E learning: adding depth and breadth to an Academic Preparation course'

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E learning adding depth and breadth to an
Academic Preparation course.

• By Lynne Jump
• University of Greenwich

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Academic PreparationCourse

• Design features
• Dialogue
• Structure
• Autonomy
• Otto Peters 1995
• and linked to the principles of constructivism

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Content

• The aims of the course are
• To make explicit the processes of academic study
  that are often hidden and implicit
• To introduce students to the discourse of
  academic reading

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Resulting environment

• Reception area
• Course handbook
• Calendar
• Lecture theatre
• Discussion area
• Library
• Self assessment quizzes

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The Home Page
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The Students

• Category 1
• Students returning to study having had no formal
  education for 5 30 years.
• Category 2
• Have started a programme of study but see this
  course as enhancing performance.

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Evaluation method

• Automatically logged data from Web CT
• Open ended qualitative questionnaire designed to
  record student experiences of the constructivist
  learning environment

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Whole group databy student

• Total visits to Total visits Postings to
• Site to discussion Discussion
• Area area
• 180 507 36
• 338 291 16
• 473 159 29
• 529 169 24
• 767 444 23
• 896 444 25
• 952 412 21
• 1008 432 16
• 1026 178 27
• 1057 413 28

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Content Module data
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Qualitative questionnaire
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Examples of student perceptions

• In self assessment quizzes
• My learning is helped when I complete them
• Because I can see where I need to do extra reading

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Student perception

• In discussion area
• My learning is hindered when I struggle to
  express my opinions
• Because I thought my thinking was wrong

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Findings

• Reception
• Library
• Self assessment quizzes
• Handbook
• All helped learning, there were no perceptions
  that they hindered learning in anyway

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Findings contd.

• Lecture theatre and discussion area resulted in
  perceptions of both helping and hindering
  learning.
• Focus is on the areas of independent study and
  study with fellow students

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Discussion areaHelped and Hindered comments

• Not alone, good to see other comments
• The comments confirmed my thinking
• I was able to ask questions
• Comments put me on the right track

• I was waiting for comments to come in
• I thought my own performance was not as good
• I wanted it to be more interactive
• I struggled to express my opinion

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Lecture theatreHelped and Hindered comments

• I liked the click and go format
• I could go to sites easily
• Available 24/7 my study time was not restricted
• Doing the activities helped to broaden my
  knowledge

• I would some times like to move on faster than
  the group
• I did not get the time to read everything, I was
  tired from work
• I thought I was the only one lagging behind

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CalendarHelps and Hindered comments

• It allowed me to prioritise my work

• I got worried when I fell behind schedule

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Finally..

• The questionnaire asked the student directly to
  write down the percentage of responsibility they
  believed each of the following had for their
  learning.

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Results

• Average
• Fellow students 6.75
• You 60.75
• Your lecturer 26.25
• Others 6.25