Introduction and reasons for the survey… disclaimers.Structure of BN curriculumAnecdotal evidence that students were not engaging in online learningVarious complaints from students about having to access resources on MoodleStudents felt that their study commitment was to the classroom sessions and their assessments. Foresaw a problem as students moved from 60 hours of classroom time in their first year to only 20 hours in the third year… failing to access the online resources meant that they were missing out on key knowledge, and would be potentially unsafe in their practice.
Information about the survey and how information was gathered.3 parts… student feedbackLecturer feedbackMoodle reports
Mixed results… discuss the disparity between student survey responses and Moodle records & fact that results may be skewed by those who engaged with Moodle
Talk about the importance of collaborative learning and teamwork for nurses; research shows that blended learning is more effective than either online or face-to-face
Talk about the need for the lecturer identity conflicting with need for standardisation; comments from students about scrolling; they wanted resources grouped in the side bar… Use of site index so students can search for resources by name
Show 703 moodle site here and explain design briefly…
Talk about random glossary block; lesson function; quiz results function (esp how this increased student participation in quizzes)
Incorporation of these in an assessment portfolio for the paper
Formalising what we expected students to do, how long it would take, and what they would get out of it in the end.
Helping students to move away from the attitude of, if I wanted to take an online course I would enrol in one… understanding that the online learning (self-directed learning packages) was part of what they needed to know to be competent and effective nurses; classroom sessions were consolidation of learning rather than the place where they could sit and passively absorb what they needed to know.
Portfolio; lessons etc…. 100% of students enrolled on paper access it.
BN501: 21%</li></li></ul><li>Key result <br />#2<br />Online activities<br />More than 50% of students ‘seldom’ or ‘never’ took part in online activities such as quizzes and discussion forums.<br />
Key result <br />#3<br />Layout of Moodle<br />30% of students felt that lack of a standardisation was a problem<br />45% felt that finding resources on Moodle was ‘seldom’ or ‘never’ stress free<br />
Key result <br />#4<br />Lecturer feedback<br />80% of staff saw Moodle’s key function as that of ‘repository’<br />72% of staff seldom or never participated in dialogue (forums, chat)<br />53% of staff did not create session plans for online learning<br />
Change<br /># 4<br />Development of session plans with identified learning outcomes and time allocations for online learning components<br />
Change<br /># 3<br />Development of self-directed learning support programme<br />
Where are we now?<br />I enjoyed SDL. I found online group work beneficial i.e. comparing ideas and interpretations.<br />The SDL really suits me. I like to be able to work through the material in my own time and place<br />I do enjoy the SDL’s this year, they are well thought out and informative.<br />Posting comments to the forums has really helped me improve my communication skills<br />I really like the way Moodle is set out<br />Having marks allocated to the independent learning gives me a reason for doing it.<br />I enjoyed the independent learning and the quizzes to test my knowledge. <br />I don’t like it when the online learning isn’t included in the assessment.<br />
Key recommendations<br /><ul><li>Develop a Moodle style guide and stick with it
Embed it into the curriculum and the assessment
Recognise that the requirements and potential of face-to-face and online environments are different
Help students to come to terms with the requirements</li></li></ul><li>If you build it…<br />…will they come?<br />
Moodle logs show that <br />100% of students <br />actively enrolled at the 700-level access Moodle on a regular /daily basis.<br />
References<br />Axmann, M (2007) Project student rescue: Online learning facilitation in higher education to improve retention rates for students. In E. McKay (Ed.), Enhancing learning through human computer interaction (pp.43-56). IDEA Group: Hershey <br /> <br />Blin, F. & Munro, M. (2008). Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education 50 (2), (pp.475-490) <br /> <br />Dougiamas, M. (n.d.). Pedagogy. Retrieved November 24, 2009, from Moodle.org: www.moodle.org<br /> <br />Gilbert, C. (2009). The annual report of Her Majesty’s Chief Inspector of Education, Children’s services and skills 2008/09. Ofsted:London<br /> <br />Dougiamas, M. (2002). Interpretive analysis of an internet-based course. Research and Development in Higher Education: Quality Conversations. Perth: HERDSA.<br /> <br />Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington: U.S. Department of Education.<br /> <br />Rice, W. (2010). Moodle 1.9 Teaching Techniques. Birmingham: Packt.<br /> <br />Rogers, Carl R. (1986). Carl Rogers on the Development of the Person-Centered Approach. Person-Centered Review,1 (3), 257-259<br /> <br />Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 51-54.<br /> <br />Slater, N. (2008). A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it. Educause, 9-12.<br /> <br /> UCOL. (2009). Bachelor of Nursing 2009. <br />