Poulton - An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time LILAC 2013
CONTEXT• Growing demand for information literacy – Student numbers – Staff availability – Focus on employability and interlinking with IL skills• Financial constraints – Trying to do more with less• Student profile – Increasing home students from the region – Distance learners and Placement students
BENEFITS AND CHALLENGES OF E-LEARNING Benefits Challenges• Increased active learning • Time to develop materials – Interactivity can help develop • Students can choose not to deeper learning participate – Encourages students to make • Librarian skillset mistakes and learn from them • Teacher-learner interaction• Flexible and accessible • Students can feel isolated• Students can review and revisit material • Programme culture• Reduces teaching time • Accessibility through firewalls e.g. the NHS• Reduces pressure on space • Teaching can be technology• Can be completed at a time rather than learner-led convenient to the learner
BENEFITS AND CHALLENGES OF E-ASSESSMENT Benefits Challenges• Easy to mark and • Reliant on Internet moderate connectivity and computers – Assessment possible for working large numbers of students • Computer not flexible in• Bank of questions makes marking set up easy • Can‘t switch off the Internet – has to be ―Open-book‖• In a familiar environment to the students (VLE) • Can be restrictive in terms of type of assessment (technology-led)
―It is not just a question of providingaccess to the technology but making sure that it has a demonstrable impact on student attitudes, behavior, knowledge and understanding. Finally it must be based on sound pedagogy‖ Edwards and McKinnell (2007)
―As digital technology dominates students‘ behavior in everyday life, that technology can be used to enhance the dialogue between teacher and learner as new ways of engaging students in learning become available.‖ Biggs and Tang (2011)
CASE STUDY• Pharmacy and related subjects• Use of Blackboard since 2004• Three taught sessions, one assessment• E-learning only introduced 2012-13 in line with new Pharmacy curriculum• Mix of information and activities• Pharmacy exam is now formative• Backed up with drop-in optional face-to- face workshops
EVALUATION• Students asked to complete online feedback form• Six questions using Likert scale plus three open questions• Response rate of 14%
EVALUATION - RESPONSES This course has given me the confidence/skills to find the information I need for my studies No response 3% Neutral 16%Disagreed/stron gly disagreed 7% Agreed/strongl y agreed 74%
EVALUATION - RESPONSES This course has given me the confidence/skills to evaluate resources found on the Internet No response 5% Neutral 14%Disagreed/strongly disagreed 9% Agreed/strongl y agreed 72%
EVALUATION - RESPONSES This course has given me the confidence/skills to cite references and compile bibliographies No response 4% NeutralDisagreed/stron 11% gly disagreed 8% Agreed/strongly agreed 77%
STUDENT FEEDBACK "It was a very useful course" "I think the library course was better presented this year""I liked the visual representation we went through in ‗Preparing your search and getting started‘‖
STUDENT FEEDBACK "Could include more interactive features or more quizzes" "Maybe spread the content out further - found itdifficult having to read through the material released each week in time for the next lot of material" ―Perhaps spending more time on real teaching, instead of wasting time telling students to complete useless stuff online‖
A WAY FORWARD• Enhance interactive elements• Expand online learning course to other subject areas• Consider how to increase teacher- learner interaction – E.g. Assessment feedback – Discussion boards, Twitter chat etc• More structured drop-ins
THINGS TO CONSIDER• Culture of students and programme• Programme level• Librarian engagement/interest with online teaching• Staff training• Availability of reusable learning objects to develop online course• All the same pedagogical principles of sound course design apply e.g. Clear objectives• Assessment mapped to objectives etc.• Higher initial outlay of staff costs in year one
REFERENCES• BIGGS, J. and TANG, C. (2011) Teaching for quality learning at university. 4th ed. Maidenhead: Open University Press/McGraw Hill Education.• EDWARDS, A and MCKINNELL, S. (2007) Moving from dependence to independence: the application of e-learning in higher education. In CAMPBELL, A. and NORTON, L. (eds.) Learning, teaching and assessing in Higher Education: developing reflective practice, pp. 68-79• KAARTINEN-KOUTANIEMI, M. and KATAJAVUORI, N. (2006) Enhancing the development of pharmacy education by changing pharmacy teaching. Pharmacy Education, 6 (3), pp. 197–208.• WAKE, M. and LISGARTEN, L. (2003) VLEs and Pharmacy— Learning from Experience. Pharmacy Education, 3 (3), pp. 209– 214.
ACKNOWEDGEMENTS• Thanks to the Pharmacy E-learning team: – Katie Fraser – Ceri Laing – Nathan Rush – Joanne Tidswell
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