33858 lindsey martin_edgehilluniversity

33858 lindsey martin_edgehilluniversity






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  • Good afternoon everyone. It is a pleasure to be here.My name is Lindsey Martin and I am the eLearning Strategy and Development Manager at Edge Hill University in the NW of England.
  • Some very brief context to why running a student eLearning survey is considered important at Edge Hill.
  • We have been able to do this while maintaining high levels of stakeholder satisfaction. This has been achieved by understanding and responding to stakeholders – largely students and teaching staff
  • A period of dramatic expansion of useDoesn’t include Performing Arts DepartmentReflects the ‘baseline’ or ‘minimum entitlement’
  • The student voice is the hardest thing to get hold of – largely anecdotal or individual e.g. SU rep on a committee or tutor observations/assumptions – little chance to drill down.

33858 lindsey martin_edgehilluniversity 33858 lindsey martin_edgehilluniversity Presentation Transcript

  • In their own words: Understanding and Enhancing Our Students’ Experience of Blackboard Lindsey Martin, Edge Hill University
  • OverviewDrivers: National, Institutional, personalTools to aid understanding‘In their own words’: what makes a positive EHUstudent experience of Blackboard?Making use of our student data within EHUDiscussion: what can we learn from each other?
  • Drivers: NationalNew business Student fees, student as consumer andmodel assumptions of their expectations as digital ‘natives’Institutional Audit Strong messages from QAA outcomes2004-2008 reports around the need for a strategic approach to VLE deploymentNational Student League tables based on studentSurvey (NSS) satisfaction – increasingly looking to the VLE for enhancements to organisation and management, communications and learning resources
  • Drivers: Edge Hill UniversityRapid Institution has doubled in size in past 5 yearsexpansionInstitutional QAA 2005 recommendation for a more strategicAudits 2005 use of VLE resulted in an institutional ‘minimumand 2010 entitlement’ to the VLE - phased in 2008-2010 which mainstreamed adoptionMuch change 2008 moved from WebCT to Blackboard CE8around the and Managed HostingVLE VLE Review 2009-2010 2011 upgraded from CE8 to Blackboard Learn 9.1 and rebranded Learning Edge
  • VLE: adoption on undergraduateprogrammes2005 5%2006/07 60%2008/09 71.47%2009/10 90.56%
  • Key tools to aid evaluation and understandingBaseline data CE8 activity. Drilling down to Faculty and year of study, active use of Blackboard toolsBlackboard Usage statistics – users, live coursesreporting toolsGoogle Analytics Supplements Blackboard reports. Provides valuable user information – geographic location, browsers, mobile accessAnnual eLearning Online survey, began in 2008/09. Mixture ofSurvey closed questions supplemented with free textNSS/Student Union NSS and SU qualitative data is limited with regardsurveys/focus to the VLE. Focus groups exploring ‘studentgroups experience’ only offer a glimpse of VLE
  • Evolving … evaluation for decision-making Rule of thumb Perceptions ‘You said… Return on …we did’ investment Assumptions Satisfaction Expectations Impact L&T Literature Emotional Engagement Scale Experience Behavioural Access Benchmarking Similarities Will recommend to others? Value for money Checklists Intentions KPIs/ performance measurement‘early adopters’ mainstream
  • The EHU Student eLearning SurveyA snapshot in An indicator of the extent that the VLE is integraltime to the learning experience of EHU studentsLongitudinal 4 years worth of dataNot just a VLE What other technologies do our students use (orsurvey want to use) in their studies – and what would they like to see more of? Where and how do they study?But is also a Frequency of use, importance to study, impactVLE ‘health on their learning, what works and what doesn’tcheck’
  • Survey Headlines How often do you use Learning Edge in your studies? Frequency90807060 09/1050 10/1140 11/123020100 Never Rarely Sometimes A lot Never heard of this
  • Survey Headlines How often do you use Learning Edge in your studies? Importance 90 80 70 60 50 09/10 40 10/11 11/12 30 20 10 0 Very important Quite important Quite unimportant Unimportant
  • Survey HeadlinesLearning Edge has enhanced the knowledge and understanding I get fromlectures, tutorials and practical sessions 90 80 70 60 50 Agree/strongly agree 40 neutral 30 disagree/strongly disagree 20 10 0 08/09 09/10 10/11 11/12
  • Survey HeadlinesMy tutors regularly update Learning Edge with course information and materials 90 80 70 60 50 Agree/strongly agree 40 neutral 30 Diasagree/ strongly disagree 20 10 0 09/10 10/11 11/12
  • Key themes from the 2011/12 surveyMobile 55.8% participants own a smartphone (36.1% intechnologies 2010/11). Picking up notifications, grades, lecture notes ‘on the go’ often in preference to bringing a laptopImportance of Used frequently, rated important, enhancingLearning Edge learning, online submission, communication2 sides of the 4 themes identified: access (technical), accesssame coin (content and resources), communication, design and layoutSocial networking Facebook widely used for informal learning –for informal Facebook ‘Hub’ and Learning Edge ‘classroom’ –learning largely student owned and managed
  • • “This is the first time I have used eLearning and I love it. It gives me the freedom to log on whenever I have time and continue my study and it is fast and effective. “• “Consistent format across all modules means I know where to look for information. “• “If used properly it has the capability to improve everyone’s learning experience – even just using the basic features. “ Student quotes from the 4th EHU Student eLearning Survey, 2011/12
  • • “It can sometimes be slow. “• “Layout of Blackboard modules can be confusing, not always sure where to find information and material. “• “Learning Edge is massively underused and handing in hard copies of work seems pointless when the facility is available. “ Student quotes from the 4th EHU Student eLearning Survey, 2011/12
  • Using our survey findings …You said … we Identifying and rectifying touch points (build yourdid activities ‘ideal’ VLE responses, needs and issues)Influencing Getting the message out that the student experienceacademic of the VLE is largely determined by how it is set uppractice and managed by tutors – consistency, lecture notes, communicationsRaising Demonstrating that we understand the needs of ourvisibility and key stakeholders. Disseminating throughawareness deliberative structures and informal channels, audit trailSupporting Blackboard 9.1, Complex Managed Hosting, Mobilebusiness Learn, Mobile Central, Assignment Handler,cases
  • Lessons learned …Have a prize No brainer!draw!Make it mean Take any negative comments on the chin and dosomething something about them. It has to inform real and visible improvement/enhancementCommunicate! Before, during, after! Student email, BlackboardCommunicate! announcements, Learning Edge blog, Facebook,Communicate! Student Union, Committees …Learn from Allocate lots of time – it generates a lot of data.mistakes Listen to students – they tell you if questions don’t work. Time your survey release for maximum uptake. Get some headlines out quickly afterwards
  • References• Outcomes from Institutional audit and review, QAA, http://www.qaa.ac.uk/ImprovingHigherEducation/Pages/ Outcomes.aspx• Kyriaki Anagnostopoulou, University of Bath. Evaluating the Role of Technology in Supporting Students. Follow the Sun, 13-15 April 2011 http://vimeo.com/35129348• EHU Student eLearning Survey Collection http://www.eshare.edgehill.ac.uk/1348/
  • ContactLindsey Martin Lindsey.Martin@edgehill.ac.uk