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WebCT at MMU: progress and possibilities
Rachel Forsyth

Developing Links Using Online Learning
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Of Mice and Pen
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Using online learning to disseminate disability-related materials to Learning and Teaching Staff
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Independent Online Learning: Enhancing the Student Experience
Mike Cole

Introducing Online Learning in the Curriculum - Ensuring an Inclusive Learning Experience
Kate Kirk

Adding an extra dimension: the experience of using WebCT for the Literature and its Readers unit
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WebCT in the Arctic - evaluating the first module for a new university
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Developments in Lecture Theatre Technology
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The European Computer Driving Licence Pilot Scheme
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Report from HSS Faculty Seminar on Online Learning
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Faculty Learning and Teaching Reports

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Dr. Michael Cole,
Department of Chemistry and Materials, Faculty of Science and Engineering

Independent Online Learning : Enhancing the Student Experience

Introduction

If a typical group of university students were asked whether they preferred a traditional face-to-face lecture/tutorial with a Tutor, compared with a contemporary more flexible independent-learning type session, the 'clever money' would be on the former. Student feedback has indicated that the reason is twofold. Firstly, lecture/tutorial classes are easier for the student, in the sense that these teaching/learning sessions are usually Tutor driven both in terms of time and place, and the subject material to be covered. Put bluntly, the students could remain passive and take no direct responsibility for their own learning - not a very desirable scenario for HE students !! Also, there is the fact that about only 1 in 10 students has had any previous experience of online learning to take into consideration.

Consequently, the majority of students are probably not aware of the direct (and indirect) benefits of independent online learning, which include studying at their own pace, the high level of freedom and flexibility of when/how to study, and the development of time-management and ICT skills. Throughout the field of chemistry (and other scientific fields), there are many examples of online learning material where the presentation and quality are excellent. However, very little work has been done in looking at which strategies/mechanisms should be adopted (in conjunction with these established online learning sites) which maximise the learning benefits for the student. This article presents the details of a funded project that has focussed on addressing these issues of enhancing the online learning experience of students.

Background

In the last five years a number of HE institutions (including MMU) have invested heavily in the development and utilisation of online learning material. MMU has instigated a major initiative in the development of online learning material, principally using WWW technology via the use of WebCT (WWW course management software). In 1999, the author was awarded an Online Learning Development Fellowship, in which an entire Chemistry module was converted into an online format. The remit was to develop and implement a complete online learning module (which provided the student with a holistic online experience), where the lecture and tutorial material was 'interwoven' and subdivided into 'bite-sized' sections, and which also included both formative and summative online assessment.

During the 1999/2000 academic year, this online learning module was implemented into the teaching/learning programme for several cohorts of second-level undergraduate Chemistry Degree students (both full-time and part-time). The original idea was to let students study independently (thus offering a high degree of freedom and flexibility), with Tutor support being provided occasionally whenever necessary. However, this approach received widespread student condemnation, and it quickly became evident that the students were ill equipped for a 'total' online learning experience. Unsurprisingly, the student evaluation of this module was highly critical, where only 18 % rated their online experience as good. The majority of students also indicated a preference for conventional methods of teaching/learning, e.g. lectures and tutorials. The inevitable conclusion was that this 'student-centred' mode of study (where the onus is on the learner to use effective time-management and ICT skills) was inappropriate.

In an attempt to enhance the appeal of independent online learning, external funding was successfully obtained via the LTSN Physical Sciences Development Project scheme, to focus on adopting alternative strategies/mechanisms. The degree of success would be gauged by obtaining student feedback and comparing with the previous year's evaluation.

The Project

Principally, the project has concentrated on addressing the issues of implementing a more structured model of independent learning, together with providing a greater variety of teaching/learning styles using the existing online course material. Essentially, it was felt that the students would benefit from a learning strategy akin to 'scaffolding', whereby the students were exposed to the concept of independent online learning with the back-up support of introductory lectures and hands-on Tutor support during the independent learning sessions.

As an incentive to the students, a small contribution to the overall coursework mark was associated with the successful completion of an online induction quiz. This involved the students being able to navigate around the online learning site to search for certain bits of non-subject specific information. This helped alleviate the problem of the 'technology' getting in the way of the process of learning.

A key feature of the 'new look' was the utilisation of an Events Calendar, which provided each student with a weekly breakdown of the learning sessions being held (as shown in Figure 1). Each new topic (3-4 weeks) is now introduced via an overview lecture delivered by the Tutor. This is then followed by two independent learning sessions, where the Tutor is present for face-to-face support and/or consultation. In addition, supplementary problem-solving tutorials and online student activity workshops are held to offer the students further support. It is clearly evident that a variety of different teaching/learning styles have been incorporated into the revamped module.

The introduction (during the 2000/01 academic year) of this more-structured model for independent online learning has received very favourable student feedback - a remarkable turnaround from the previous year. From an online questionnaire, 68 % of students indicated that they would like other online learning units, c.f. a figure of 42 % from the 1999/2000 cohort. Another revealing statistic was that 54 % of students rated the learning experience as at least good, which is a dramatic improvement on the 18 % from the previous year. The categories associated with organisation/presentation, ease of use and student interest scored very well in terms of student feedback, where each was rated as good (or better) by at least 75 % of students. Figure 2 compares this feedback with that of the student cohort from the previous year.

Another focal point of this module was the online student assessment. The students were formally assessed three times via the use of online quizzes (each of which had to be completed by a specific deadline - usually coinciding with the start of the next topic). The students were told that their best two quiz scores would be carried forward to contribute to the formal end-of-year coursework mark. The problems set varied in complexity, ranging from simple multiple-choice type questions to somewhat more sophisticated exam type questions (where a specific combination of correct statements had to be identified for full marks to be awarded). The questions seen by each student can be both randomised or even to some extent customised (whereby the problem involves the same calculation but the data provided is varied). Figure 3 provides examples of specific quiz questions used during the 2000/2001 academic year.

Once the quiz deadline had expired, each student received immediate feedback indicating the level of performance. The student is shown where marks were lost, by providing the correct answers as well as the student responses. The real beauty of this online assessment is that this is all done automatically without any Tutor involvement. The WebCT software also collates all the marks (usually done against student registration number) and provides easily manipulative statistical data.

In the student online survey, the style of the online quizzes received commendatory approval. The feedback (illustrated in Figure 4) indicated that the students found the quizzes demanding (but pitched at the right level, and the length and number of quizzes used was fine.

Despite the success of the project, several persistent problems still remain. WebCT possesses a set of online course tools, e.g. email, bulletin boards and chat facilities. However, the students remain reluctant to utilise these to their full capacity and use fellow-students as a source of help. The students still heavily rely on direct access to the Tutor (occasionally by direct email or telephone), but more often than not via face-to-face contact. Several online student-group activities were used to overcome this, but the students were loath to utilise the technology available. Another problem area involves the expected student time devoted to working on this online module. Over 75 % of the students admitted (via the online survey) that they spent no more than 15 hours working on this module, even though it was clearly expressed that 25 hours of student effort would be required. Despite the use of the Events Calendar and specific quiz deadlines, a significant number of students still struggle with this flexible approach to learning.

Conclusions

In terms of enhancing the student appeal towards independent online learning, the project has been a success. This is clearly borne out from the positive student feedback obtained at the end of the running of the online module. By implementing a few simple strategies/mechanisms, the online module from the perspective of the student has been greatly enhanced. The key features are summarised below :

• Face-to-face contact with the Tutor is still paramount (especially at the start of the online module).
• Induction sessions are essential, so that the students are happy with navigating around the online learning site. (There are still a number of students who are not completely happy using computers though from experience this is gradually decreasing).
• Adopt a structured approach to learning, i.e. the use of an Events Calendar.
• A variety of teaching/learning styles are used, e.g. online student activities, overview lectures.
• The provision of online access to previous exam papers and a series of tutorial problems accompanied by sets of model answers.

However, the job is never complete and there is always scope for improvement. One student in an end-of-year Chemistry Network questionnaire succinctly summarised the success of this project by saying "The WebCT (site) was a good idea, but still needs some fine tuning".

Mike Cole
telephone: 0161 247 1427
e-mail: m.cole@mmu.ac.uk

July 2002
ISSN 1477-1241

Figure 1 - Illustration of the Events Calendar

Figure 2 - Comparison of Student Feedback

Figure 3 - Example Questions from Online Quizzes

Figure - Student Evaluation of the Quizzes (2000/2001)

Student Online Survey (Q13)
In terms of the quizzes being used as in-course assessment, choose those statements that you think best applies on how you found them.

1. The quizzes were far too difficult for this online learning module.
2. The quizzes were demanding, but were pitched at the right level.
3. The quizzes were too simplistic and rather easy.
4. The quizzes were too long and too many.
5. The length and the number of quizzes were fine.
6. There were not enough quiz questions.
7. I would prefer just one large quiz covering all the course material.
8. I would prefer more frequent quizzes that were shorter in length.