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Dave O’Hare & Adam Bailey

Survey tools, focus groups and video as a means of capturing student experience and expectations of e-learning. Dave O’Hare & Adam Bailey. This presentation will cover . Preliminary findings from the survey Strategic institutional synergies Observations on the methodologies used

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Dave O’Hare & Adam Bailey

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  1. Survey tools, focus groups and video as a means of capturing student experience and expectations of e-learning Dave O’Hare & Adam Bailey

  2. This presentation will cover • Preliminary findings from the survey • Strategic institutional synergies • Observations on the methodologies used • Future developments

  3. Background - University of Derby • Post ‘92 University • Student-centred mission • Leading e-learning provider - 26 full programmes online • Strength in work based learning • Autumn 2006 participated in e-learning benchmarking exercise….(more info)

  4. E-learning benchmarking • Measure state of ‘embedding of e-learning’ • By gathering range of data around a number of criteria relating to e-learning • Further details available via this link • Derby with its student focused mission, added two additional criteria: • Student experience • Student involvement

  5. Student survey • Design supported by our psychology department. • Mostly closed responses with few open responses in certain areas • Delivered online (copy available here) • Well publicised • To variety of students and campuses

  6. Results • How representative was sample? • Checked against enrolment data • Sample broadly matches; level, mode of study, gender and Faculty student numbers • However, there was a slightly elevated representation of postgraduates and distance learners in the sample

  7. Student use of technology • Wide range of IT technologies owned by students • Desktop computer 65%, Laptop 59%, MP3/ipod 44%, Web enabled phone 25% • Vast majority of students running broadband and wireless connections 92% • Only 2% of students without internet connection • The most important access to a computer is predominantly their own, followed by a family or University computer

  8. Mode of study • Part time students’ spent less time using a computer for their studies than full time students • However, part time students spent a longer time logged in to the learning platform • Surprising similarity between part time and full time students in: • The frequency with which they logged in • The time periods in which they used the platform

  9. Advantages of online learning Top five reasons cited: • Helps me find information for coursework • Helps me have control over my learning • Ability to learn at own pace • Helps me manage the balance of learning, working and home life • Enables access to a wider range of source materials

  10. Perceived barriers to online learning Top five barriers by impact: • Absence of immediate online access to my tutor • Internet connection problems • Absence of face-to-face contact with other learners • Availability of resources • Availability of University computers

  11. Types of online materials students want to see more of • Online materials used by courses • Web links (URLs) to other useful reading & materials • Lecture notes online • Online access to tutor • Text based material online

  12. Types of online materials students want to see less of • Use of webcams • Chat rooms • Use of blogs/wikis • Video conferencing • Online labs, simulations, role-play

  13. Student Comments “Having everything online is good in theory but face to face learning cannot be replaced, no one will effectively learn without teacher input” “I have been with the University of Derby for 3 years and online resources have been a life saver and have helped me fit studies around a hectic family life with 3 children. Thank you for all the hard work put in to enable us mature students to have a better quality of learning at a pace applicable to us.”

  14. Observations on the survey • Useful data obtained from survey • But validity remains an issue… • Students did value being asked about this - thus useful process in itself, but must tie to action • Often the qualitative data provided real insight into benefits and experience not captured via quantitative measures - but analysis of such data is time consuming and challenging

  15. Focus groups • Really great idea • But could have been more effectively managed and incentivised. • Some focused feedback from particular students e.g. Distance learners (!?)

  16. Video booth • Open access • Well marketed on campus, but low uptake • Perhaps in future (if we re-visit this exercise) have UDSU to deliver • Use in terms of data gathered - perhaps in this case limited • Reticence to be filmed or recorded

  17. Future plans • E-learning pathfinder project - with students as stakeholders aims to: • Produce more effective means of engaging with students • Produce models of student participation • Attempt to exploit the existing data as a lever for pedagogic change • Involve students in design of learning

  18. Contact details • Dr Dave O’Hare, Senior Teaching Fellow (e-learning) School of Flexible Learning, University of Derby DE22 1GB (d.ohare@derby.ac.uk) • Adam Bailey - Learning Technologist, University of Derby (a.bailey@derby.ac.uk)

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