Blended Learning with Blackboard: Leeds students views about a blended approach
 

Blended Learning with Blackboard: Leeds students views about a blended approach

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Blended Learning with Blackboard: Leeds students views about a blended approach Blended Learning with Blackboard: Leeds students views about a blended approach Presentation Transcript

  • Blended Learning with Blackboard:Leeds students views about ablended approachDr Neil Morris, University of LeedsApril 2013
  • 2Session overview• Background• Module details and methodology• Results– Lecture recordings– Discussion boards– Social media channels– Video feedback– Tablet devices• Summary
  • 3The changing landscape of HigherEducationIncreased student expectationsGreater need to evidencedistinctivenessFocus on graduate attributesand skillsIncreased prevalence of multi-functional mobile devicesLack of digital literacy skillswithin student and staffpopulationsMulti-faceted pressures onstaffRequirement to use contacttime effectively and efficiently…and a general expectation that technology will solve all of the problems……
  • 4Edgar Dale‟s Cone of Learning; CC-SA
  • 5Pedagogy of Blended LearningInformationretrievalCollaboration InteractionSelf-assessmentMultimediaAnytime, anyplaceCreativityIndependentstudySociallearning
  • 6Module 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
  • 7Blended learning designFace tofaceclassesLecture slides/ handoutsEventrecordingsAsynchronousdiscussionboardSocial mediachannelsTablet devicesQuizzesReading
  • 8Data collection for study• Ethical permission obtained from University ofLeeds• Anonymous survey at end of teaching period(no incentives or rewards)• VLE, social media, event capture usagestatistics• 105 responses to survey (53% response rate)
  • 9Use of the VLE module area0102030405060At leastonce aday:Everycouple ofdays:Once ortwice aweek:A fewtimes amonth:Rarely: Never:NumberofresponsesThis moduleOther modules
  • 10Use of the VLE module arean=10574% rated the overall quality of themodule VLE area as „excellent‟56% rated the overall organisation ofthe resources in the module VLE areaas „excellent‟
  • 11Use of lecture handouts0%10%20%30%40%50%60%70%Everylecture:Mostlectures:Somelectures:Fewlectures:Nolectures:%ofrespondentsPrint and annotate in teachingsessionsView on device in teaching sessionView on computer/mobile deviceduring private study
  • “Audio recordings ofthe lectures havebeen invaluable to meduring my revision asthey have allowed meto make full notes forrevision purposes, aswell as aiding myunderstanding of themore difficult material”Neil Morris, University of Leeds; CC-BY-NC-SAUse of lecture podcasts
  • Use of lecture podcasts
  • 14Use of lecture podcasts0%10%20%30%40%50%60%70%80%Every lecture: Most lectures: Some lectures: Few lectures: No lectures:%ofrespondentsListen via VLE on computer/laptopListen via iTunes on computer/mobiledeviceUse in combination with lecturehandout/notes to write up lectures
  • On average, students listened to audio recordings of lecturesTWICE, with over 80%listening to more than half of the recording60% happy with thewhole, unedited, lecture being posted.30% would prefer silences etc tobe removed73% indicated that the availability of lectureaudio recordings does not influence lecture attendance93% indicated that lecture audiorecordings had become important/very importantto their study habits83% of students indicated that they thinkall lectures should be provided as an audio recording90% indicated that they concentrate more inlectures where audio recordings are provided, as they don‟thave to make so many notesUse of lecture podcasts
  • 16Use of lecture capture recordings
  • 17Use of lecture capture recordings0%5%10%15%20%25%30%35%Every lecture: Most lectures: Some lectures: Few lectures: No lectures:%ofrespondents11.a. Watch on computer/laptop/mobile device11.b. Watch on computer/laptop/mobile device anduse to supplement lecture notes11.c. Pause, rewind or watch multiple times
  • 18Perceptions of lecture recordings0%10%20%30%40%50%60%70%80%90%Very useful: Somewhat useful: Not useful: Useless:%ofrespondentsLecture handouts/slidesAudio recordings (podcasts)Interactive lecture recordings(audio and slides)Audio recordings would be more usefulif it was easier to move back andforwards more specifically through therecording.I love the interactive visual recordinglectures. I like being able to pausethem and go back over if I dontunderstand. The Audio recordings aregood but its annoying that you cantpause/rewind like the video.Podcasts are very useful specially forforeign students.Very useful because it allows me toconcentrate on listening andunderstanding during the lectureswithout feeling like I have to write it alldown.
  • 0102030405060Numberofthreads
  • 20Use of discussion board0%10%20%30%40%50%60%70%80%90%100%At least once a day:A few times a week:Around once a week:A few times a month:Around once a month: Never:%ofrespondentsRead postsPosted new threadsCommented on postsRated postsUsed material within posts toenhance your learning
  • 21Students‟ perceptions of discussion board0%10%20%30%40%50%60%70%80%90%%participantsagreedThe discussion board supported mylearningThe ability to post anonymously on thediscussion board encouraged me toparticipateThe ability to subscribe to thediscussion board improved itseffectivenessThe questions on the discussion boardwere answered promptlyThe answers provided on the discussionboard were detailed, relevant and usefulThe availability of the discussion boardincreased my engagement with themodule
  • 22Using social media to extend studentengagement• Additional learning resources (e.g. researcharticles, links to videos, news items)• Content provided via Hootsuite simultaneouslyto:– Facebook page (public)– Twitter account (public)– RSS feed (private, within VLE)
  • HEngagement via Facebook
  • 24Use of Facebook• 93% of respondents use Facebook• 63% „Liked‟ the module FB pageOf these:0%10%20%30%40%50%60%70%80%90%%ofrespondentagreeThe content provided on theFacebook page was useful formy learning.The content provided on theFacebook page increased myengagement with the module.The use of the Facebook pagewas appropriate.I do not think staff shouldprovide learning resources forstudents via Facebook.Staff should always provideadditional learning resources viamultiple channels (e.gFacebook, Twitter and VLE)
  • HUse of Twitter• 29.5% of respondents followedBMSC2118 on Twitter• Over 57% of respondents don‟tuse Twitter
  • 26Student views about social media• A fantastic way of sharing useful, relevant papers and resources (such as lecturesrecorded on youtube) via what is quite possibly the best procrastination tool for students(Facebook).•  I dont think having it on facebook is a good idea, as going onto facebook stops medoing work.•  I go on fb to socialise, and dont really want to be faced with Neuroscience instead!Stick to the VLE for posting things•  Its 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 dont think they should beprovided on Facebook• The University in general tends to communicate with students via their uni email, butthis is actually the thing I (and Im guessing others) check the least. Twitter andFacebook are on my phone and will in fact beep at me to tell me about things. Its just agood way of being reminded to read things or areas to work on.
  • 27Neil Morris, University of Leeds; CC-BY-NC-SA72% ofrespondentsreported that agenericfeedback videoon a summativeexam essayhelped toclarify thingsthey did notunderstand.Use of generic video feedback
  • n=115 undergraduate students, FBS (Nov 2011)67% of students have access toa touch screen device suitable foracademic work36% never take their laptop intouniversity, even though 98%own one.55% of students with access toa touch screen device use it for learning atleast once a week61% are considering purchasinga tablet device for academic and socialreasonsUse of mobile devices
  • “I really enjoyed the neuroanatomy practical class as I felt the use of iPads cleverlyappealed 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 cant find theanswer 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 tabletdevices in a practical class was beneficialto their learning3D brain app was used by 98%of students for an average of 16minutes during the 2 hour class98% found the 3D brainapp to be useful for enhancing theirlearning during the practical classOver70%used allof the appsprovided on the tablet device during thepractical classGoogleapp was used by75% of students for an average of 14minutes during the 2 hour class94% used the device to “Look atimages to understand brain structure”
  • 31Summary• Blended learning approach appreciated bystudents• Students make extensive use ofsupplementary learning resources• Student engagement is enhanced by blendedlearning approach(Data © N. Morris, University of Leeds 2013)