On October 23rd, 2014, we updated our
By continuing to use LinkedIn’s SlideShare service, you agree to the revised terms, so please take a few minutes to review them.
Student Expectations of Technology Enhanced LearningPresentation Transcript
Student Expectationsof TechnologyEnhanced LearningName Helen J Parkin and Helen RodgerDate Wednesday 10th April 2013
2Session Outline• Project overview• A survey of student expectations of TechnologyEnhanced Learning (TEL)• Developing minimum expectations for TEL• Helping staff to achieve minimum expectationsfor TEL
3Minimum Expectations for TEL:Project Overview• A need for minimum expectations of e-leaningacross the institution was identified• A draft of the minimum expectations of e-learningwas developed through consultation with relevantstaff• A survey into student expectations of TEL wasconducted to inform and validate minimumexpectations• Steps have been taken to help staff achieve theseminimum expectations
4Surveying Student Expectations of TEL• Purpose of the survey was to inform and validatethe new Minimum Expectations for TechnologyEnhanced Learning• Designed to elicit what online activities studentsexpected to be important to their learningexperience• Conducted during induction to capture new andreturning students expectations of the VirtualLearning Environment
5Surveying Student Expectations of TEL• Survey live for 3 weeks during October 2012• 560 students responded to the survey• 80.7% of these were undergraduate• Various methods were used to encourageparticipation including:– adverts on shuspace– student facing blogs– communication screens and screensavers– flyers
6Surveying Student Expectations of TEL• Over 97% of respondents felt that it wasimportant or very important that each modulethey study is supported by a Blackboard modulesite• Various hygiene factors were explored• Site navigation was rated as most important in thiscategory with 98.5% of respondents rating thisimportant or very important
7Surveying Student Expectations of TEL• The use of technology for communication wasexplored• Over 97% of respondents felt that it was importantor very important to be able to find staff contactdetails within Blackboard module sites• High importance also placed on provision of coursecommunications through Blackboard and ability tocommunicate with tutors via e-mail• Use of discussion boards was seen as lessimportant
8Surveying Student Expectations of TELCommunicationI expect that there will be links to thesocieties I have joined up to so that I canfind out about any meeting that we haveor any events they are holding.
9Surveying Student Expectations of TEL• The use of technology for assessment andfeedback was explored• 99% of respondents felt that having assessmentbriefs on Blackboard was important or veryimportant• High importance was also placed on provision ofgrades and feedback through Blackboard andonline submission of assignments• Online peer feedback was seen as less important
10Surveying Student Expectations of TELAssessment and FeedbackIt would be better to have the tasks/assessmentscombined and displayed on the main page so thatthey are all combined, rather than having eachone on their separate module sites.
11Surveying Student Expectations of TEL• Participants were asked whether they expectedcertain resources to be made available throughBlackboard• 97% of respondents felt that having lecturematerials such as lecture slides and notes onBlackboard was important or very important• High importance was also placed on provision ofmodule resource lists and Module Handbooks
12Surveying Student Expectations of TELResourcesI think it should be mandatory that all modulesuse Blackboard and that all lecturers post theirlecture slides.
13Surveying Student Expectations of TEL• The use of mobile devices to access Blackboardlearning materials and essential universityinformation was seen as important or veryimportant by over 83% of respondents• Use of mobile devices also featured particularlyheavily in the qualitative commentsI really wish that we could check our time tabledirectly from SHUgo as it tends to change a lot. Itwould be much more convenient for us.
14Developing Minimum Expectations forTEL• Findings from the survey were used to informand validate a set of minimum expectations forstaff use of e-learning• These minimum expectations are currentlyunder consultation
15Minimum Expectations for TEL• Every taught module should have a Blackboardmodule site for providing core information tostudents• Other online tools can be used for learning activitiesbut should be linked to from the Blackboard site• The following slides describe the minimum goodpractice for these sites, so that they support moduledelivery effectively, provide a more consistentstudent experience and create a high qualityfoundation for learning across SHU
16Minimum Expectations for TEL1. Sites are easy to navigate and provideaccess to core information– Plan the module site structure for clear and quickaccess to key information, including meaningful namesfor areas and items– Include the module handbook, ensuring that essentialinformation is easy to locate– Provide access to learning materials such as lecturenotes and hand outs– Link to the online resource list for the module– Keep resources and links up-to-date
17Minimum Expectations for TEL2. Communication is consistent and expectationsare set and met– Establish a shared approach to communication for the modulee.g. how students will be told of room changes; new content;deadline reminders; events etc.– Use a welcome announcement to introduce the module andsignpost essential content– Let students know how they will get module information; howregularly they should access the site and the kinds of activitiesexpected of them on it– Include staff contact details for all module staff– Provide the support and guidance students need to participatein e-learning activities relevant to this module
18Minimum Expectations for TEL3. Assessments and feedback are clearlypresented– Determine which aspects of the module assessmentcan be delivered online– Provide assessment briefs and grading criteria for allassessments– Articulate how and when students can expect toreceive feedback in their work, and the format inwhich feedback will be delivered– Use Grade Centre to make provisional marksavailable to students
19Helping Staff to Achieve MinimumExpectations for TEL• For the minimum expectations to be introducedand adopted effectively across theinstitution, good communication and support areessential• We are also proposing to redesign Blackboardprocesses internally and create automatic site setup in order to help staff to achieve these minimumexpectations for technology enhanced learning
20Redesigning Blackboard Processes• Site creation• Naming sites• User enrolment on sites• Site default set up• Managing transition
21Thank you - Any Questions?Helen J ParkinSenior Lecturer Research and EvaluationH.J.Parkin@shu.ac.ukHelen RodgerSenior Lecturer Technology Enhanced LearningH.M.Rodger@shu.ac.uk