1 / 25

Extending the Use of WebCT Through the Development of Generic Online Tutorials

This study explores the development of generic online tutorials on WebCT and their impact on student learning and accessibility issues. The results show improved student responses and increased awareness of referencing and citation practices. The study also addresses usability concerns and measures the impact on student performance. The outcomes include improved departmental strategies and plans for further integration of WebCT tutorials in teaching and learning.

sallen
Download Presentation

Extending the Use of WebCT Through the Development of Generic Online Tutorials

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Extending the Use of WebCT Through the Development of Generic Online Tutorials Margaret Kendall Senior Learning and Teaching Fellow Helen Booth, Research Associate Department of Information and Communications, Manchester Metropolitan University

  2. Outline • The context • Action research • Actions during 2002/3 • Aims in creating the 2 tutorials • Results 3.1 Student responses 3.2 Addressing accessibility issues • Survey • Usability testing 3.3 Measuring the impact • Student performance • Tracking student use 4 Outcomes and future plans

  3. Use of WebCT at MMU

  4. Department of Information and Communications • Prior to 2002-3, WebCT used by 3 tutors for optional units • Department Learning & Teaching strategy • Short tutorials in WebCT • Fitness for purpose • Maximum return of investment • Promoting wider use of WebCT as Senior Learning and Teaching Fellow

  5. Action Research “A spiral of cycles of planning, acting (implementing plans), observing (systematically), reflecting.. And then replanning, further implementation, observing and reflecting” Kemmis, S. and McTaggart, R. (1992)

  6. Actions during 2002/3 • Staff Development for all 24 staff • followed by Dept Research Forum using WebCT communication tools • Teams creating WebCT tutorials • Adaptation of Internet Detective tutorial (3 staff) • Citing Proficiency Test tutorial (8, including 3 library staff) • Delivered to all 1st year undergraduates (116) and 58 taught postgraduates by 7 further tutors • Networked Information • Learning, Communication and Technology • Information Retrieval

  7. Aims in developing the tutorials • Address issues of common concern • Indiscriminate use of resources from the web • Poor acknowledgement of sources and inaccurate citation practice • Make learning more fun through interactivity • Follow guidance on accessible design and identify any further steps needed • Measure the impact

  8. Student responses I personally feel much happier now with citing references The quizzes are really helpful and test my knowledge there and then I’m likely to remember what I read here rather than information in a booklet

  9. Accessibility and WebCT • Improvements with each version, although still some problems. • “The methods, structure, design and presentation of materials by the designer may pose difficulties in accessing the learning environment for students with disabilities. These generic issues are not because of any constraints imposed by WebCT itself” • Pearson, E. and Koppi, T. , 2002

  10. Aspects of the design of the tutorials • Pages written in valid html code • Cascading style sheets used to specify layout and appearance • Links from the home page, course map and course menu followed the same sequence • Comic Sans font used for Internet Detective, but after feedback from students, changed to Arial for this and Citing Proficiency Test tutorial

  11. Student views of WebCT Internet Detective

  12. Usability testing • Usability testing by 8 students with dyslexia, 1 with dyspraxia, from other Departments. • None found the tutorials difficult to navigate • Need identified for more instruction in altering appearance of text and background. • Solutions could include personal style sheets, a fixed selection (Wright and Stephenson, 2003) or user customisation in WebCT itself, as on the British Dyslexia Association page.

  13. Measuring the impact “What we are most interested in regarding learning as a consequence of using technology often can’t be measured in the short term or without different approaches to measurement. Measure what can be measured, such as short-term gains in efficiency or increases in flexibility” Collis, B. and Moonen, J. 2001

  14. 16 gaining marks of 70% or above all read all pages of the tutorial 8 failed assignment 8 borderline passes all had made little or no use of the tutorial Undergraduate performance after Internet Detective tutorial

  15. Quizzes in Citing Proficiency Test

  16. Postgraduate performance

  17. Undergraduate performance

  18. Reasons? • Method of counting hid some improvements • Change in practice during the year to conform with British Standards BS1619 and BS5605 • Authors’ name in lower case in 59% of references to books with errors after tutorial • Tutors’ reading lists not changed • Low motivation and attendance in term 2 • “Electronic register” hid fact that 25% hadn’t attempted tutorial at all

  19. Outcomes: Departmental • Changes to LCT unit for 2003/4 • Replacing lectures with WebCT tutorials • Learner profiles, regular tracking • Greater levels of support through tutorials and weekly seminars/lab sessions • Citing Proficiency Test tutorial adopted for all students from 2003, standardised practice • Further use of WebCT for • postgraduate integrative study • Personal development plans

  20. Outcomes: MMU • Tutorials • adopted by other Departments, e.g. Law • available as part of library’s information literacy initiative • Faculty WebCt developers’ group, liaison with English Department • Funding for companion tutorial on avoiding plagiarism

  21. Outcomes:External • Demonstration copies available now Internet Detective http://odl.mmu.ac.uk/public/internet_detective/index.html Login: WebCT ID & password: netskillsdemo Citing Proficiency Test tutorial http://odl.mmu.ac.uk/public/citing_proficiency_test/index.htmlLogin: WebCT ID: ltsndemo Password: ltsndemo • Downloadable copies to be made available soon • Future conversion into Blackboard

  22. References BRITISH DYSLEXIA ASSOCIATION [online] [cited 11th August 2003] Available at: <http://www.bda-dyslexia.org.uk/main/view/index.asp> COLLIS, B. and MOONEN, J. Flexible learning in a digital world: experiences and expectations. London: Kogan Page, 2001, p. 129 KEMMIS, S. and MCTAGGART, R. (eds.) The action research planner. 3rd ed. Geelong, Victoria, Australia: Deakin University Press, 1992 NETSKILLS, Quality Internet training, University of Newcastle, [online] [cited 11th August 2003] Available at: <http://www.netskills.ac.uk> PEARSON, E. and KOPPI, T. Inclusion and online learning opportunities: designing for accessibility Alt_J Association for Learning Technology Journal10(2) 2002, pp.17-29 PLACE, E. et al The Internet Detective tutorial, [online] [cited 11th August 2003] Available at: <http://www.sosig.ac.uk/desire/internet-detective.html> WRIGHT, L and STEPHENSON, J Issues around the use of WebCT in on-line learning for dyslexic students at the University of East London. [online] [cited 7th July 2003] Available at: <http://www.uel.ac.uk/clt/research/documents/SoTL_Paper01.PDF>

More Related