Report on Operation Bootstrap DL Pilot Program Phase One

Timeline and Costs

The Operation Bootstrap Distance Learning Pilot Program started on September 3, 2007. There was one month of preparation followed by ten weeks of student participation from October 1, 2007 through December 7, 2007. This was followed by two weeks of post-testing, exit interviews, evaluation and reporting through December 21, 2007.

Hours worked (as of 12/14/07): 282.5 hours

Hours paid: 15 weeks x 10 hrs/wk = 150 x 19.50/hr. = $2925.00

OB Support Staff Time: 7.00 hours

Cash Expenditures $117.47

OB Supplies including blank CDs, binders, stamps, etc.

Outreach and Recruitment

At onset of the program, it was decided that we would recruit participants for the DL program from the existing population of students who are currently enrolled in DOE-funded class at OB, as well as wait-listed and non-enrolled students. Of the ten students enrolled in the pilot, 6 were currently enrolled in DOE-funded classes and 4 were not. Five of the students completed all 20 of the EFA episodes within the ten-week pilot time period. All five of these were DOE-enrolled students. This I believe is due, at least in part, to their being present on site for their regular classes twice a week and there was greater communication between them and the DL teacher and reinforcement and support from their Operation Bootstrap teachers. Of these, three were ESOL Level III, one was ESOL Level II, and one ABE.

For those students who were not enrolled in Operation Bootstrap classes at the time, there seemed to be a great number of obstacles that interfered with their success in the DL program, for example: personal and family medical problems, and excessive work hours, two jobs, etc.

Fee-for-service

It was decided that Operation Bootstrap would test the fee-for-service model of program and charge the participants $50. It was originally intended that those students who completed the final test and exit interview would be refunded $25 of their fee. The fees were collected from all 10 participants in the form of money orders totaling $500. These money orders were turned over to the Operation Bootstrap financial staff person, Marcia Kane, on order of the executive Director of OB, Mr. Don Edwards. For reasons beyond my control, these money orders were neither deposited nor processed through the Operation Bootstrap financial accounting system. Hence, the original money orders were returned to me and I was directed to return these to the students. All of these money orders have since been returned to the students.

Technical Problems

Most of the technical problems were encountered by the Operation Bootstrap enrolled students. The non Operation Bootstrap students reported few if any technical problems. Technical problems included the whole range of difficulties: internet connectivity, EFA CD’s did not function properly; faulty video and audio. DL students’ utilization of the Operation Bootstrap computer lab was minimal. Technical problems were encountered there as well. One student reported being able to compensate for the video problems on EFA by tuning in to COMCAST ON DEMAND to view the videos.

Communications

As mentioned previously, communications with DL students was greatly facilitated for those who were currently enrolled in Operation Bootstrap classes. 5 of the 6 students who attended the mid-course meeting were Operation Bootstrap enrolled students. Communications to the students by e-mail, either the EFA-embedded e-mail system or independent e-mails, were seldom responded to by the students. I had at least one phone contact with each of the non-OB students, but generally voice mail messages were not responded to either.

 

Assessment and Evaluation

 

All the participants in the DL pilot took pre-tests consisting of reading and grammar. The total possible number of points for the tests was 29. Of the students who completed both the pre- and post-tests, the average percent change was 6.9%. The students completed an average of 57% of the supplementary exercises which were provided to them at the beginning of the course. However, it must be stated, these averages are statistically insignificant due to the small number in the sample. Three students actually scored lower on the post-test. These results would seem to have very little to contribute to the evaluation of program success. Based on anecdotal evidence and student comments, however, there seemed to be overall participant satisfaction with the program.

Student Commentaries

 

“The video lesson on looking for an apartment really helped me with my problem with my landlord.”

 

“I liked the lessons about apartments and courts.”

 

“It was very convenient for me to work at home. I liked learning about American customs.”

 

“I liked the people in the videos. I liked the grammar exercises.”

 

“It was convenient. It helped me a lot to be able to repeat the lessons as many times as I wanted.”

 

“I would like to have more grammar practice.”

 

“I had too many problems with the computer and the EFA CD’s.”

 

“My EFA CDs did not work at all.”

 

“I liked everything!”

 

“I liked the story about the family problems with the children.”

 

“Sometimes I didn’t have enough time to do the lessons.”

Recommendations

1. Clarify fee-for-service financial processes before undertaking further fee-for-service programs.

2. Recruit students from non-DOE-enrolled populations.

3. Decide whether to continue to use EFA for the ESOL distance learning course or some other program. Also, decide whether to expand the scope of Operation Bootstrap distance learning to include ABE and GED courses.

4. Develop a specific online communication mechanism that will facilitate the exchange of course assignments, exercises, and assessments between the students and the teacher. This could be a wiki, a blog, Moodle, FirstClass, or some other appropriate program designed for this purpose. Allow for at least one home visit per student during the course.

5. Develop more stringent criteria for participation in the DL course. These would include: level III or higher English ability; proven computer skills in using the internet and e-mail;

6. Provide more face-to-face orientation of students prior to enrollment, including training in the use of whatever intermediary mechanism is decided upon (see #3 above).

7. Develop and implement a website for the purpose of informing the community and especially prospective students of the concept of distance learning, to recruit new students, and to allow direct inquiries from the website to Operation Bootstrap regarding the DL program requirements. This last will also serve as a way for Operation Bootstrap to evaluate the applicant’s basic computer literacy level.

8. Develop a ‘pie-in-the-sky’ long-term proposal for a comprehensive DL program for OB, including ESOL, ABE, pre-GED and GED. This proposal should include fair compensation and clearly defined roles for a project coordinator, instructional staff; and support staff. It must include adequate funds for materials and supplies, including textbooks and instructional materials, instructional technology, including software and applicable licensing fees, and non-instructional supplies. Each DL teacher should have the use of a dedicated computer (laptop) for the exclusive purpose of distance learning activities with her/his students. Allowances must be made for contractual services from consultants and specialists for the implementation of the appropriate technology; for the training of DL teachers; for the development of a website and other recruitment and promotional materials; and for the development of assessment and evaluative instruments.