cid:68)(cid:3)(cid:83)(cid:79)(cid:68)(cid:70)(cid:72)(cid:3)
from high school through completion of a degree (cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:75)(cid:72)(cid:18)(cid:86)(cid:75)(cid:72)(cid:3)(cid:191)(cid:87)(cid:86)(cid:3)(cid:76)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:88)(cid:81)(cid:76)(cid:89)(cid:72)(cid:85)(cid:86)(cid:76)(cid:87)(cid:92)(cid:3)(cid:70)(cid:88)(cid:79)(cid:87)(cid:88)(cid:85)(cid:72)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:86)(cid:72)(cid:3)(cid:68)(cid:85)(cid:72)(cid:3)
program (Baer & Duin, 2014). Response to (cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:90)(cid:75)(cid:82)(cid:3)(cid:90)(cid:76)(cid:79)(cid:79)(cid:3)(cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:87)(cid:3)(cid:73)(cid:85)(cid:82)(cid:80)(cid:3)(cid:68)(cid:81)(cid:3)(cid:53)(cid:87)(cid:44)(cid:3)(cid:83)(cid:85)(cid:82)(cid:74)(cid:85)(cid:68)(cid:80)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:3)
intervention is a three-tier model that designs a RtI model was focused around K-12 environment,
plan of interventions to implement the process of but the concept can be adapted and implemented in
assessments, progress monitoring, teach or reteach higher education.
(Hughes & Dester, 2015; Mellard & Johnson, 2008). The RtI process promotes an atmosphere
These processes will collect data on a student’s of prevention and support through its tiered
response to the intervention and what further steps system, using data to improve courses, programs
need to be taken to move forward with another and procedures, and to support candidates who
intervention for the students. These interventions are struggling to meet content and disposition
focus on academics and/or behavioral needs of standards and competencies. It is often explained
students (Mellard & Johnson, 2008). by the use of a triangle-shaped graphic design.
Response to Intervention model began being (cid:55)(cid:75)(cid:72)(cid:3)(cid:69)(cid:68)(cid:86)(cid:72)(cid:3)(cid:82)(cid:73)(cid:3)(cid:68)(cid:3)(cid:87)(cid:85)(cid:76)(cid:68)(cid:81)(cid:74)(cid:79)(cid:72)(cid:3)(cid:85)(cid:72)(cid:83)(cid:85)(cid:72)(cid:86)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:3)(cid:87)(cid:76)(cid:72)(cid:85)(cid:15)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)
implemented in most United States K-12 public components of which are universal screening,
school systems as a new way to respond to the benchmark assessments and tier one interventions
instructional needs of their students (Hughes & and supports that faculty use when students are
Dester, 2015). The RtI model is a promising new (cid:76)(cid:81)(cid:73)(cid:82)(cid:85)(cid:80)(cid:68)(cid:79)(cid:79)(cid:92)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:3)(cid:68)(cid:86)(cid:3)(cid:75)(cid:68)(cid:89)(cid:76)(cid:81)(cid:74)(cid:3)(cid:86)(cid:82)(cid:80)(cid:72)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:92)(cid:3)(cid:76)(cid:81)(cid:3)
process of instruction, assessment and intervention class. The middle of the triangle represents the point
that allows schools to identify struggling in RtI where students whose needs are not met by
students early, provide appropriate instructional Tier 1 strategies are given more intense instruction
interventions, and increase the likelihood that and appropriate interventions. Tier 3 is at the top of
the students can be successful and maintain their the triangle, where the most intense interventions
class placement (Mellard & Johnson, 2008). The are administered by resource services provided by
challenges and needs of students in higher education the education facility (Wright, 2007).
are clearly different from those in the K-12 setting,
INTERVENTIONS
yet the principles of RtI can be adapted to assist
These interventions are research-based
at this more advanced level of learning. Most
practices and instructions for online higher
online universities do not have a placement test for
education in the e-learning environment. Some
reading, math and writing. Students are placed in
of these research based practices and instructions
introductory courses. Students who are struggling
used in an e-learning environment are Classroom
at the college level in reading, math, and writing
Assessment Techniques (CATs), student learning,
should seek or be referred to tutoring services,
student engagement, student services, student
a mentor, counseling or advisement, hopefully
retention and differential instruction. These are
before they decide to drop out of college. There are
just a few of the many intervention resources that
no remedial courses for reading, math or writing
are out there for students. The list of interventions
(Grand Canyon University, Walden University,
stated below are the most common interventions
University of Phoenix, Devry University, 2015).
that are established in a university.
At the college level, there are students who face
challenges that become a distraction and/or obstacle STUDENT LEARNING - DIFFERENTIAL INSTRUCTIONS
for them to be successful in their academics. Those There are diverse theories and practices on
challenges also affect their behaviors as a student learning styles. Educators are to identify their
or classmate in the universities culture. This also students’ learning style and provide the access
GRAND CANYON UNIVERSITY
81
for students to improve learning. The challenge in (cid:82)(cid:85)(cid:3)(cid:78)(cid:81)(cid:82)(cid:90)(cid:3)(cid:68)(cid:69)(cid:82)(cid:88)(cid:87)(cid:3)(cid:87)(cid:75)(cid:82)(cid:86)(cid:72)(cid:3)(cid:86)(cid:72)(cid:85)(cid:89)(cid:76)(cid:70)(cid:72)(cid:86)(cid:34)(cid:3)(cid:50)(cid:85)(cid:76)(cid:72)(cid:81)(cid:87)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:16)
online learning is meeting the learning styles of year college students should include information
students in an e-learning classroom environment; about these student services. For an online
visual, auditory, logical, social, solitary or learning environment, informing students about
kinesthetic. Meeting students’ learning needs could what the university provides both on campus and
be a combination of two or more learning theories online gives students a sense of being part of the
or practices. In an online learning environment, campus, especially as an online learner. This is
there are a variety of technology programs that where questions and discussions can be included
can be used to meet diverse learning styles. These in the e-learning classroom related to student
resources, tools and techniques would include services. This gives students access to explore and
but are not limited to social media (Facebook, discover what the university has to offer and at
Skype), video presentations uploaded into the the same time research their answer to a question
classroom, teacher-student phone conversations that was posted in a discussion forum. Some of
and emails. Learning styles will also dictate the the interventions that are provided for student
type of resource or tool that should be used to meet services are tutoring, mentoring, welcome back
students’ needs. Along with meeting students’ (cid:72)(cid:89)(cid:72)(cid:81)(cid:87)(cid:86)(cid:15)(cid:3)(cid:82)(cid:85)(cid:76)(cid:72)(cid:81)(cid:87)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:15)(cid:3)(cid:70)(cid:68)(cid:80)(cid:83)(cid:88)(cid:86)(cid:3)(cid:87)(cid:82)(cid:88)(cid:85)(cid:86)(cid:15)(cid:3)(cid:90)(cid:82)(cid:85)(cid:78)(cid:86)(cid:75)(cid:82)(cid:83)(cid:86)(cid:15)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:16)
learning styles, strategies and techniques must be year seminars and experiences, writing-intensive
included to accommodate the learning style (Brady, courses, collaborative assignments and projects,
2003). For example, when a student is completing undergraduate research, service learning, meet the
an assignment or taking a test, there should be faculty night, and other events or activities that
accommodations for that student. will involve collaboration and engagement among
STUDENT ENGAGEMENT students, parents, faculty and staff. This is a way
to create a professional learning community that
Student engagement includes active learning in
contributes to the success of all students (Baer &
the e-learning classroom. One area in the classroom
that will assess and monitor students’ engagement Duin, 2014).
is the discussion forum. Active participation in CLASSROOM ASSESSMENT TECHNIQUES
the discussion forum should include substantive
Tests and quizzes are the be-all and end-all
posts related to the topic of the week. Other student
techniques for assessing students’ understanding
engagement may involve other social media when
and learning in academics. Assessment can
used to create a learning community among
be fun with the right technique to check for
students. The challenge for student engagement
understanding. These assessment techniques could
determines the academic effort they put out in
(cid:69)(cid:72)(cid:3)(cid:89)(cid:68)(cid:79)(cid:88)(cid:68)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:179)(cid:171)(cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:16)(cid:85)(cid:72)(cid:79)(cid:68)(cid:87)(cid:72)(cid:71)(cid:3)(cid:78)(cid:81)(cid:82)(cid:90)(cid:79)(cid:72)(cid:71)(cid:74)(cid:72)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)
preparing to engage in discussion forums. This
skills; analysis and critical thinking; synthesis and
(cid:90)(cid:76)(cid:79)(cid:79)(cid:3) (cid:76)(cid:81)(cid:70)(cid:79)(cid:88)(cid:71)(cid:72)(cid:3) (cid:179)(cid:171)(cid:86)(cid:87)(cid:88)(cid:71)(cid:92)(cid:76)(cid:81)(cid:74)(cid:15)(cid:3) (cid:85)(cid:72)(cid:68)(cid:71)(cid:76)(cid:81)(cid:74)(cid:15)(cid:3) (cid:90)(cid:85)(cid:76)(cid:87)(cid:76)(cid:81)(cid:74)(cid:15)(cid:3) (cid:68)(cid:81)(cid:71)(cid:3)
creative thinking; problem solving; application and
preparing for class (Robinson & Hullinger, 2008,
performance; or assessing learner attitudes, values,
p. 103).” Student-faculty interaction plays a role
and self-awareness,” (Angelo & Cross, 1993). In
in student engagement, immediate feedback
an online higher education learning environment,
in discussion forums, assignments, grades and
asking the right question is a strategy to assess
participation (Robinson & Hullinger, 2008).
students’ conceptual awareness and understanding
Students’ motivation is based on their interest and
(Dantonio & Beisenherz, 2001). Asking a question
effort that they engage in their learning. Active
to just ask a question will not be as effective as
learning takes place when students are engaging
asking a question that engages students to apply
and collaborating with other students and/or the
their critical thinking skills from knowledge,
teacher to make learning effective (Barkley, 2010).
comprehension, application, analysis, synthesis and
STUDENT SERVICES evaluation. Students will need to engage with each
Student services are important outreach to other in a discussion that will allow them to share
welcome and retain student population, whether their ideas and learn from each other (Dantonio &
online or face-to-face learning. Universities have Beisenherz, 2001).
student services, but how many students are aware Faculty in higher education should be familiar
GRAND CANYON UNIVERSITY
Journal of Instructional Research | Volume 5 (2016) 82
with services that a college or university has Hughes, C. & Dester, D. D. (2015). Field studies of RtI Programs,
available or provides for students who are in need revised. Retrieved from http://www.RtInetwork.org/learn/
of academic support. The faculty or educator (cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:18)(cid:191)(cid:72)(cid:79)(cid:71)(cid:16)(cid:86)(cid:87)(cid:88)(cid:71)(cid:76)(cid:72)(cid:86)(cid:16)(cid:53)(cid:87)(cid:44)(cid:16)(cid:83)(cid:85)(cid:82)(cid:74)(cid:85)(cid:68)(cid:80)(cid:86)
would be the one to ensure the process of the RtI
Mellard, D.F. & Johnson, E. (2008). RTI: A practitioner’s guide
model is started and ended as well as providing
to implementing response to intervention. Thousand Oaks,
documentation of the purpose of the services California. Corwin Press.
needed for the student. The data generated by
Robinson, C. C. & Hullinger, H. (2008). New benchmarks in
the RtI process for higher education is seen as a
higher education: student engagement in online learning.
valuable tool for program and course review and
Journal of Education for Business. Retrieved from http://
academic advisors can use this data as one of their
eds.a.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/
(cid:87)(cid:82)(cid:82)(cid:79)(cid:86)(cid:3)(cid:68)(cid:86)(cid:3)(cid:90)(cid:72)(cid:79)(cid:79)(cid:3)(cid:68)(cid:86)(cid:3)(cid:87)(cid:75)(cid:72)(cid:92)(cid:3)(cid:86)(cid:72)(cid:72)(cid:78)(cid:3)(cid:87)(cid:82)(cid:3)(cid:191)(cid:81)(cid:71)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:179)(cid:69)(cid:72)(cid:86)(cid:87)(cid:3)(cid:191)(cid:87)(cid:180)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)
pdfviewer?vid=4&sid=d5cc8a03-2444-44fa-a207-704f4f4251
students from among the many choices that there
79%40sessionmgr4001&hid=4113
are for their academic success.
University of Phoenix. 2015. Degree Programs. Retrieved from
Overall, the RtI model was not created for
http://www.phoenix.edu/degrees.html#
students with disabilities. Therefore, there are
RtI programs that assess and identify students’ Walden University. 2015. Retrieved from http://info.waldenu.edu/
academic achievement or behavior. The RtI is put walden-programs
into place to measure the student’s response or Wright, J. (2007). RTI Toolkit: A practical guide for schools. Port
lack thereof to interventions. Once the student’s Chester, NY: Due Publishing.
(cid:68)(cid:70)(cid:68)(cid:71)(cid:72)(cid:80)(cid:76)(cid:70)(cid:3)(cid:82)(cid:85)(cid:3)(cid:69)(cid:72)(cid:75)(cid:68)(cid:89)(cid:76)(cid:82)(cid:85)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)(cid:68)(cid:85)(cid:72)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:15)(cid:3)(cid:68)(cid:81)(cid:3)
intervention plan with evidence-based and intensive Author Biography
intervention is designed to meet the student’s needs.
Providing student resources and interventions can Sylvia Harkins is passionate about enlightening
make positive changes in academics and behavior.
educators and practitioners to apply effective
Universities may have student services, clubs and
and engaging research-based best practices to a
support services. Retaining students involves
variety of learning environments. Her education
providing interventions, sharing resources to assist
them in making positive changes in their academics background is in Public Administration, Reading
and behavior. and Writing, Psychology with an emphasis on
Industrial/Organization Psychology, Special
Reference
Education, and doctoral-level Educational
Baer L. & Duin, A. H. (2014). Retain your students! The analytics, Leadership. She has twenty-plus years of experience
policies and politics of reinvention strategies. St. Paul, in education for reading and writing instruction,
Minnesota. Planning for Higher Education Journal.
curriculum development, classroom management,
Barkley, E. F. (2010). Student engagement technique: A handbook
online education, higher education and leadership.
for college faculty. Hoboken, NJ. John Wiley & Sons, Inc.
She strives to empower and enlighten others to be
Brady, C.L. (2013). Understanding learning styles: providing
successful in their profession and as individuals.
the optimal learning experience. International Journal of
Childbirth Education. Retrieved from https://lopes.idm.oclc.
org/login?url=http://search.ebscohost.com/login.aspx?direct=t
rue&db=ccm&AN=104292450&site=eds-live&scope=site
Dantonio, M. & Beisenherz, P. C. (2001). Learning to question,
questioning to learning: developing effective teacher
questioning practice. Allyn & Bacon. Needham Heights, MA.
Devry University. 2015. Academics. Retrieved from http://www.
devry.edu/degree-programs.html
Grand Canyon University. 2015. Majors and Programs. Retrieved
from http://www.gcu.edu/degree-programs/
GRAND CANYON UNIVERSITY