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USING ONLINE DELIVERY CAN
ENHANCE THE CAMPUS STUDENT
LEARNING EXPERIENCE
SARAH HONEYCHURCH
ASSUMPTIONS ABOUT ONLINE LEARNING
• Using technology is bound to enhance the student learning
experience
• Students are al...
STRUCTURE OF TALK
• Examples of recent blended learning experiments
• Brief evaluation of each
• Some conclusions
BLENDED LEARNING: POS PSYCH & CERE
• 5 x 2 hour F2F “lectures”
• Twitter “back channel”
• PMWiki web pages
• Reading lists...
AUDIOTAGGING: PHYS & ASTRO
• Lecture content is hard! Handouts provided, lecture provides
examples
• F2F lectures: audio r...
VPAL: USING FACEBOOK GROUPS TO SUPPORT
STUDENT LEARNING
• Level 3 Maths and Comp Sci
• Level 2 Maths, Comp Sci and Physics...
HOW DID THESE ENHANCE STUDENT LEARNING?
• Psych: students, not the lecturer, became the subject experts (with the help of ...
CONCLUSIONS
• Online learning can enhance campus student learning experience but:
• Students are not digital natives (are ...
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“Using online delivery can enhance the campus student learning experience

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Slides to explain recent interventions in L&T that I have taken part in

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“Using online delivery can enhance the campus student learning experience

  1. 1. USING ONLINE DELIVERY CAN ENHANCE THE CAMPUS STUDENT LEARNING EXPERIENCE SARAH HONEYCHURCH
  2. 2. ASSUMPTIONS ABOUT ONLINE LEARNING • Using technology is bound to enhance the student learning experience • Students are all digital natives nowadays • “I’ll just convert my F2F course …” • “I need to free up some of my time …” • “That’s an admin job, not an academic one …”
  3. 3. STRUCTURE OF TALK • Examples of recent blended learning experiments • Brief evaluation of each • Some conclusions
  4. 4. BLENDED LEARNING: POS PSYCH & CERE • 5 x 2 hour F2F “lectures” • Twitter “back channel” • PMWiki web pages • Reading lists • Lecture slides • Moodle course • Group wikis and forums • Assessed by Group wiki pages and 2 hour exam • Jigsaw Classroom: collaborative learning facilitated by lecturer and TA
  5. 5. AUDIOTAGGING: PHYS & ASTRO • Lecture content is hard! Handouts provided, lecture provides examples • F2F lectures: audio recordings for 6 courses made available to enrolled students • Beta version of audiotagging tool with demo by lecturer • Students encouraged (prizes in some cases) to tag lectures (all tags were public) • Students could “like” other tags • Attempt to encourage Jigsaw-like interactions
  6. 6. VPAL: USING FACEBOOK GROUPS TO SUPPORT STUDENT LEARNING • Level 3 Maths and Comp Sci • Level 2 Maths, Comp Sci and Physics • Level 1 for all schools in Sci & Eng, plus general College group • “Moderated” by LTC • Students from higher years/graduates invited to join (dojo type model) • Pre-registration: basic info about induction, advisers, skills test, reading lists, accommodation … • Students began organising own F2F (induction, study groups, pub after the last exam) • Ongoing: links to SLS drop ins and workshops, articles, cartoons, trivia • Groups virtually self-supporting by this time of year
  7. 7. HOW DID THESE ENHANCE STUDENT LEARNING? • Psych: students, not the lecturer, became the subject experts (with the help of Prof. Google) • Wikis as a study resource for all students (students intended using other wikis as exam preparation) • Twitter: Storify and TAGS (containing links to extra resources) • Phys & Astro: • International students could process information at their own speed (focus group comment) • VPAL: • home students were able to engage even when off campus • Non-native speakers could take their time to respond • Students could get quick answers to “how to” questions (usually from other students!) • Inclusive environment for all students
  8. 8. CONCLUSIONS • Online learning can enhance campus student learning experience but: • Students are not digital natives (are visitors and residents better metaphors? (White)) • Need for careful scaffolding to support student engagement (neo- Vygotskian, Jigsaw) • Design and delivery of (good) online learning is hard! • Design before content: think about how to teach before asking what to teach (Mazur) • Use appropriate pedagogies to make informed choices about available technologies

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