SlideShare a Scribd company logo
1 of 1
Download to read offline
The right blend? Using online
resources to support
postgraduate dissertation
students by Dr Paul Reilly
A ‘blended’ learning approach towards
supporting postgraduate dissertation students
was piloted in the Department of Media and
Communication in 2012. A variety of resources
were created and made available to the
predominantly international cohort via
Blackboard at key milestones during their
projects. A focus group and questionnaire-
based study was conducted in July 2012 in
order to evaluate this approach. Specifically,
there were two research questions:
1) To what extent did the provision of resources
at appropriate milestones encourage students to
take greater ownership of their projects?
2) Which of these resources were perceived to
be the most helpful during their projects? Which
were the least helpful? Why?
Aims and Objectives:
Where did the students
come from?
China (95%) Cyprus (1%) India (1%) Italy (1%)
United States (1%)
71 out of 80
participants are
female
Resources were released to the students throughout the duration of their projects.
These included a Dissertation Planner, a series of e-tivities, a list of Frequently Asked
Questions, quizzes, and screencasts.
Resources
How to complete the ethics form
screencast
Research Ethics e-tivity
PC/Laptop University computer facility
Smart Phone Tablet
100
90
87.5
42.5
Participantuseofdevice(percent)
What devices did they
use to access this
content?
Daily (4%) Every other day (17%) Twice a week (29%)
Once a week (21%) Less than once a week (16%)
Just a few times (12%) I did not access it (1%)
3
13 22
16
12
9
1
How many times did
students access the
Dissertation Blackboard
site?
Laptop was the device that students
preferred to use for their studies in
general
Do you agree that the screencasts
helped you learn more key issues
e.g. ethics?
Questionnaire Results
Strongly Agree (13%) Agree (52%) Unsure (22%)
Disagree (9%) Strongly Disagree (1%)
Unable to comment- did not access it (4%)
Strongly Agree (10%) Agree (35%) Unsure (33%)
Disagree (14%) Unable to comment- I did not access it (9%)
Strongly Agree (19%) Agree (59%) Unsure (18%)
Disagree (4%) Unable to comment-I did not access it (1%)
15
47
14
3
1
The e-tivities helped me learn more
about what I should be doing at
different stages of the project
The Quizzes helped me learn more
about Research Ethics and
Plagiarism during the project
N.B All percentages have been rounded up and this means that they do not
always add up to 100 percent
The resources made the link
between the Research Methods
classes and my own project clearer
These resources helped me with
questions I had about the project at
times convenient to me
Strongly Agree (21%) Agree (62%) Unsure (17%)
Disagree (1%)
20.5
61.5
16.7
1.3
Strongly Agree (17%) Agree (60%) Unsure (18%)
Disagree (4%) Unable to comment- I did not access it (3%)
Did the resources promote greater sense of
independence amongst the students?
Focus Group Results
Word cloud showing themes mentioned by
participants
Key findings included:
1) Screencasts had pedagogic value for international students in terms of their English language proficiency
2) E-tivities allowed students to see that their classmates were encountering similar problems to them
3) Those participants who completed the quizzes felt it had answered a lot of their questions about key issues
4) Students wanted more interaction with their supervisors via Blackboard and these online exercises
"The e-tivity, the most
important part was that
you can see your
classmates, how did they
go, before I start my
literature review I found
that most of my
classmates have started
and posted their part"
(Focus Group 2,
Participant 1)
"You gave me the link to
the screencast so I found
it useful for something
such as how to apply for
ethical approval like
there is a process, it is
helpful because it is easy
to know first I should do
the steps. It’s clear"
(Focus Group 3,
Participant 2)
On E-tivities:
On Screencasts:
The questionnaire and focus group results suggested that the resources
engendered some sense of ownership and independence amongst those
students who used them regularly.
Some students demonstrated a sophisticated understanding of the different
ways in which learning is facilitated and were aware of the inevitable limitations
of the ‘generic’ content posted on Blackboard.
The use of blended learning approaches for the supervision of international
dissertation students clearly merits further investigation.
Conclusion This project was funded by the
University of Leicester Teaching
Enhancement Fund.
For more information see: Reilly, P
(2014) The Right Blend? The use of
Blackboard to support postgraduate
dissertation students, Journal of
Excellence in Teaching and
Learning, Available at:
http://pauljreillydot.files.wordpress.c
om/2014/04/report_paul_reilly-
libre.pdf
This work is licensed under a Creative Commons Attribution-NoDerivs-NonCommercial 1.0 Generic
License.

More Related Content

What's hot

(Overhead 11..Â")
(Overhead 11..Â")(Overhead 11..Â")
(Overhead 11..Â")
Videoguy
 
Pedagogical change
Pedagogical changePedagogical change
Pedagogical change
COHERE2012
 
Conducting Research on Blended and Online Education, Workshop
Conducting Research on Blended and Online Education, WorkshopConducting Research on Blended and Online Education, Workshop
Conducting Research on Blended and Online Education, Workshop
Tanya Joosten
 
Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...
Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...
Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...
Tanya Joosten
 

What's hot (20)

Distance Education and Technological Advancement (DETA)
Distance Education and Technological Advancement (DETA)Distance Education and Technological Advancement (DETA)
Distance Education and Technological Advancement (DETA)
 
Conducting Research on Blended and Online Education: A Research Toolkit
Conducting Research on Blended and Online Education: A Research ToolkitConducting Research on Blended and Online Education: A Research Toolkit
Conducting Research on Blended and Online Education: A Research Toolkit
 
"Its on the exam" - Affecting student engagement through crowd-sourced asses...
"Its on the exam" -  Affecting student engagement through crowd-sourced asses..."Its on the exam" -  Affecting student engagement through crowd-sourced asses...
"Its on the exam" - Affecting student engagement through crowd-sourced asses...
 
What does educators' engagement with MOOC discussions look like?
What does educators' engagement with MOOC discussions look like?What does educators' engagement with MOOC discussions look like?
What does educators' engagement with MOOC discussions look like?
 
What are the expectations of disabled learners when participating in MOOCs?
What are the expectations of disabled learners when participating in MOOCs?What are the expectations of disabled learners when participating in MOOCs?
What are the expectations of disabled learners when participating in MOOCs?
 
(Overhead 11..Â")
(Overhead 11..Â")(Overhead 11..Â")
(Overhead 11..Â")
 
Keynote, Who is driving the bus?
Keynote, Who is driving the bus?Keynote, Who is driving the bus?
Keynote, Who is driving the bus?
 
Pedagogical change
Pedagogical changePedagogical change
Pedagogical change
 
Conducting Research on Blended and Online Education, Workshop
Conducting Research on Blended and Online Education, WorkshopConducting Research on Blended and Online Education, Workshop
Conducting Research on Blended and Online Education, Workshop
 
Measuring Our Impact: The Open.Michigan Initiative
Measuring Our Impact: The Open.Michigan InitiativeMeasuring Our Impact: The Open.Michigan Initiative
Measuring Our Impact: The Open.Michigan Initiative
 
Promoting student access and success through research
Promoting student access and success through researchPromoting student access and success through research
Promoting student access and success through research
 
Y1Feedback Presentation at EdTech2015
Y1Feedback Presentation at EdTech2015Y1Feedback Presentation at EdTech2015
Y1Feedback Presentation at EdTech2015
 
DETA Research Center Update
DETA Research Center UpdateDETA Research Center Update
DETA Research Center Update
 
Keynote: Emerging Social Trends: Strategies and Best Practices for Teaching a...
Keynote: Emerging Social Trends: Strategies and Best Practices for Teaching a...Keynote: Emerging Social Trends: Strategies and Best Practices for Teaching a...
Keynote: Emerging Social Trends: Strategies and Best Practices for Teaching a...
 
Application of Significance Tests to Massive Open Online Courses (MOOCs)
Application of Significance Tests to Massive Open Online Courses (MOOCs)Application of Significance Tests to Massive Open Online Courses (MOOCs)
Application of Significance Tests to Massive Open Online Courses (MOOCs)
 
Conducting Research in Blended and Online
Conducting Research in Blended and OnlineConducting Research in Blended and Online
Conducting Research in Blended and Online
 
ECE Presentation Melanie Stephens and Dawn Hennefer
ECE Presentation Melanie Stephens and Dawn HenneferECE Presentation Melanie Stephens and Dawn Hennefer
ECE Presentation Melanie Stephens and Dawn Hennefer
 
3rd year PhD Presentation DeSReS 2011
3rd year PhD Presentation DeSReS 20113rd year PhD Presentation DeSReS 2011
3rd year PhD Presentation DeSReS 2011
 
Land of The Learning Giants: The Rise of MOOCs
Land of The Learning Giants: The Rise of MOOCsLand of The Learning Giants: The Rise of MOOCs
Land of The Learning Giants: The Rise of MOOCs
 
Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...
Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...
Promoting Effective Teaching and Learning Ecosystems via Research Proven Prac...
 

Viewers also liked

SugarCRM Corporate Overview
SugarCRM Corporate OverviewSugarCRM Corporate Overview
SugarCRM Corporate Overview
Danny White
 
Delitos informaticos (1)
Delitos informaticos (1)Delitos informaticos (1)
Delitos informaticos (1)
vaalzatem
 
V1n1 pc eng
V1n1 pc engV1n1 pc eng
V1n1 pc eng
nadea59
 
Updated -C.V. of Hariom Sharma
Updated -C.V. of Hariom SharmaUpdated -C.V. of Hariom Sharma
Updated -C.V. of Hariom Sharma
HARIOM SHARMA
 

Viewers also liked (20)

Heiraten mit Seeblick
Heiraten mit SeeblickHeiraten mit Seeblick
Heiraten mit Seeblick
 
SugarCRM Corporate Overview
SugarCRM Corporate OverviewSugarCRM Corporate Overview
SugarCRM Corporate Overview
 
Community manager: nuevo protagonista empresas - Juan Carlos Mejia Llano - Ca...
Community manager: nuevo protagonista empresas - Juan Carlos Mejia Llano - Ca...Community manager: nuevo protagonista empresas - Juan Carlos Mejia Llano - Ca...
Community manager: nuevo protagonista empresas - Juan Carlos Mejia Llano - Ca...
 
3 pascal gloor net observatory
3 pascal gloor net observatory3 pascal gloor net observatory
3 pascal gloor net observatory
 
BillMyParents Investor Presentation January 2012 (OTCBB: BMPI)
BillMyParents Investor Presentation January 2012 (OTCBB: BMPI)BillMyParents Investor Presentation January 2012 (OTCBB: BMPI)
BillMyParents Investor Presentation January 2012 (OTCBB: BMPI)
 
Delitos informaticos (1)
Delitos informaticos (1)Delitos informaticos (1)
Delitos informaticos (1)
 
BSGO - next generation browser game development with unity3 d 1.5
BSGO - next generation browser game development with unity3 d 1.5BSGO - next generation browser game development with unity3 d 1.5
BSGO - next generation browser game development with unity3 d 1.5
 
Presentación Ernesto Elenter
Presentación Ernesto ElenterPresentación Ernesto Elenter
Presentación Ernesto Elenter
 
diseñar webs vendedoras para captar alumnos universitarios
diseñar webs vendedoras para captar alumnos universitariosdiseñar webs vendedoras para captar alumnos universitarios
diseñar webs vendedoras para captar alumnos universitarios
 
Power point
Power pointPower point
Power point
 
26 de diciembre
26 de diciembre26 de diciembre
26 de diciembre
 
Presentacion eureka! marketing - UNSTA 2011
Presentacion eureka! marketing - UNSTA 2011Presentacion eureka! marketing - UNSTA 2011
Presentacion eureka! marketing - UNSTA 2011
 
Recursos retóricos TLRIID III
Recursos retóricos TLRIID IIIRecursos retóricos TLRIID III
Recursos retóricos TLRIID III
 
Clase 1 maquinas cc
Clase 1 maquinas ccClase 1 maquinas cc
Clase 1 maquinas cc
 
AITP: What every student needs to know about LinkedIn to get their first job
AITP: What every student needs to know about LinkedIn to get their first jobAITP: What every student needs to know about LinkedIn to get their first job
AITP: What every student needs to know about LinkedIn to get their first job
 
Tracking Beyond the Pageview - MozCon 2015
Tracking Beyond the Pageview - MozCon 2015Tracking Beyond the Pageview - MozCon 2015
Tracking Beyond the Pageview - MozCon 2015
 
Guia digital issuu 69
Guia digital issuu 69Guia digital issuu 69
Guia digital issuu 69
 
V1n1 pc eng
V1n1 pc engV1n1 pc eng
V1n1 pc eng
 
Updated -C.V. of Hariom Sharma
Updated -C.V. of Hariom SharmaUpdated -C.V. of Hariom Sharma
Updated -C.V. of Hariom Sharma
 
akela brochure 12P copy
akela brochure 12P copyakela brochure 12P copy
akela brochure 12P copy
 

Similar to ONLINE RESOURCES TO SUPPORT DISSERTATION STUDENTS

Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
Alexandra M. Pickett
 
PhD Presentation: "Supporting collaborative learning among Cuban university s...
PhD Presentation: "Supporting collaborative learning among Cuban university s...PhD Presentation: "Supporting collaborative learning among Cuban university s...
PhD Presentation: "Supporting collaborative learning among Cuban university s...
Centro de Estudios de Energía y Procesos Industriales
 
Using Moodle and Big Blue Button for Engaging Learners in Online Discussion
Using Moodle and Big Blue Button for Engaging Learners in Online DiscussionUsing Moodle and Big Blue Button for Engaging Learners in Online Discussion
Using Moodle and Big Blue Button for Engaging Learners in Online Discussion
s_dua
 
Pre entry support for students entering Higher Education
Pre entry support for students entering Higher EducationPre entry support for students entering Higher Education
Pre entry support for students entering Higher Education
juliehaslam
 

Similar to ONLINE RESOURCES TO SUPPORT DISSERTATION STUDENTS (20)

Mixed Methods Research: A Critical Reading
Mixed Methods Research: A Critical ReadingMixed Methods Research: A Critical Reading
Mixed Methods Research: A Critical Reading
 
DEN Impact Study 2011
DEN Impact Study 2011DEN Impact Study 2011
DEN Impact Study 2011
 
CoI for Tech and ID
CoI for Tech and IDCoI for Tech and ID
CoI for Tech and ID
 
Passing the baton: trusting students with the co-creation and ownership of OE...
Passing the baton: trusting students with the co-creation and ownership of OE...Passing the baton: trusting students with the co-creation and ownership of OE...
Passing the baton: trusting students with the co-creation and ownership of OE...
 
Transforming the process and outcomes of assistive technology research: Refle...
Transforming the process and outcomes of assistive technology research: Refle...Transforming the process and outcomes of assistive technology research: Refle...
Transforming the process and outcomes of assistive technology research: Refle...
 
RStrachanOct23.pptx
RStrachanOct23.pptxRStrachanOct23.pptx
RStrachanOct23.pptx
 
Pairs Talk 22 Jan 08 Jane Seale
Pairs Talk 22 Jan 08 Jane SealePairs Talk 22 Jan 08 Jane Seale
Pairs Talk 22 Jan 08 Jane Seale
 
Towards a cross boundary collaborative open learning framework latest
Towards a cross boundary collaborative open learning framework latestTowards a cross boundary collaborative open learning framework latest
Towards a cross boundary collaborative open learning framework latest
 
Reflecting on Challenges and Celebrating Acceptance and Growth
Reflecting on Challenges and Celebrating Acceptance and GrowthReflecting on Challenges and Celebrating Acceptance and Growth
Reflecting on Challenges and Celebrating Acceptance and Growth
 
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
 
PhD Presentation: "Supporting collaborative learning among Cuban university s...
PhD Presentation: "Supporting collaborative learning among Cuban university s...PhD Presentation: "Supporting collaborative learning among Cuban university s...
PhD Presentation: "Supporting collaborative learning among Cuban university s...
 
Using Moodle and Big Blue Button for Engaging Learners in Online Discussion
Using Moodle and Big Blue Button for Engaging Learners in Online DiscussionUsing Moodle and Big Blue Button for Engaging Learners in Online Discussion
Using Moodle and Big Blue Button for Engaging Learners in Online Discussion
 
Socrative in the Classroom
Socrative in the ClassroomSocrative in the Classroom
Socrative in the Classroom
 
Pre entry support for students entering Higher Education
Pre entry support for students entering Higher EducationPre entry support for students entering Higher Education
Pre entry support for students entering Higher Education
 
Feedback as dialogue and learning technologies: can e-assessment be formative?
Feedback as dialogue and learning technologies: can e-assessment be formative?Feedback as dialogue and learning technologies: can e-assessment be formative?
Feedback as dialogue and learning technologies: can e-assessment be formative?
 
Pre-service teachers’ perceptions & use of social media during their placemen...
Pre-service teachers’ perceptions & use of social media during their placemen...Pre-service teachers’ perceptions & use of social media during their placemen...
Pre-service teachers’ perceptions & use of social media during their placemen...
 
Critical thinking in online discussion forums
Critical thinking in online discussion forumsCritical thinking in online discussion forums
Critical thinking in online discussion forums
 
Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study
Assessing Online Asynchronous Discussion in Online Courses: An Empirical StudyAssessing Online Asynchronous Discussion in Online Courses: An Empirical Study
Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study
 
GDCI New Pedagogies Artefact
GDCI New Pedagogies ArtefactGDCI New Pedagogies Artefact
GDCI New Pedagogies Artefact
 
Critical issues in contemporary open education research
 Critical issues in contemporary open education research Critical issues in contemporary open education research
Critical issues in contemporary open education research
 

More from Paul Reilly

Screencasts handout
Screencasts handoutScreencasts handout
Screencasts handout
Paul Reilly
 
Screencast training
Screencast trainingScreencast training
Screencast training
Paul Reilly
 

More from Paul Reilly (14)

Smlconference 1
Smlconference 1Smlconference 1
Smlconference 1
 
Teaching with Screencasts
Teaching with Screencasts Teaching with Screencasts
Teaching with Screencasts
 
Summary of my research
Summary of my researchSummary of my research
Summary of my research
 
Screencasts in Media Studies poster
Screencasts in Media Studies posterScreencasts in Media Studies poster
Screencasts in Media Studies poster
 
Screencasts handout
Screencasts handoutScreencasts handout
Screencasts handout
 
Screencast training
Screencast trainingScreencast training
Screencast training
 
Every Little Helps? Youtube, sousveillance and the 2011 ‘anti-tesco’ riot in ...
Every Little Helps? Youtube, sousveillance and the 2011 ‘anti-tesco’ riot in ...Every Little Helps? Youtube, sousveillance and the 2011 ‘anti-tesco’ riot in ...
Every Little Helps? Youtube, sousveillance and the 2011 ‘anti-tesco’ riot in ...
 
Social media, sousveillance and civil unrest in the United Kingdom
Social media, sousveillance and civil unrest in the United KingdomSocial media, sousveillance and civil unrest in the United Kingdom
Social media, sousveillance and civil unrest in the United Kingdom
 
Social media and civil unrest: challenges and opportunities for UK Police
Social media and civil unrest: challenges and opportunities for UK PoliceSocial media and civil unrest: challenges and opportunities for UK Police
Social media and civil unrest: challenges and opportunities for UK Police
 
Stokescroft
StokescroftStokescroft
Stokescroft
 
Framing of dissident Republican threat in 2010 UK General Election
Framing of dissident Republican threat in 2010 UK General ElectionFraming of dissident Republican threat in 2010 UK General Election
Framing of dissident Republican threat in 2010 UK General Election
 
Visual communication
Visual communicationVisual communication
Visual communication
 
The Peace Frame
The Peace FrameThe Peace Frame
The Peace Frame
 
Internet, Politics, Policy 2010: An Impact Assessment
Internet, Politics, Policy 2010: An Impact AssessmentInternet, Politics, Policy 2010: An Impact Assessment
Internet, Politics, Policy 2010: An Impact Assessment
 

Recently uploaded

ppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyes
ashishpaul799
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
中 央社
 
IATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdffIATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdff
17thcssbs2
 
The basics of sentences session 4pptx.pptx
The basics of sentences session 4pptx.pptxThe basics of sentences session 4pptx.pptx
The basics of sentences session 4pptx.pptx
heathfieldcps1
 
Neurulation and the formation of the neural tube
Neurulation and the formation of the neural tubeNeurulation and the formation of the neural tube
Neurulation and the formation of the neural tube
SaadHumayun7
 

Recently uploaded (20)

Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdf
Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdfTelling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdf
Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdf
 
INU_CAPSTONEDESIGN_비밀번호486_업로드용 발표자료.pdf
INU_CAPSTONEDESIGN_비밀번호486_업로드용 발표자료.pdfINU_CAPSTONEDESIGN_비밀번호486_업로드용 발표자료.pdf
INU_CAPSTONEDESIGN_비밀번호486_업로드용 발표자료.pdf
 
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdfPost Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
 
Mbaye_Astou.Education Civica_Human Rights.pptx
Mbaye_Astou.Education Civica_Human Rights.pptxMbaye_Astou.Education Civica_Human Rights.pptx
Mbaye_Astou.Education Civica_Human Rights.pptx
 
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
 
Basic Civil Engg Notes_Chapter-6_Environment Pollution & Engineering
Basic Civil Engg Notes_Chapter-6_Environment Pollution & EngineeringBasic Civil Engg Notes_Chapter-6_Environment Pollution & Engineering
Basic Civil Engg Notes_Chapter-6_Environment Pollution & Engineering
 
How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17
 
ppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyes
 
“O BEIJO” EM ARTE .
“O BEIJO” EM ARTE                       .“O BEIJO” EM ARTE                       .
“O BEIJO” EM ARTE .
 
The Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational ResourcesThe Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational Resources
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
 
IATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdffIATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdff
 
Navigating the Misinformation Minefield: The Role of Higher Education in the ...
Navigating the Misinformation Minefield: The Role of Higher Education in the ...Navigating the Misinformation Minefield: The Role of Higher Education in the ...
Navigating the Misinformation Minefield: The Role of Higher Education in the ...
 
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
 
The basics of sentences session 4pptx.pptx
The basics of sentences session 4pptx.pptxThe basics of sentences session 4pptx.pptx
The basics of sentences session 4pptx.pptx
 
philosophy and it's principles based on the life
philosophy and it's principles based on the lifephilosophy and it's principles based on the life
philosophy and it's principles based on the life
 
Behavioral-sciences-dr-mowadat rana (1).pdf
Behavioral-sciences-dr-mowadat rana (1).pdfBehavioral-sciences-dr-mowadat rana (1).pdf
Behavioral-sciences-dr-mowadat rana (1).pdf
 
Neurulation and the formation of the neural tube
Neurulation and the formation of the neural tubeNeurulation and the formation of the neural tube
Neurulation and the formation of the neural tube
 
factors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptxfactors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptx
 
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdfDanh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
 

ONLINE RESOURCES TO SUPPORT DISSERTATION STUDENTS

  • 1. The right blend? Using online resources to support postgraduate dissertation students by Dr Paul Reilly A ‘blended’ learning approach towards supporting postgraduate dissertation students was piloted in the Department of Media and Communication in 2012. A variety of resources were created and made available to the predominantly international cohort via Blackboard at key milestones during their projects. A focus group and questionnaire- based study was conducted in July 2012 in order to evaluate this approach. Specifically, there were two research questions: 1) To what extent did the provision of resources at appropriate milestones encourage students to take greater ownership of their projects? 2) Which of these resources were perceived to be the most helpful during their projects? Which were the least helpful? Why? Aims and Objectives: Where did the students come from? China (95%) Cyprus (1%) India (1%) Italy (1%) United States (1%) 71 out of 80 participants are female Resources were released to the students throughout the duration of their projects. These included a Dissertation Planner, a series of e-tivities, a list of Frequently Asked Questions, quizzes, and screencasts. Resources How to complete the ethics form screencast Research Ethics e-tivity PC/Laptop University computer facility Smart Phone Tablet 100 90 87.5 42.5 Participantuseofdevice(percent) What devices did they use to access this content? Daily (4%) Every other day (17%) Twice a week (29%) Once a week (21%) Less than once a week (16%) Just a few times (12%) I did not access it (1%) 3 13 22 16 12 9 1 How many times did students access the Dissertation Blackboard site? Laptop was the device that students preferred to use for their studies in general Do you agree that the screencasts helped you learn more key issues e.g. ethics? Questionnaire Results Strongly Agree (13%) Agree (52%) Unsure (22%) Disagree (9%) Strongly Disagree (1%) Unable to comment- did not access it (4%) Strongly Agree (10%) Agree (35%) Unsure (33%) Disagree (14%) Unable to comment- I did not access it (9%) Strongly Agree (19%) Agree (59%) Unsure (18%) Disagree (4%) Unable to comment-I did not access it (1%) 15 47 14 3 1 The e-tivities helped me learn more about what I should be doing at different stages of the project The Quizzes helped me learn more about Research Ethics and Plagiarism during the project N.B All percentages have been rounded up and this means that they do not always add up to 100 percent The resources made the link between the Research Methods classes and my own project clearer These resources helped me with questions I had about the project at times convenient to me Strongly Agree (21%) Agree (62%) Unsure (17%) Disagree (1%) 20.5 61.5 16.7 1.3 Strongly Agree (17%) Agree (60%) Unsure (18%) Disagree (4%) Unable to comment- I did not access it (3%) Did the resources promote greater sense of independence amongst the students? Focus Group Results Word cloud showing themes mentioned by participants Key findings included: 1) Screencasts had pedagogic value for international students in terms of their English language proficiency 2) E-tivities allowed students to see that their classmates were encountering similar problems to them 3) Those participants who completed the quizzes felt it had answered a lot of their questions about key issues 4) Students wanted more interaction with their supervisors via Blackboard and these online exercises "The e-tivity, the most important part was that you can see your classmates, how did they go, before I start my literature review I found that most of my classmates have started and posted their part" (Focus Group 2, Participant 1) "You gave me the link to the screencast so I found it useful for something such as how to apply for ethical approval like there is a process, it is helpful because it is easy to know first I should do the steps. It’s clear" (Focus Group 3, Participant 2) On E-tivities: On Screencasts: The questionnaire and focus group results suggested that the resources engendered some sense of ownership and independence amongst those students who used them regularly. Some students demonstrated a sophisticated understanding of the different ways in which learning is facilitated and were aware of the inevitable limitations of the ‘generic’ content posted on Blackboard. The use of blended learning approaches for the supervision of international dissertation students clearly merits further investigation. Conclusion This project was funded by the University of Leicester Teaching Enhancement Fund. For more information see: Reilly, P (2014) The Right Blend? The use of Blackboard to support postgraduate dissertation students, Journal of Excellence in Teaching and Learning, Available at: http://pauljreillydot.files.wordpress.c om/2014/04/report_paul_reilly- libre.pdf This work is licensed under a Creative Commons Attribution-NoDerivs-NonCommercial 1.0 Generic License.