Submitted to SJLIM

1. PR OD U CT
E -LEARNING JOURNEY
– OUR EXPERIENCE, A REVIEW ON ITS EFFECTIVENESS AND FUTURE DIRECTIONS

2. COMPANY NAME
SLIDE # 2
T H E IN F O SER VICES T EAM
LIM BEE ANG
LIM BEE ANG (TEAM LEAD)
SHARON TAN
HANNAH DUMAUAL
TAN ZHI XIN
TAN SOON LIANG
JENNIFER WANG

3. PR OD U CT
TIMELINEE - L E A R N I N G J O U R N E Y F O R L I B R A R Y O R I E N T A T I O N
3

4. 4
 Compulsory for all Year 1 students to complete the e-Learning
courseware since 2013.
 Provide students with an understanding of the Library’s
facilities, resources, and services and basic Information
Literacy skills.
 To inculcate lifelong learning through independent research &
the use of library resources, services and facilities to support
information needs
 Phases of development
 Phase 1 (2013)
 Phase 2 (2015 to 2016)
 Phase 3 (2017)
 Phase 4 (2018 onwards)
I N T R O D U C T I O N :
B A C K G R O U N D & E - L E A R N I N G J O U R N E Y
F O R L I B R A R Y O R I E N T A T I O N

5. 5
 First e-Learning courseware was developed
in 2013.
 The instructional design was conceptualised
by the Librarians and outsourced to an
external vendor.
 The vendor developed the e-Learning
courseware using Adobe Captivate, an e-
Learning authoring tool.
BACKGROUND
MODE OF DELIVERY
 Started with a blended learning
approach.
STORYBOARD
EFFECTIVENESS OF
THE E-LEARNING
 Research methodology
 Data collection
Research analysis
 Results & Implications
 Covers a sequential story
between two characters
conversing to find their way
around the Library.
PH A SE 1 (2013):
T H E B E G I N N I N G S O F E - L E A R N I N G J O U R N E Y

6. 6
IN STR U CTION A L D ESIGN
P H A S E 1 ( 2 0 1 3 )

7. 7
ST OR YB OA RD
P H A S E 1 ( 2 0 1 3 )
 Covers a sequential story between two
characters conversing to find their way
around the Library.
 In each of the scenario, users were shown
images of the facilities, resources and
services to help them navigate their way
around the library.
 At different intervals in the e-Learning,
users were prompted with quiz questions and
online games.

8. 8
ST U D Y ON T H E EF F EC T IVENESS
OF E - L EA R NIN G
P H A S E 1 ( 2 0 1 3 )
 STUDY
 A study was completed by Lim Bee Ang for
the Masters in Education in the University of
Adelaide.
 OBJECTIVE
 The research aimed at measuring the
effectiveness of e-Learning for Ngee Ann
Polytechnic’s Library Orientation Programme.
 METHODOLOGY
 A Quasi-Experimental Research Design
Approach.
 Conducted to 2 sample groups of 1st year
students which were selected by convenient
sampling (272 students per group).
 Compared the differences between e-
Learning and a lecture.

9. 9
 Automatically marked and
tabulated using Blackboard
Gradebook for the e-Learning.
 The hard copies were marked
manually for the lectures.
ASSESSMENT QUESTIONS
Dapibus Elit Mollis
 The data collected for the study
were reviewed and approved by
the Institutional Review Board
(IRB) of Ngee Ann Polytechnic.
 Confidentiality of data for the
purpose of the research was
maintained for the purpose of the
study.
ONLINE SURVEY TOOLS
 An analysis of factors such as
gender, mode of delivery,
learning preference, learning
satisfaction, learning outcomes
and learning effectiveness.
 The data were analysed using
the SPSS 17.0 (Statistical
Package for Social Sciences).
.
 Online survey tool, Survey
Monkey was used to capture the
responses
 Data captured for the Customer
Satisfaction Survey & VARK
Learning Preference Survey.
D A T A C O L L E C T I O N & R E S E A R C H A N A L Y S I S
P H A S E 1 ( 2 0 1 3 )
DATA ANALYSISDATA COLLECTION

10. 10
Mode of delivery was the
most significant factor that
influenced scores
Students’ scores in the
assessment was higher for
an e-Learning courseware as
compared to lecture
The overall perceived
satisfaction was higher for an
e-Learning courseware as
compared to a lecture
The subject’s intended
learning outcomes was
influenced by learners’
satisfaction
Learning preference was not
a significant predictor for
scores but it influenced
scores through the mode of
delivery.
No correlation - Gender with
other factors
R E S U L T S & I M P L I C A T I O N S
P H A S E 1 ( 2 0 1 3 )

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IMPLIC AT ION S
Provides reliable data to librarians
that e-Learning delivery may achieve
better learning outcomes
RELIABILITY
GENDER
LEARNING PREFERENCE
LEARNING OUTCOMES
RELIABILITY
LEARNING OUTCOMES
.
GENDER
LEARNING PREFERENCE
Librarians will consider infusing the
appropriate elements in the
instructional design to cater to
differing learning preferences since
they influence the scores
Gender of users will not be
considered in the instructional
design
When learning outcomes are
articulated clearly, users are more
satisfied with their e-Learning
experience
P H A S E 1 ( 2 0 1 3 )

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 Explored the use of alternative platforms to
develop the e-Learning in-house instead of
outsourcing to external vendors.
EXPLORATION
TRAINING
 The team attended training in Adobe
Captivate and was able to acquire
knowledge and skills to do the
development.
TOOL
VIDEO RECORDING
 Video recording using this
software was also explored
during the development in this
phase.
 The update of the content of the
e-Learning package in Phase 2
was completed in-house using
Adobe Captivate version 7.
PH A SE 2 (2015 T O 2016):
THE MID-POINT OF E-LEARNING JOURNEY

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ST OR YB OA RD
P H A S E 2 ( 2 0 1 5 T O 2 0 1 6 )
 Update of content was completed in-house
using the Adobe Captivate Version 7.
 Incorporated video recording on the steps to
find resources.

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 The use of iSpring Suite E-Learning
Authoring software was explored in 2017 as it
was an easier software for the library staff to
learn.
EXPLORATION
TOOL
 iSpring Suite E-Learning Authoring
software could turn PowerPoint
presentations into multimedia e-
courses.
STORYBOARD
E-LEARNING USE
 The e-Learning courseware
was integrated into common
modules identified by all the
Schools in Ngee Ann
Polytechnic.
 It was compulsory for all 1st
year students to go through the
e-Learning within the first
month of their study.
 Built as a SCORM package and
the answers to quiz questions
were tabulated in Blackboard’s
Gradebook.
 Components of basic
Information Literacy content
were incorporated.
PH A SE 3 (2017):
DEVELOPM ENT USING ISPRING SUITE E -LEARN IN G AUTH ORI NG SOFTW ARE

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ST OR YB OA RD
P H A S E 3 ( 2 0 1 7 )
 iSpring Suite E-Learning Authoring software was an easier software for the library staff to learn.
The software could turn PowerPoint presentations into multimedia e-courses and any updates to the
e-Learning courseware could be easily done in-house.
 The e-Learning courseware was built as a SCORM package and the answers to quiz questions were
tabulated in Blackboard’s Gradebook.
 Components of basic Information Literacy content were incorporated into the e-Learning courseware.

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 NP Library’s Digital Literacy module was
designed in tandem with the Polytechnic’s
direction of nurturing lifelong learners to be
digitally literate.
OBJECTIVE
SCOPE
 This covers the ability to use digital
tools to communicate, collaborate,
evaluate information and learn
emerging skills.
STORYBOARD
BENEFITS
 Students will be taught Digital
Literacy skill at the onset of
their studies in the polytechnic.
 Students can go through the
e-Learning at their own pace
and time.
 Content is created on Digital
Literacy based on six essential
Library skills known as the
D.R.E.A.M.S
 Developed using iSpring Suite.
PH A SE 4 (2018 ON WA R D S ):
INCLUSION OF DIGIT AL LITER ACY IN THE LIBR ARY ORIENT AT IO N E -LEARN I NG FRAM EW ORK

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D IGIT A L L IT ER A C Y
P H A S E 4 ( 2 0 1 8 O N W A R D S )
 Content is created on Digital Literacy based
on six essential Library skills known as the
D.R.E.A.M.S
 Includes:
- search strategies
- use of Library resources
- evaluation of information
- appropriate use of online information
- management & sharing of online
information.

18. SLIDE 18
84% 81%
Company Revenue
Knowledge
on Digital
Literacy
Effectiveness of
Instructional
Design
 84% of students rated 7 and above for their
knowledge on Digital Literacy after completing
the e-Learning courseware
(On 1 to 10 scale in the survey questionnaire,
10 being the highest score)
 81% of students rated 4 and above on
the effectiveness of the instructional
(On 1 to 5 scale in the survey questionnaire, 5 being
the most effective)
EVA L UAT ION OF E - L EA RNIN G
P H A S E 4 ( 2 0 1 8 O N W A R D S )
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C ON C L U SION
The e-Learning development in Ngee Ann
Polytechnic is a journey and not a destination.
Along the e-Learning journey, there were a
number of stop points at each phase of
development for the team to reflect on the
instructional design & make continuous
improvements.

20. F U T U RE D IR EC T ION S
The journey continues
2018 -2019
Pilot on Learning journey app
(Using Augmented Reality,
Virtual Reality, 360 degree
rotation)
Apr 2019
Explore the implementation of
chatbot for Library Orientation
Apr 2019
Implement the app for the
Learning Journey app
Apr – Oct 2018
Measure the effectiveness of
Learning app and chatbot
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