Our diverse users are the heartbeat of our company. We have learners and instructors forming communities in institutions ranging from large to small, in classes from English 101 to graduate Biostatistics, and across the learner lifecycle from welcome communities to internship programs. Hear from Yellowdig community members below!
Driving Deeper, Active Learning
TEACHING HEALTH CARE PROFESSIONALS
TEACHING HEALTH CARE PROFESSIONALS
Dignity Health Global Education
Dignity Health Global Education offers professional development and higher education courses that have been created specifically for healthcare.
DHGE's Chief Learning Officer explains, "We engage learners in leadership topics asynchronously for the duration of these programs through Yellowdig. In and around these learning components which include, interactive lessons, exercises, live events, etc., Yellowdig is that connective tissue that exists between all of those things to keep learners engaged and allow them to collaborate in a social way with their peers, mentors, facilitators.”
He elaborates, "Where Yellowdig is important to me in this process, in terms of KPIs and understanding the learning that’s occurring, is that it’s designed for an education setting, so you can get the data back in an educational context through an educational lens…We can then look at all the interaction data that’s occurring between people in that space and be able to assess the true effectiveness of the collaboration and sharing that’s going on in the learning process.”
Improving Retention and Learner Persistence
Online Education Services
OES's university partner delivers online learning for students, most of whom are mature age and studying part-time, often for the first time.
They created a welcome community open to all students at OES's partner institution. Participation is optional and aims to facilitate informal discussion between students outside of the classroom.
A 9% increase in pass rates and a 7% increase in students progressing into their next study period, amongst the high-risk students. Students observed in this study used Yellowdig Engage to build interpersonal connections that eased their anxieties around their studies, created a sense of community, and set them up for academic success.
9% INCREASE IN PASS RATES, 7% INCREASE IN PERSISTENCE
Improving the Faculty Experience
Graduate Seminars in
Rhetoric & Undergraduate
David is the Campbell Chair in Technical Communication and a Professor of English at Clemson. He teaches a variety of graduate seminars in rhetoric and rhetorical theory, many of which were delivered in a hybrid format prior to the pandemic. He also teaches an undergraduate course in Technical Writing, which has always been online and asynchronous. With all courses moving completely online, David needed an adaptable platform that would allow students to communicate effectively regardless of their location.
Students are free to engage and participate in relevant discussions through Yellowdig. The platform provided a natural outlet for learning, stress relief, and relationship building.
David shares, "Yellowdig’s automated grade passback makes management of this whole process a joy rather than a chore. Grading’ writing is always a chore for writing teachers. But ‘responding’ to student writing is not. Yellowdig encourages dialogue between and among students and instructors, which rewards everyone through new insights and creates a sense of community. That’s the heart of good teaching. Plus, Yellowdig encourages the use of writing to learn, which allows students to learn the content faster and more deeply through informal dialogue with their peers. This makes learning dialogical and collaborative.”
IMPROVING WRITING AND REDUCING GRADING
Yellowdig in Business Courses
John is a teaching professor at Drexel’s school of Entrepreneurship, and the course he teaches is somewhat unconventional. It’s called: “Ready, Set, Fail.” It’s a crash course in one of entrepreneurship’s most valuable skills — failing forward. He teaches students how to embrace failure as a learning device. Because, in his words, “the only guarantee in entrepreneurship is that you are going to fail.”
John turns things upside down –– and uses Yellowdig to do it. To get a good grade in his class, students have to excel at failing. It’s a paradoxical framework, but Yellowdig’s agility made it possible.
As students failed, they were able to document their experiences with peers and exchange valuable insights on how they transformed garbage into gold. He shares, “Everyone was sharing ideas about how they were dealing with these weird, crazy assignments...It wasn't just them doing an assignment and handing it in to me as a professor."
STUDENTS SHARE THEIR FAILURES
Yellowdig in STEM Courses
University of Vermont
Larner College of Medicine
Assignments in discussion boards and the LMS can deteriorate into check-the-box tasks that students do halfheartedly to get the grade. She wanted her students to have relevant and thoughtful interactions.
From the beginning of every course, her syllabus encourages students to not only use Yellowdig for discussions, but also as a Q-and-A forum where students can rely on their peers for clarification and guidance.
Not only do students usually get a response quicker (there are only so many hours in the day for Dr. Hart) but they also get to foster the kinds of relationships that are often missing from online courses.