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Evaluation of virtual classroom technology - Blackboard Collaborate

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Evaluation of virtual classroom technology using Blackboard Collaborate for Masters of Nursing Cancer/Palliative Care distance education students at La Trobe University.

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Evaluation of virtual classroom technology - Blackboard Collaborate

  1. 1. Evaluation of virtual Title of presentation classroom technology: Name of presenter student engagement and implications for Title of presenter satisfaction./ Division School / Faculty xx Month 201x Liz Pascoe - Stream Coordinator, Masters in Cancer Nursing Austin Clinical School Sharon Karasmanis, Faculty Librarian (Health Sciences) 6 December 2013 latrobe.edu.au CRICOS Provider 00115M
  2. 2. The Students: • Masters of Nursing (Breast Care) and Masters of Nursing (Cancer/Palliative Care) • Postgraduate return-to-study mature age students • Distance education! La Trobe University 2
  3. 3. The Challenge! • To deliver educational instruction in real time • To help students to transfer existing skill base to the academic research environment • To teach students how to conduct systematic searches of the health databases to locate high quality evidence! La Trobe University 3
  4. 4. The Tool - Blackboard Collaborate! • Virtual classroom • Educational learning technology • Educational instruction in real time • Excellent for remote/distance students • Session recordings available • Easy to connect! • Example on next slide La Trobe University 4
  5. 5. La Trobe University 5
  6. 6. The Evaluation • Evaluate the efficacy of BC as learning medium • Online survey contained Likert style responses, quantitative and qualitative feedback • Three sections: • Student experience in using Collaborate • Student perception of impact on learning • Student attitude towards research La Trobe University 6
  7. 7. What did we learn? • Quantitative: • BC: ease of use 94% rated OK to very easy • Ratings from Important to Most Important • Real-time engagement - 78% • Session content - 83% • Social interaction – 61% La Trobe University 7
  8. 8. What did we learn? • Qualitative comments: • ‘Keep in touch with what other students were doing’. ‘Evaluate how others were travelling’ • ‘Recordings helped to alleviate feelings of isolation … distance education learner’ • ‘It gets so lonely being out here in the desert [Broken Hill] … so isolated’. ‘Being able to connect’ • ‘Used the session recordings as a sound base for assignments – would have struggled without them’. ‘Helped me refocus …if I was bogged down’ La Trobe University 8
  9. 9. Student attitudes towards research • Confidence in library research skills: • Conducting database searches for health literature: 94% • Knowing how to reference a source: 88% • Revising the search strategy: Somewhat Difficult to Somewhat Easy • Finding full text articles: 100% La Trobe University 9
  10. 10. In Conclusion … • BC enabled delivery of complex educational activities in real time • Recordings scaffold the session content • Facilitates the key androgogical principle of being self-directed • Enables students to connect! La Trobe University 10
  11. 11. Thank you • Connect • Confidence • Learn latrobe.edu.au CRICOS Provider 00115M

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