Upload
blackboard-inc
View
640
Download
2
Tags:
Embed Size (px)
DESCRIPTION
Citation preview
Blended Learning with Blackboard:
Leeds students views about a
blended approachDr Neil Morris, University of Leeds
April 2013
2
Session overview
• Background• Module details and methodology• Results
– Lecture recordings– Discussion boards– Social media channels– Video feedback– Tablet devices
• Summary
3
The changing landscape of Higher Education
Increased student expectations
Greater need to evidence distinctiveness
Focus on graduate attributes and skills
Increased prevalence of multi-functional mobile devices
Lack of digital literacy skills within student and staff populations
Multi-faceted pressures on staff
Requirement to use contact time effectively and efficiently
…and a general expectation that technology will solve all of the problems……
4
Edgar Dale’s Cone of Learning; CC-SA
5
Pedagogy of Blended Learning
Information retrieval Collaboration Interaction
Self-assessment Multimedia Any time,
any place
Creativity Independent study
Social learning
6
Module details
• 2nd year undergraduate module “neurobiology”• 197 students registered• 10 week module (20 credits) • 20 lectures• 6 hours of practicals• Examinations:
– In-course exam essay– In-course neuroanatomy spot test– Unseen MCQ/essay examination
7
Blended learning design
Face to face classe
s
Lecture slides /
handouts
Event recordings
Asynchronous discussion
board
Social media channels
Tablet devices
Quizzes
Reading
8
Data collection for study
• Ethical permission obtained from University of Leeds
• Anonymous survey at end of teaching period (no incentives or rewards)
• VLE, social media, event capture usage statistics
• 105 responses to survey (53% response rate)
9
Use of the VLE module area
At least once a day:
Every couple
of days:
Once or twice a week:
A few times a month:
Rarely: Never:0
10
20
30
40
50
60
This module
Other modules
Nu
mb
er o
f re
spo
nse
s
10
Use of the VLE module area
n=105
74% rated the overall quality of the module VLE area as ‘excellent’
56% rated the overall organisation of the resources in the module VLE area as ‘excellent’
11
Use of lecture handouts
0%
10%
20%
30%
40%
50%
60%
70%Print and annotate in teaching sessions
View on device in teaching session
View on computer/mobile device dur-ing private study
% o
f re
sp
on
de
nts
“Audio recordings of the lectures have been invaluable to me during my revision as they have allowed me to make full notes for revision purposes, as well as aiding my understanding of the more difficult material”
Neil Morris, University of Leeds; CC-BY-NC-SA
Use of lecture podcasts
Use of lecture podcasts
14
Use of lecture podcasts
Every lecture: Most lectures: Some lectures: Few lectures: No lectures:0%
10%
20%
30%
40%
50%
60%
70%
80%
Listen via VLE on computer/laptop
Listen via iTunes on computer/mobile device
Use in combination with lecture handout/notes to write up lectures
% o
f re
sp
on
de
nts
On average, students listened to audio recordings of lectures
TWICE, with over 80% listening to more than half of the recording
60% happy with the whole,
unedited, lecture being posted.
30% would prefer silences etc to
be removed
73% indicated that the availability of lecture
audio recordings does not influence lecture attendance
93% indicated that lecture audio
recordings had become important/very important to their study habits
83% of students indicated that they think
all lectures should be provided as an audio recording
90% indicated that they concentrate more in
lectures where audio recordings are provided, as they don’t have to make so many notes
Use of lecture podcasts
16
Use of lecture capture recordings
17
Use of lecture capture recordings
Every lecture: Most lectures: Some lectures: Few lectures: No lectures:0%
5%
10%
15%
20%
25%
30%
35%
11.a. Watch on computer/laptop/mobile device
11.b. Watch on computer/laptop/mobile device and use to supplement lecture notes
11.c. Pause, rewind or watch multiple times
% o
f re
sp
on
de
nts
18
Perceptions of lecture recordings
Very useful: Somewhat useful: Not useful: Useless:0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Lecture handouts/slides
Audio recordings (podcasts)
Interactive lecture recordings (audio and slides)
% o
f re
spo
nd
ents
Audio recordings would be more useful if it was easier to move back and forwards more specifically through the recording.
I love the interactive visual recording lectures. I like being able to pause them and go back over if I don't understand. The Audio recordings are good but it's annoying that you can't pause/rewind like the video.
Podcasts are very useful specially for foreign students.
Very useful because it allows me to concentrate on listening and understanding during the lectures without feeling like I have to write it all down.
Septe
mbe
r
Octob
er
Novem
ber
Decem
ber
Janu
ary
0
10
20
30
40
50
60
Nu
mb
er o
f th
read
s
20
Use of discussion board
At least once a day:
A few times a week:
Around once a week:
A few times a month:
Around once a month:
Never:0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Read posts
Posted new threads
Commented on posts
Rated posts
Used material within posts to enhance your learning
% o
f re
sp
on
de
nts
21
Students’ perceptions of discussion board
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
The discussion board supported my learning
The ability to post anonymously on the discussion board encouraged me to par-ticipate
The ability to 'subscribe' to the dis-cussion board improved its effective-ness
The questions on the discussion board were answered promptly
The answers provided on the discussion board were detailed, relevant and useful
The availability of the discussion board increased my engagement with the module
% p
art
icip
an
ts a
gre
ed
22
Using social media to extend student engagement
• Additional learning resources (e.g. research articles, links to videos, news items)
• Content provided via Hootsuite simultaneously to:
– Facebook page (public)– Twitter account (public)– RSS feed (private, within VLE)
HEngagement via Facebook
24
Use of Facebook
• 93% of respondents use Facebook• 63% ‘Liked’ the module FB pageOf these:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
The content provided on the Facebook page was useful for my learning.
The content provided on the Facebook page increased my engagement with the module.
The use of the Facebook page was appropriate.
I do not think staff should provide learning resources for students via Facebook.
Staff should always provide addi-tional learning resources via mul-tiple channels (e.g Facebook, Twitter and VLE)
% o
f re
sp
on
de
nt
ag
ree
HUse of Twitter
• 29.5% of respondents followed BMSC2118 on Twitter
• Over 57% of respondents don’t use Twitter
26
Student views about social media• A fantastic way of sharing useful, relevant papers and resources (such as lectures
recorded on youtube) via what is quite possibly the best procrastination tool for students (Facebook).
• I don't think having it on facebook is a good idea, as going onto facebook stops me doing work.
• I go on fb to socialise, and don't really want to be faced with Neuroscience instead! Stick to the VLE for posting things
• It's a great way to get across a lot of information quickly so should definitely be used.
• Learning resources are very useful on the VLE but I don't think they should be provided on Facebook
• The University in general tends to communicate with students via their uni email, but this is actually the thing I (and I'm guessing others) check the least. Twitter and Facebook are on my phone and will in fact 'beep' at me to tell me about things. It's just a good way of being reminded to read things or areas to work on.
27
Neil Morris, University of Leeds; CC-BY-NC-SA
72% of respondents reported that a generic feedback video on a summative exam essay helped to clarify things they did not understand.
Use of generic video feedback
n=115 undergraduate students, FBS (Nov 2011)
67% of students have access to
a touch screen device suitable for academic work
36% never take their laptop into
university, even though 98% own one.
55% of students with access to
a touch screen device use it for learning at least once a week
61% are considering purchasing
a tablet device for academic and social reasons
Use of mobile devices
“I really enjoyed the neuroanatomy practical class as I felt the use of iPads cleverly appealed to the students whilst allowing us to revise in a new and effective way”
“Made finding information really easy - when you have a question and can't find the answer using the iPad you can find it yourself instead or leaving without knowing”
Neil Morris, University of Leeds; CC-BY-NC-SA Neil Morris, University of Leeds; CC-BY-NC-SA
76% said that using tablet
devices in a practical class was beneficial to their learning
3D brain app was used by 98%
of students for an average of 16 minutes during the 2 hour class
98% found the 3D brain
app to be useful for enhancing their learning during the practical class
Over70% used all of the apps
provided on the tablet device during the practical class
Google app was used by
75% of students for an average of 14 minutes during the 2 hour class
94% used the device to “Look at
images to understand brain structure”
31
Summary
• Blended learning approach appreciated by students
• Students make extensive use of supplementary learning resources
• Student engagement is enhanced by blended learning approach
(Data © N. Morris, University of Leeds 2013)