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Adding Value to Online Content

Adding Value to Online Content. Jean Fitzgerald Abu Dhabi Women’s College Higher Colleges of Technology United Arab Emirates jean.fitzgerald@hct.ac.ae. Starting Point.

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Adding Value to Online Content

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  1. Adding Value to Online Content Jean Fitzgerald Abu Dhabi Women’s College Higher Colleges of Technology United Arab Emirates jean.fitzgerald@hct.ac.ae

  2. Starting Point • Premise: Offering students online content in a blended environment can be more effective and benefit the students more than offering solely off-line content • Question: How can online content be delivered most effectively to students in a blended environment? Jean Fitzgerald

  3. Summary • Compares course offered in 2003 and in 2004 • Measures student use of textbooks and online content in a blended course • Measures student perception of the value of content delivered online • Identifies tools that enhance student use of online content • Makes recommendations for use of online content Jean Fitzgerald

  4. Course Description • Introductory law course with business focus • “Text heavy,” using textbook, case reports and newspaper articles • Digital and paper delivery of most content • Four hours per week class time over 18 weeks • Also use of WebCT quizzes, self-tests, assignments, discussion, email Jean Fitzgerald

  5. 2003 Materials • Content modules in plain HTML • Self-test and links organized in separate organizer pages and not linked to content modules • Supplementary materials as single pages (Word documents) only and not linked directly to content Jean Fitzgerald

  6. Original Organization Module3 Content Textbook Home Course Materials Supplementary Materials Articles Module 3 Handouts Student Tools Self tests Module 3 Self-test Glossary Communication Tools Discussion Board Discussion Quizzes Module 3 Quiz Assessment Tools Review questions Module 3 Review Questions Jean Fitzgerald

  7. 2003 Results – WebCT Tracking • Total # of students = 13 • Average hits per student = 24.6 • Average time per student accessing online content = 1 hour 14 minutes Jean Fitzgerald

  8. 2003 Results – Student Use • Interviewed 13 students after completion of course to determine use of site content • 46% had only used the online content 1–2 times • 54% used online textbook 1 - 2 times per month • 100% preferred to use print textbook Jean Fitzgerald

  9. 2003 Results – Student Observations • Students found long content pages hard to scroll through • Navigation to self-tests and related material was difficult • Online content was unattractive and hard to read • Online content was difficult to print Jean Fitzgerald

  10. 2003 Results – What Did They Like? • 70% used all of the self-tests for each chapter • 100% used self-tests for at least 4 chapters • 100% agreed that self-tests were very useful • 31% had completed review questions 1 - 3 times • 85% had used the URL links at least once Jean Fitzgerald

  11. Useful Thoughts • In developing online learning, many educators simply “transferred existing lecture-hall courses onto the web with little or no change . . . and have done little to exploit the potential of this new technology”.[1] • “There is a big difference between being able to distribute information with the Internet and being able to teach with the Internet.”[2] Jean Fitzgerald

  12. Changes in 2004 • Still use print textbook • More self-tests for each chapter • Easier navigation – chapters broken up into multiple pages • Link from content to all related materials and tools (e.g. self-tests, glossary, links) • More attractive Jean Fitzgerald

  13. Modified Organization PowerPoint link Glossary Online discussion Self-test Review questions Library references Quiz Content: Readings, newspaper articles, discussion questions, instructions for in-class exercises, case studies, quizzes, interactive exercises, and hyperlinks to additional resources such as presentations and handouts Electronic notes URL Links Action menu items Assignment Jean Fitzgerald Separate page

  14. 2004 Results – WebCT Tracking • Total # of students = 19 • Average hits per student = 235.4 • Average time per student accessing online content = 16 hours 52 minutes Jean Fitzgerald

  15. 2003 Averages Hits per student = 24.6 Time per student = 1 hour 14 minutes Time per hit = 03:24 2004 Averages Hits per student = 235.4 Time per student = 16 hours 52 minutes Time per hit = 04:18 2003 / 2004 Comparison Jean Fitzgerald

  16. 2004 Student Survey • Online survey of 18 students • Focused on: • Student use of online content and related tools • Student preferences • Student perception of value • Student recommendations Jean Fitzgerald

  17. 2004 Results – Student Use • 95% collate and print chapters online • 35% read book • 29% read online • Self-test – 82% often or very often • Glossary – 70% often or very often • Glossary hyperlinks – 82% often or very often • Links – 70% often or very often Jean Fitzgerald

  18. 2004 Results – Student Preferences • 65% best prefer to collate and print • 18% best prefer reading the textbook • 18% best prefer reading online • 37.5% agree or strongly agree with using only online content • 70% agree or strongly agree with using both online content and textbook • 70% agree or strongly agree that using online content is easier and more convenient Jean Fitzgerald

  19. 2004 Results – Student Observations • No access to the Internet at home or access not reliable • Prefer to make notes or highlight in the textbook • A strain to read online • Hate computers / Internet • Not easy to navigate • Not attractive Jean Fitzgerald

  20. 2004 Results – Student Observations • Short pages online make it look like less to read • Online information more up-to-date • More interesting than the textbook • Better organized • Extra examples and articles online • Glossary hyperlinks useful • Links to self-tests useful • Use of WebCT improved learning experience Jean Fitzgerald

  21. 2004 Results – Student Recommendations • More self-tests and crossword puzzles • More references • Make it more attractive • Immediate answers on review questions (e.g. like self-tests) • More feedback on self-tests • Use only online textbook next year • “Everything is perfect” Jean Fitzgerald

  22. Conclusions - Delivery • Changes all positive • “One stop shopping” more effective for the students • Instant feedback tools (self-tests, crossword puzzles) popular • Delayed feedback (review questions) less popular • Less is more (less content per page) so avoid scrolling Jean Fitzgerald

  23. Conclusions - Future • May not be possible to move completely to online content for these students • May need to introduce online learning earlier in program to increase comfort level • Familiarity with online learning increases use and positive response • Students benefit most from online content when it is delivered with tools that increase interaction and feedback to aid learning Jean Fitzgerald

  24. References • [1] Powell, W., “Essential Design Elements for Successful Online Courses”, Journal of Geoscience Education, (2003) Vol. 51, No. 2, March 2003, at p 221 • [2] Moallem, M., “An Interactive Online Course: A Collaborative Design Model”, (2003), ETR&D, Vol. 51, No. 4 at 85 Jean Fitzgerald

  25. Access to BADM318 WebCT Site • Browse to www.hct.ac.ae • On the top banner of the Higher Colleges of Technology homepage, click on the Online Learning link • Click on the Log in to myWebCT link • Enter adwguest as your WebCT ID and as your password to log in • Click on the ADW-BUSIHD-BADM318 link Jean Fitzgerald

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