Exploring the impact of Revel for Art History on student success in face-to-face and online formats
Pearson | August 17, 2021 in Meaningful Outcomes
by Pearson
How Revel Art History contributes to student success
During Fall 2017, Stephany Rimland at Harper College in Palantine, IL partnered with Pearson to explore the impact of Revel™ for Art History by Stockstad and Cothren on student success, focusing on evaluating differences in Revel implementation and results between Rimland’s face-to-face and online Introduction to Art History (Art 131) course.
Researchers found that:
- Average scores for final grades, Revel assignments, and final papers were higher in the online course section than the face-to-face section.
- A higher percentage of students passed the course in the online section than in the face-to-face section.
- Results suggest students in the online section are more likely to use Revel ™ due to the format of the course.
Click here to read the full case study or continue reading to learn more
Why did Professor Stephany Rimland adopt Revel?
Prior to adopting Revel, Rimland was using Pearson’s MyArtsLab™. While students were successful with MyArtsLab, Rimland decided to adopt Revel in Fall 2015 with the goal of improving outcomes on exams and the final research paper. Results show students who performed better on Revel assignments also performed better on exams, but average exam scores and research paper scores were slightly lower. After making further adjustments to her Revel implementation in Spring 2016, average exam and final paper scores improved.
To learn more about student success with Revel, Rimland again partnered with Pearson to evaluate differences in implementation and results between her face-to-face and online course in Fall 2017.
How was Revel implemented?
In Fall 2017, Rimland increased the percentage Revel contributed to the final course grade in her online section of Art 131 from 10% to 17%. Revel already accounted for 20% of the overall course grade in her face-to-face section of the course. Both face-to-face and online sections of the course were required to complete Revel module and chapter quizzes for each assigned chapter, along with select auto-graded essays. On Revel quizzes, students were allowed two attempts per question and the auto-graded essay assignments were due after the topic was covered in class or on the discussion board.
Results utilizing Revel in face-to-face and online formats
Average scores for final grades, Revel assignments, and final papers were higher in the online course section than the face-to-face section, while exam scores were identical in both formats.
The correlation was stronger between Revel assignment scores in the online format of the course than the face-to-face format. Further, a higher percentage of students earned an A or B in the online section than in the face-to-face section. A higher percentage of students also passed the course (earned an A, B, or C) in the online section than the face-to-face section.
Did students like using Revel?
In Fall 2017, students using Revel in Introductory Art courses at several U.S. colleges completed a voluntary, end-of-semester survey, providing valuable insight on their experience.
- 97% of respondents described their experience learning to use Revel as very easy or easy and the Revel readings and quizzes better prepared them for class.
- 95% of respondents agreed completing Revel readings and quizzes increased their understanding of the course material.
- 91% of respondents agreed that experiencing the text through Revel helped them feel more engaged with the course content than a traditional textbook.
- 83% of respondents agreed that they preferred using Revel over a traditional text.
One student said:
“[Revel is] better than a textbook. The material corresponds with what the professor is teaching, therefore it’s easier to follow and [you] feel like you’re on the same page as what the professor is lecturing about.”
Conclusion
After using Revel in her course for two years, Rimland saw improvements in overall student performance and on the final paper and exams. Rimland was curious to learn about differences in student performance based on course format. Fall 2017 results indicate that average final course grades, Revel assignment scores, and final paper scores were higher in the online section than in the face-to-face section. There was a stronger correlation between the average Revel assignment score and the average exam score in the online course section than the face-to-face section. Also, a higher percentage of students earned an A or B in the online section than in the face-to-face section and a higher percentage of students passed the course (earned a final grade of A, B, or C) in the online section.
Learn more about how Revel for Art History could benefit your course
