The Use of a Virtual Learning Environment to Manage Effectively a Very Large Module Group.

1. The Use of a Virtual LearningEnvironment to Manage Effectively a Very Large Module Group. Eileen Webb School of Computing & Mathematics

2. Overview • The problem • Towards a solution • Evaluation • Blackboard is not enough • Further development

3. The Problem • Large module group – increasing each year – 450 in 2000, 520 in 2001. • 1hr lecture + 2hr tutorial (1+1U). • Staff - module leader + 9 tutors. • Little effective communication possible. • Difficult to monitor student progress. • Well developed intranet site and a highly structured delivery.

4. Towards a Solution • Use of blackboard • Integrated environment • Discussion forums • Tracking facility • Internet access • Easy to upload material

5. Advantages Disadvantages Internet access Require additional password Reliable - flexibility Large number of tutors – mixed messages Ease of use, consistency Discussion Forums facility Forums became big – thread labelling poor SAQ tests allowed students to monitor own progress Grades for SAQ were confusing for some Student Perspective

6. Student Evaluation Results • 98% found blackboard easy to use • 89% regarded the blackboard resources as effective • When students were asked about the strengths of the module many stated blackboard and the discussion forums

7. Student Comments on Strengths • “using blackboard with all tha work posted within also the descussion boards were great. • Strengths are that the contesnt wasnt too sepcific, some reeway was given for me to use my own creativity and innovation. • The blackboard system! • how it was obtainable to all, and the blackboard system really helped tons. • Very accessable. People who use the Internet often enjoy learning new techniques. • The Blackboard site is very useful means of obtaining course documentation and it's a nice idea to be able to read and post questions to other students on the same module. It makes it much easier for working from home. • in a word - blackboard. ”

8. Forum Use • 76% found the discussion forums useful • Actual use of the forums • 14% actively contributed • 60% to read and find information • 26% only to find the answer to a specific question • Frequency of use • Daily 2% • Weekly 24% • Fortnightly 10% • Between 2 and 4 times 45% • Once as required 19% • Never 0%

9. Some Student Comments on Their Use of the Forums. • “I found that it was usefull in that it provided a studentss eye view on things and allowed tutors to relise when there was a difficulty the whole group was having. • if i ever didnt understand something withinh the tutorial or lecture i would post a question on the board and someone would alwasy reply. • Its useful to have otherpeoples ideas and to be a ble to help others, the information that gathers over time can be very comphensive. • the infomation there was useful and a good way of contacting people. • I found them useful in answering any problems I experienced. The help from others useful, which encouraged me to answer others queries occasionally. • Used them to help me with problems! • I started off commenting but later on pages got messy “.

10. Advantages Disadvantages Easy to set up and maintain Discussion forum easy to use Forums tend to slow down is too big Reports on student activity easily generated Blackboard didn’t identify students to report on SAQ results easily obtained Easy to identify students not completing SAQ Easy to communicate with tutors. Some tutors didn’t join in the communication Students tended not to ask the normal FAQ’s in tutorial sessions Difficult to assess students work within Blackboard as required Staff Perspective

11. Blackboard Is Not Enough • Marking, moderation, feedback • Second marking? • Needed to look for a solution outside blackboard • Online marking form saving to a mysql database • Facilities for marking, remarking and moderation • Final grades and feedback emailed direct to student • Grades produced in format for uploading to university database

12. Further Work • More effective use of the discussion forums • More specific topics • Understand students use of the forums • Further evaluation of student use and requirements • Full implementation of SAQ tests • Further evaluation and development of the online marking scheme • Complete electronic submission • Implement the lessons learnt and software developed to support other large classes.

13. Proposed Classification of e-dialogue learning characteristics. • Developed a classification of e-dialogue learning characteristics based on personal observations and experience. • As a result a model of student engagement with e-learning systems has been proposed • In the proposed model participators were initially classified into four types: • Proactive; Reactive; Absorptive; and Island.

14. Type of Interaction Reflective Main Characteristics of Type Reluctant to initiate dialogue Reluctant to respond to dialogue Reluctant to develop the dialogue Reluctant to follows conversation strands Prefers non-participation Likely Success Very successful in their learning Island Reluctant to initiate dialogue Reluctant to respond to dialogue Reluctant to develop the dialogue Reluctant to follows conversation strands Prefers non-participation Not successful in their learning Absorptive Reluctant to initiate dialogue Reluctant to respond to dialogue Reluctant to develop the dialogue Reads and follows conversation strands Would tend to pass assessments Reactive Reluctant to initiate dialogue Responds to dialogue Helps to develop the dialogue Reads and follows conversation strands Successful in their learning Proactive Initiates dialogue Responds to dialogue Helps to develop the dialogue Reads and follows conversation strands Very successful in their learning Proposed Classification of e-dialogue learning characteristics.