Case Study Methodology & e-Learning: Reflections on Evaluation Activities for Blended Modules

Richard Walker & Wendy Fountain

University of York

Starting late

Late, phased roll-out of VLE 2005-2008

Currently entering 3rd phase– 1st round ca. 20 pilot projects– 2nd round ca. 40 pilot projects

Project Timeline

Dec

Fullavailabilityof system

2004 2008/ 092005 2006 2007

Procurementof BbdAcademicSuite

J anI nstallation

MayCMSengagement

SummerPrototypeprojects

J an - J uly1st round projects

J anTerm 2projects begin

April - Oct2nd round trainingprogramme

J an - March2nd round call

OctTerm 1projects begin

J an3rd phasebegins

March3rd phasetraining starts

Drivers for e-learning

Enhancement of student learning experience through blended learning

Promotion of active student learning– skills development, personalised learning

pathways, collaboration

Transformation of academic practice– student-focused course design– sharing & collaborative development of

learning and teaching resources

Rationale for case study research evaluation

Interpretive research agenda: focusing on student perceptions of their learning experience

Experiences of actors are important, the context of action is critical

Holistic & multi-dimensional picture of a real life context

“to understand phenomena through accessing the meanings participants assign to them”

(Orlikowski & Baroudi, 1991)

Key research questions

What are the students’ affective and attitudinal responses to the blended course experience?

How are the e-learning tools used by students to support their learning in formal/informal study activities?

How did the lecturer/tutor perceive students’ learning relative to previous performance? (What actions are to be taken for future course development?)

Data collection methods

(Informalprogress checks)

Entry survey

Staff interview

Focus group interviews

Exit survey

Activity logs

Selecting the case studies

Based on the completeness of data; innovation and transferability of approach; richness of experience

Two stage collaborative process: after preparing draft, it is verified and expanded by lecturer/tutor e.g. outcomes and actions for the future

Case study template Overview Background Description of approach Learning activities & tools Student profile

– Experience with computers– Experience with computers for learning– Expectations towards the VLE

Outcomes of the pilot– Activity statistics– Focus group feedback– Exit survey feedback– Instructor and tutors’ feedback– Student skills required & developed– Staff skills required & developed

Actions for further development

Communicating the research

Target an audience of practitioners: dissemination and application a priority, reinforced in f2f gatherings

Are presented in a ‘whole course’ context with course artefacts such as module site and resources available to explore

Inform training activities, informallyand formally in a virtuous cycle

The case studies:

Lessons learned

Not e-benchmarking: an attempt to embed e-learning evaluation

But challenges will arise: sustainability of data collection methods & volume of modules

Survey fatigue and cross-referencing between entry and exit survey results

Visibility of student learning: access to focus groups

Concluding observations

Case study research helps us to identify generalisable features of learning experience (adoption trends; characteristics of the student population)

Complementing interpretiveresearch agenda & focuson student-centred learning

Contributing to evolving framework of instructional responsibilities (course design & delivery methods)

Questions?