The document discusses using supplemental instruction (SI) to support online students. It introduces four SI leaders and their roles. SI provides weekly review sessions led by experienced students. Research shows SI improves grades for all students. The document then describes how online SI (OSI) works through virtual sessions, and shares data showing higher grades for OSI participants. Student quotes praise OSI for its personal approach, ability to ask questions, and improved understanding of course material.

1. Using Online Supplemental
Instruction
Christine Boggs, April Heaney, Emily
Kramer, Karen Williams

2. Who We Are… Christi
– Instructional Designer
– Instructor
– OSI Coordinator
– Emerging Technologies

3. Who We Are… April
– LeaRN Program Director
– Instructor, English Department
– Synergy Program Director
– Post-secondary literacy and pedagogy

4. Who We Are… Emily
– Former OSI Leader
– OSI Supervisor
– Graduate Student

5. Who We Are… Karen
– Professor, Human Development & Family Sciences
– Director, Bachelor of Applied Science Program
– Instructor
– Distance Teaching Pedagogy

6. Supplemental Instruction
• Weekly out-of-class sessions led by experienced
students who have succeeded in the course
• Focuses on
– reviewing key concepts
– reinforcing core skills such as critical reading,
research, and writing
– exam preparation
– connecting content with relevant real-world examples
– strengthening student engagement

7. History of Supplemental Instruction
• First developed at the University of Missouri,
Kansas City in 1983
• Now in place at over 800 colleges and
universities around the world (700 in the U.S.)
• National research suggests that SI improves
final course grades for students of all levels of
preparedness (Congos and Schoeps, 1993, Congos, Langsam, and
Schoeps, 1997)

8. Supplemental Instruction at UW
• Offered in approximately 20 courses per year
(50 individual sections)
– Accounting, Anthropology, Art, Biology, Chemistry,
Economics, Engineering, Kinesiology, Math, Music,
Physics, Political Science
• UW studies show that students who attend SI
earn higher grades

9. SI Training and Compensation
• SI leaders attend two trainings and also receive
targeted feedback based on an observation
• Training includes
– Small group facilitation
– Active learning strategies
– Teaching core skills
– Campus resources for referrals
• Leaders are compensated with a stipend or
course credit
• Typical workload is 5-6 hours per week

10. Why SI for online classes?
• Distance students are frequently seeking
intellectual connections and community
• Distance students face challenges that can be
effectively addressed through SI
• Peer leaders gain important experience and
learning opportunities
• Instructors can better engage with and
understand students

11. How OSI Works
• OSI participants virtually interact by way of
computer, headset and microphone from any
remote location.
• One hour weekly web conferencing sessions
are held to aid in students’ academic success.
• OSI leaders facilitate the online sessions the
same as traditional classroom sessions.

12. • Study guides and exercises pertaining to the
relevant course unit are created by OSI leaders
for students to work through during the
session using the whiteboard.
• OSI leaders encourage students’ attendance
by emailing, introducing OSI during the first
week via a course shell announcement, and
making periodic email announcements
throughout the semester.

13. • OSI participants may type in the web
conferencing chat box or use their headset to
communicate during the session.
• Questions are posed to the group and the OSI
leader rephrases them as needed to
encourage student response.
• Documents, videos, PowerPoint presentations
are shared via the whiteboard. The OSI leader
may grant students control of the applications
to involve everyone.

14. In the ‘Classroom’
• Gives students an opportunity to experience
peer feedback and successful communication
strategies
• Provides students another way to connect
with each other.
• Lets students experience multiple methods of
content delivery, helping them understand
material better.

15. OSI isn’t tutoring…it really is supplemental
instruction; it allows me to connect with an SI
leader (usually a former student) without
directing what occurs in SI sessions.

16. Overall Grade Comparison
100%
90%
80%
70%
60%
50% A,B,C
D, F & W
40%
30%
20%
10%
0%
OSI No OSI Total

17. SI Group Non SI Group Total
# of
# of # of student
students A,B,C D, F & W students A,B,C D, F & W s A,B,C D, F & W
Summer 2011 11 100% 0% 109 89% 11% 120 90% 10%
Spring 2011 8 87.50% 12.50% 18 11% 83.00% 26 57.70% 42.30%
Fall 2010 14 78.60% 21.40% 13 54% 46% 27 66.70% 33.30%
Summer 2010 12 100% 0% 64 91% 9% 76 92.00% 8%
Spring 2010 9 89% 11% 20 90% 10% 29 90% 10%
Fall 2009 9 100% 0% 20 80% 20% 29 86% 14%
Spring 2009 6 96% 4% 21 67% 33% 27 74% 26%
Fall 2008 4 100% 0% 21 52% 48% 25 60% 40%

18. OSI
Semester Participation
Summer 2011 9%
Spring 2011 31%
Fall 2010 52%
Summer 2010 16%
Spring 2010 31%
Fall 2009 31%
Spring 2009 22%
Fall 2008 16%

19. “Extremely valuable resource. I was surprised
more people in the class didn't take advantage
of the SI sessions, as every one of them
provided new information I would not have
otherwise known. Absolutely no complaints!
Highly recommended!”

20. “Helps you become more aquinted (sic)
with the teacher and the class and class
mates. You feel a little more comfortable
with the online aspect of learning. ”

21. ”Having a discussion with my peers and
someone who has gone through with this class
already was extremely helpful. Listening and
asking questions really helped me out.”

22. “How personal it was and how non-text taught
or concept based it was. We experienced things
hands on, were able to ask questions and
explore and learn on our own, and it was much
more organized and easier to grasp
information.”

23. Contact us!
Christi – cboggs@uwyo.edu
April - AprilH@uwyo.edu
Emily - ebrownkr@uwyo.edu
Karen - Cachevki@uwyo.edu