• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Health Education Technology Research Unit
 

Health Education Technology Research Unit

on

  • 559 views

 

Statistics

Views

Total Views
559
Views on SlideShare
559
Embed Views
0

Actions

Likes
0
Downloads
8
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Health Sciences only Why: - Professors are not using technology to increase interaction -Only use laptop to take notes in class - Prof only uses powerpoint slides in class no integration of technology into learning – Only 29% of students use more than 3 pieces of software (outside office suite) - Prof. have technical issues with videos, projectors, sound, etc. and waste class time - Problems with reliability of WebCT and organization of material on WebCT - 74% of students experienced at least 1 performance issue per week (printing problems, slow response/freezes, battery doesn’t last) - 81% of students end up at the help desk at least once per term, 24% of students were at help desk more than 3 times. Data from 2007-2008, 105 students surveyed, 42% 1 st year, 21% 2,3 year, 16% 4 th year. Note: 21% of students age >24.
  • Discuss split of students in hybrid vs traditional
  • #emails
  • #emails
  • Use of lecture recordings both (video and audio or audio with powerpoint through camtasia) There was no correlation between the use of the lecture recordings and the increased performance of students.
  • Only 25% of students ever used the physical office hours offered by the professor When given an option, students prefer online communication to face-to-face office hours
  • We surmise that engagement in discussion forums may be affected by the cohort dynamics
  • 56.7% of students use due to convenience and 52.8% since they are similar to exams/assignment expectations
  • Discussion boards are not used as students for obtaining content for the course. They use this medium for shorter discussions to clarify expectations for assignments and exams or as a reference for keeping track of the current pace of the course.
  • 67.7% of students use self-test as they are similar to exams. This is the overwhelming reason as the next closest reason provided was past experience at 35.4%. This means that students can be motivated to complete self-test exercises if they perceive a direct link with improved performance on the exams.

Health Education Technology Research Unit Health Education Technology Research Unit Presentation Transcript

  • Studies of Student Use of Information and Communication Technologies and e-Learning Tools Dr. J. Percival & Dr. B. Muirhead
  • What is a hybrid learning environment at UOIT?
  • Students’ perceived value of the mobile learning program
    • 48% of students laptops were very important to their learning
    • BUT:
    • Only 30% of students felt the software provided was valuable
    • Only 39% are completely or very satisfied with mobile program
    • 33% of students said we should move to traditional 3 hour lectures with no integration of technology
  • Research Context
    • This study examined core courses within the Faculties of Science, Health Science including these specific courses
      • Pathophysiology I
      • Microbiology for Health Science
      • Health and Wellness
      • Scientific Computing Tools
      • Clinical Microbiology
  • Methodology/Research Design
    • Data used for study:
      • A) Student demographic data
        • Term, GPA, Cumulative GPA, Sex, Age, Marital Status
      • B) Course data
        • Final Grades, Final Exam Grades, Midterm Grades
      • C) Survey data conducted at the beginning and end of the term
  • Common-Elements: E-tools and Instructional Technology Used in Most Courses
      • Electronic Publisher Material
        • sample quizzes (self-scored)
        • e-textbook
        • cases
        • reading assignments
      • Power Point presentations for ALL lectures
      • Use of Group and Class Discussion Forums in WebCT
      • Online chats
      • Course-specific computer software
  • Common-Elements: E-tools and Instructional Technology Used in Most Courses
      • Video recordings and support material presentations
      • Audio-lecture recordings
      • Online self-assessments or activities
      • Online self-test quizzes
      • Computer-based simulations and learning objects
      • Online library material & web-based materials
  • Survey Design – Initial Survey Administered first-second week of course
    • Initial student survey included
      • Learning Style inventory (include specific instrument name)
      • Student expectations about the difficulty of the course, personal study habits, and their expectations about time required to successfully complete a hybrid course
      • Initial perceptions regarding hybrid courses
  • Survey Design – e-Tools Survey Administered at 10-11th week into course
    • Student self-reported study habits and time spent on the course activities
    • Self perception of personal performance in the course
    • As well specific questions about a variety of e-tools were asked including:
      • How often did you use each e-tool?
      • When did you use each e-tool?
      • How did you use each e-tool?
      • Why did you use each e-tool to study?
      • What was the most useful e-tool? Which was the least useful?
  • Survey Responses
    • A total of 127 students completed both surveys
      • Health Science: 51
      • Med. Lab: 32
      • Nursing (Collaborative): 35
      • Nursing (Post-PN): 9
  • The Research Questions
    • What e-learning resources do students choose to use in hybrid course settings?
    • How do students use online resources for learning?
  • What e-learning resources do students prefer to use?
    • The students actively engaged with lecture recordings which used both video and audio in the presentation
  • What e-learning resources do students prefer to use?
    • The use of online resources is significantly higher than the use of physical resources
  • What e-learning resources do students prefer to use?
    • Synchronous communication through WebCT Chat was not widely used or desired by students as MSN was their preferred communication tool .
    • Rather than the university providing all resources, students are using personal e-tools for educational uses
  • What e-learning resources do students prefer to use?
    • Students use discussion forums constantly throughout their studies as evidenced by the data
  • What e-learning resources do students prefer to use?
    • There was an observable correlation between the use of self-tests and increased student performance
  • What e-learning resources do students prefer to use?
    • 86% of students “used” the online version of the course outline
    • 87% of students referred to the online video and audio lecture recordings
    • 76% of students referred to the online lecture recordings that were audio only (e.g. podcast)
    • 82% of students practiced using the self-tests and sample quizzes with immediate feedback
  • How do students use e-learning resources?
  • How do students use e-learning resources?
  • How do students use e-learning resources?
  • Student Feedback
    • "I'm studying for Microbiology at the moment and I have to tell you what a help these online lectures have been this semester and are currently. I know it must have taken a lot of work to create them, but they make such a difference. I can easily go over information, listening to your explanations and rewind if I'd like to hear something again. I think every course that CAN be taught through on-line lectures should be. ...... these online lectures have really helped me a lot.“
      • Sana (3rd year Biology Student)
  • As Lectures Change so to do How Student Engage in Learning
    • they (faculty) don’t do the lecture during class. We do case studies and I think that helps us with the critical thinking, which I think is the harder part of learning. And so that’s why I listen to lectures on my own time. But every morning before I go into class I listen to the lecture.
      • 4 th Year Nursing Student
  • Students are Busy Flexibility in a Scheduled Life
    • When you have time you can, because a lot of people have busy lifestyles and sometimes they’re working like crazy so the whole week I can’t study. So on the weekend I just sit down and go through the whole lectures (online). So that’s where it’s convenient.
      • Nursing Student
  • Lecture Recordings… the “iLectures”
    • – I think the downloading is great cause what I do now, I just tried it last semester. I download the lectures off my iPod. So as I’m driving, I found that even if I don’t go to the lectures I at least listening. It was amazing how it just stuck. And when a teacher talked I remembered all these things. I download to my iPod and anytime I’m doing anything, exercising or doing chores I just put lectures on and just listen.
  • Implications for Faculty
    • Students demand greater flexibility for learning both online and face-to-face
      • “ I would recommend adding teacher conferencing over the chat so people who cannot make it into the office hours can get help from home” - UOIT Student
    • Faculty must now be both subject matter experts, researchers, and technically knowledgeable—competence creep
      • “ Often my professors are not taught how to use there new laptops so the students suffer. ie) use of tablet...I have teachers that use chalk boards (ridiculous!)” – Nursing Student
    • Students increasingly demand “ online video-audio lecture recordings ”.
  • Recommendations
    • While many recommendations are possible, our research and experience at UOIT suggests that
      • The scope of technical and pedagogical changes are growing and as such no definitive conclusions can be determined. This results in the necessity to balance flexibility against institutional necessities for continuity and service .
  • Research Timeline
    • Previous & Ongoing Studies
    • Cohort Faculty Development
    • Hybrid E-tool Use
    • Online Course Development & Technology/Pedagogy Use
    • Mobile Learning Value Proposition: Student & Faculty Perspective
    • Future Research
    • Optimal mix for Blended Pervasive Learning
    • Simulated Virtual Learning Environments (Gaming, Online Simulations, Physical Technology Enhanced Simulations)
    • Designing Interactive Media Rich Learning Environments