blended learning with blackboard: leeds students views about a blended approach

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Blended Learning with Blackboard: Leeds students views about a blended approach Dr Neil Morris, University of Leeds April 2013

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Page 1: Blended Learning with Blackboard: Leeds students views about a blended approach

Blended Learning with Blackboard:

Leeds students views about a

blended approachDr Neil Morris, University of Leeds

April 2013

Page 2: Blended Learning with Blackboard: Leeds students views about a blended approach

2

Session overview

• Background• Module details and methodology• Results

– Lecture recordings– Discussion boards– Social media channels– Video feedback– Tablet devices

• Summary

Page 3: Blended Learning with Blackboard: Leeds students views about a blended approach

3

The changing landscape of Higher Education

Increased student expectations

Greater need to evidence distinctiveness

Focus on graduate attributes and skills

Increased prevalence of multi-functional mobile devices

Lack of digital literacy skills within student and staff populations

Multi-faceted pressures on staff

Requirement to use contact time effectively and efficiently

…and a general expectation that technology will solve all of the problems……

Page 4: Blended Learning with Blackboard: Leeds students views about a blended approach

4

Edgar Dale’s Cone of Learning; CC-SA

Page 5: Blended Learning with Blackboard: Leeds students views about a blended approach

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Pedagogy of Blended Learning

Information retrieval Collaboration Interaction

Self-assessment Multimedia Any time,

any place

Creativity Independent study

Social learning

Page 6: Blended Learning with Blackboard: Leeds students views about a blended approach

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Module details

• 2nd year undergraduate module “neurobiology”• 197 students registered• 10 week module (20 credits) • 20 lectures• 6 hours of practicals• Examinations:

– In-course exam essay– In-course neuroanatomy spot test– Unseen MCQ/essay examination

Page 7: Blended Learning with Blackboard: Leeds students views about a blended approach

7

Blended learning design

Face to face classe

s

Lecture slides /

handouts

Event recordings

Asynchronous discussion

board

Social media channels

Tablet devices

Quizzes

Reading

Page 8: Blended Learning with Blackboard: Leeds students views about a blended approach

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Data collection for study

• Ethical permission obtained from University of Leeds

• Anonymous survey at end of teaching period (no incentives or rewards)

• VLE, social media, event capture usage statistics

• 105 responses to survey (53% response rate)

Page 9: Blended Learning with Blackboard: Leeds students views about a blended approach

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Use of the VLE module area

At least once a day:

Every couple

of days:

Once or twice a week:

A few times a month:

Rarely: Never:0

10

20

30

40

50

60

This module

Other modules

Nu

mb

er o

f re

spo

nse

s

Page 10: Blended Learning with Blackboard: Leeds students views about a blended approach

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Use of the VLE module area

n=105

74% rated the overall quality of the module VLE area as ‘excellent’

56% rated the overall organisation of the resources in the module VLE area as ‘excellent’

Page 11: Blended Learning with Blackboard: Leeds students views about a blended approach

11

Use of lecture handouts

0%

10%

20%

30%

40%

50%

60%

70%Print and annotate in teaching sessions

View on device in teaching session

View on computer/mobile device dur-ing private study

% o

f re

sp

on

de

nts

Page 12: Blended Learning with Blackboard: Leeds students views about a blended approach

“Audio recordings of the lectures have been invaluable to me during my revision as they have allowed me to make full notes for revision purposes, as well as aiding my understanding of the more difficult material”

Neil Morris, University of Leeds; CC-BY-NC-SA

Use of lecture podcasts

Page 13: Blended Learning with Blackboard: Leeds students views about a blended approach

Use of lecture podcasts

Page 14: Blended Learning with Blackboard: Leeds students views about a blended approach

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Use of lecture podcasts

Every lecture: Most lectures: Some lectures: Few lectures: No lectures:0%

10%

20%

30%

40%

50%

60%

70%

80%

Listen via VLE on computer/laptop

Listen via iTunes on computer/mobile device

Use in combination with lecture handout/notes to write up lectures

% o

f re

sp

on

de

nts

Page 15: Blended Learning with Blackboard: Leeds students views about a blended approach

On average, students listened to audio recordings of lectures

TWICE, with over 80% listening to more than half of the recording

60% happy with the whole,

unedited, lecture being posted.

30% would prefer silences etc to

be removed

73% indicated that the availability of lecture

audio recordings does not influence lecture attendance

93% indicated that lecture audio

recordings had become important/very important to their study habits

83% of students indicated that they think

all lectures should be provided as an audio recording

90% indicated that they concentrate more in

lectures where audio recordings are provided, as they don’t have to make so many notes

Use of lecture podcasts

Page 16: Blended Learning with Blackboard: Leeds students views about a blended approach

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Use of lecture capture recordings

Page 17: Blended Learning with Blackboard: Leeds students views about a blended approach

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Use of lecture capture recordings

Every lecture: Most lectures: Some lectures: Few lectures: No lectures:0%

5%

10%

15%

20%

25%

30%

35%

11.a. Watch on computer/laptop/mobile device

11.b. Watch on computer/laptop/mobile device and use to supplement lecture notes

11.c. Pause, rewind or watch multiple times

% o

f re

sp

on

de

nts

Page 18: Blended Learning with Blackboard: Leeds students views about a blended approach

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Perceptions of lecture recordings

Very useful: Somewhat useful: Not useful: Useless:0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Lecture handouts/slides

Audio recordings (podcasts)

Interactive lecture recordings (audio and slides)

% o

f re

spo

nd

ents

Audio recordings would be more useful if it was easier to move back and forwards more specifically through the recording.

I love the interactive visual recording lectures. I like being able to pause them and go back over if I don't understand. The Audio recordings are good but it's annoying that you can't pause/rewind like the video.

Podcasts are very useful specially for foreign students.

Very useful because it allows me to concentrate on listening and understanding during the lectures without feeling like I have to write it all down.

Page 19: Blended Learning with Blackboard: Leeds students views about a blended approach

Septe

mbe

r

Octob

er

Novem

ber

Decem

ber

Janu

ary

0

10

20

30

40

50

60

Nu

mb

er o

f th

read

s

Page 20: Blended Learning with Blackboard: Leeds students views about a blended approach

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Use of discussion board

At least once a day:

A few times a week:

Around once a week:

A few times a month:

Around once a month:

Never:0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Read posts

Posted new threads

Commented on posts

Rated posts

Used material within posts to enhance your learning

% o

f re

sp

on

de

nts

Page 21: Blended Learning with Blackboard: Leeds students views about a blended approach

21

Students’ perceptions of discussion board

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

The discussion board supported my learning

The ability to post anonymously on the discussion board encouraged me to par-ticipate

The ability to 'subscribe' to the dis-cussion board improved its effective-ness

The questions on the discussion board were answered promptly

The answers provided on the discussion board were detailed, relevant and useful

The availability of the discussion board increased my engagement with the module

% p

art

icip

an

ts a

gre

ed

Page 22: Blended Learning with Blackboard: Leeds students views about a blended approach

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Using social media to extend student engagement

• Additional learning resources (e.g. research articles, links to videos, news items)

• Content provided via Hootsuite simultaneously to:

– Facebook page (public)– Twitter account (public)– RSS feed (private, within VLE)

Page 23: Blended Learning with Blackboard: Leeds students views about a blended approach

HEngagement via Facebook

Page 24: Blended Learning with Blackboard: Leeds students views about a blended approach

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Use of Facebook

• 93% of respondents use Facebook• 63% ‘Liked’ the module FB pageOf these:

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

The content provided on the Facebook page was useful for my learning.

The content provided on the Facebook page increased my engagement with the module.

The use of the Facebook page was appropriate.

 I do not think staff should provide learning resources for students via Facebook.

Staff should always provide addi-tional learning resources via mul-tiple channels (e.g Facebook, Twitter and VLE)

% o

f re

sp

on

de

nt

ag

ree

Page 25: Blended Learning with Blackboard: Leeds students views about a blended approach

HUse of Twitter

• 29.5% of respondents followed BMSC2118 on Twitter

• Over 57% of respondents don’t use Twitter

Page 26: Blended Learning with Blackboard: Leeds students views about a blended approach

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Student views about social media• A fantastic way of sharing useful, relevant papers and resources (such as lectures

recorded on youtube) via what is quite possibly the best procrastination tool for students (Facebook).

• I don't think having it on facebook is a good idea, as going onto facebook stops me doing work.

• I go on fb to socialise, and don't really want to be faced with Neuroscience instead! Stick to the VLE for posting things

• It's a great way to get across a lot of information quickly so should definitely be used.

• Learning resources are very useful on the VLE but I don't think they should be provided on Facebook

• The University in general tends to communicate with students via their uni email, but this is actually the thing I (and I'm guessing others) check the least. Twitter and Facebook are on my phone and will in fact 'beep' at me to tell me about things. It's just a good way of being reminded to read things or areas to work on.

Page 27: Blended Learning with Blackboard: Leeds students views about a blended approach

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Neil Morris, University of Leeds; CC-BY-NC-SA

72% of respondents reported that a generic feedback video on a summative exam essay helped to clarify things they did not understand.

Use of generic video feedback

Page 28: Blended Learning with Blackboard: Leeds students views about a blended approach

n=115 undergraduate students, FBS (Nov 2011)

67% of students have access to

a touch screen device suitable for academic work

36% never take their laptop into

university, even though 98% own one.

55% of students with access to

a touch screen device use it for learning at least once a week

61% are considering purchasing

a tablet device for academic and social reasons

Use of mobile devices

Page 29: Blended Learning with Blackboard: Leeds students views about a blended approach

“I really enjoyed the neuroanatomy practical class as I felt the use of iPads cleverly appealed to the students whilst allowing us to revise in a new and effective way”

“Made finding information really easy - when you have a question and can't find the answer using the iPad you can find it yourself instead or leaving without knowing”

Neil Morris, University of Leeds; CC-BY-NC-SA Neil Morris, University of Leeds; CC-BY-NC-SA

Page 30: Blended Learning with Blackboard: Leeds students views about a blended approach

76% said that using tablet

devices in a practical class was beneficial to their learning

3D brain app was used by 98%

of students for an average of 16 minutes during the 2 hour class

98% found the 3D brain

app to be useful for enhancing their learning during the practical class

Over70% used all of the apps

provided on the tablet device during the practical class

Google app was used by

75% of students for an average of 14 minutes during the 2 hour class

94% used the device to “Look at

images to understand brain structure”

Page 31: Blended Learning with Blackboard: Leeds students views about a blended approach

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Summary

• Blended learning approach appreciated by students

• Students make extensive use of supplementary learning resources

• Student engagement is enhanced by blended learning approach

(Data © N. Morris, University of Leeds 2013)