Wikivet Survey AMEE eLearning Symposium 2015 Presentation
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This document summarizes the findings of an international survey of veterinary students' digital literacies and readiness for online open educational resources. The survey received over 1000 responses from students in over 50 countries. It found that while most students have access to devices and the internet through their colleges and smartphones, access varies significantly between regions. Students reported valuing e-learning resources like multimedia, online quizzes, and open educational resources, but many were unaware of the resources available. The study concluded there are equity issues around global differences in access that educators should address to make e-learning open and accessible worldwide.
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Wikivet Survey AMEE eLearning Symposium 2015 Presentation
- 1. International survey of veterinary students’ digital literacies An international benchmarking exercise to scope readiness for online open educational resources Laura Gledhill1, Sonya Powney1, Vicki Dale2 and Nick Short1 1eMedia Unit, Royal Veterinary College, Royal College Street, London NW1 0TU 2Learning Technology Unit, Learning & Teaching Centre, University of Glasgow, Glasgow G12 8LB.
- 2. Context: WikiVet • Established 2007 • Multimedia encyclopaedia, quizzes, podcasts, videos and more • Initially RVC, Edinburgh and Cambridge vet schools • Now over 44,000 registered users from over 90 countries worldwide • Network of ambassadors in 50 veterinary schools promote use of open educational resources (OERs)
- 3. Reasons for study • Rationale: – Use of e-learning in vet education is expanding – However, limited research on uptake, sharing and use of e-learning resources globally – Important to have more evidence on digital literacies of students internationally • Study aimed to identify how e-learning resources are currently being used to assess potential to: – Support uptake of online OERs generally – Inform further development of WikiVet
- 4. Method • Survey design informed by previous RVC work – Study of Web 2.0 (Dale et al, 2011) & RVC student digital literacy surveys • Online survey (SurveyMonkey), data analysis in Excel/SPSS • Pilot study with WikiVet ambassadors (n=10) • Distribution/promotion: – Distributed by WikiVet ambassadors – Publicised across US via lead for Veterinary Educators Collaborative – Promoted by NOVICE partners & on NOVICE platform • Incentive: Free copy of VBF “Vet Tips” book on completion Dale, V. H., T. Kinnison, N. Short, S. A. May and S. Baillie (2011). "Web 2.0 and the veterinary profession: current trends and future implications for lifelong learning." The Veterinary Record 169(18): 467.
- 5. Response • 1284 responses • 201 incomplete responses • 9 from non-vets • Analysed 1074 responses • Potential biases • Majority of participants from UK, Europe and North America • Online survey
- 6. Internet access • Home internet most frequently used, followed by college • Home internet also most reliable an fastest (enough for videos) followed by college • Less use of internet cafes • Most students have mobile internet but daily use <50%
- 7. Device ownership • Colleges still largely supplying desktops • Laptops and smartphones most commonly owned
- 8. International differences: internet access & device ownership College internet available ‘most or all of the time’ UK 98% N. America 98% Australasia 95% S. America 79% Europe (not UK) 72% Asia 61% Africa 48%
- 9. Views on college/university provision Australasia 94% UK 92% South America 86% North America 66% Europe (not UK) 63% Asia 63% Africa 34% % Agreement
- 10. I tend to make use of my iPad the most. I take all my notes on that device. My laptop I reserve more for writing papers and assignments. I don't even have a smartphone. Since my old phone is still working I haven't bought one. School has dead zones, afternoon load speeds are frequently horrible to impossible. It has taken me an entire lecture hour to download the PowerPoint for a lecture. At home my data is capped and this can occasionally decrease my download speeds. Comments
- 11. Use of Technology Resources 0% 20% 40% 60% 80% 100% Virtual worlds e.g. SecondLife MOOCs Paid mobile apps Podcasts e.g. iTunesU Open Educational Resources Free mobile apps E-journals Literature search e.g. WoS Wikipedia Search engine e.g. Google Once a day or more Once a week or more Once a month or more Less frequently Never I don't know what this is
- 13. Use of social media for learning 0% 20% 40% 60% 80% 100% Social bookmarking e.g. Del.icio.us Microblogging e.g. Twitter Social images e.g. Pinterest Video conferencing e.g. Google hangout Voice calls e.g. Skype Instant messaging e.g. MSN messenger Social videos e.g. YouTube Social networking e.g. Facebook Once a day or more Once a week or more Once a month or more Less frequently Never I don't know what this is
- 15. Attitudes about e-learning 0% 20% 40% 60% 80% 100% Mobile devices (smartphones & tablets) are essential for my learning Using social media to access or produce content is important for my… I enjoy communicating & networking with other learners over the internet I enjoy learning with new and innovative online technologies I enjoy learning with computers Online Open Educational Resources can be a useful supplement to my… Online quizzes provide a useful opportunity for my self-directed… There is value to my learning in accessing online learning materials… Learning from multimedia enhances my learning Strongly agree Agree Somewhat agree Somewhat disagree Disagree Strongly disagree
- 16. Africa 100 Asia 93 South America 91 Europe (not UK) 75 North America 75 Australasia 73 UK 70 % Agreement
- 17. Multimedia is a vital facet of my learning, particularly in practical/clinical skills I think there should be more awareness among students of online learning resources provided for veterinary students. There are many resources mentioned here that I did not know about. Comments I especially like to look up how specific ideas are taught at different vet schools to see if I can understand it more easily when it is explained differently.
- 18. Conclusions • Global variation in access to devices and internet, which raises issues of equity • Majority of students consider mobile access as important • Majority of students ‘digitally literate’ though many unaware of available resources • Students value e-learning & OERs – Multimedia & online quizzes highly valued
- 19. Implications • Issues around equity of access – Need to continue to monitor differences between/within continents – Ethical obligation to continue to make e-learning available for global, open access – Need to optimise design of open e-learning for mobile access Laptop by John Loo; CC BY: https://www.flickr.com/photos/johnloo/8709720022/ We love technology by studentsforhumanity; CC BY-NC-SA: https://www.flickr.com/photos/studentsforhumanity/3523433498/
Editor's Notes
- Includes OVAM: Online Veterinary Anatomy Museum collection
- Search engines (e.g. Google) most used on a daily basis Few used paid-for mobile apps Students largely unaware of MOOCS and virtual worlds If we look at MOOCs for example, we can see what while many of the ‘privileged’ users don’t know what they are, they are being regularly used in Africa, Asia and to some extent in South America.
- Vs 2010 survey?
- Africa distribution?