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CASES IN OPEN DISTANCE LEARNING: A CASE STUDY OF STUDENTS

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Title: CASES IN OPEN DISTANCE LEARNING: A CASE STUDY OF STUDENTS


1
CASES IN OPEN DISTANCE LEARNING A CASE STUDY OF
STUDENTS FEEDBACK
  • This case study deals with B.Sc. (Ed.) students
    views of virtual laboratory for TWO SCIENCE
    PRACTICAL

Prof. Dr. Tushar. K. Mukherjee Faculty of
Science and Technology Open University Malaysia
2
OUTLINE
  • Introduction to OUM blended pedagogy
  • Case study
  • Virtual laboratory in Genetics and Cell Biology
  • Summary of Questionnaires
  • Feedback from students
  • Summary Conclusion

3
OUMS BLENDED LEARNING
Face-to-face Learning Classroom
Environment Formal Classroom Computer
Laboratory Science Laboratory Number of
Meetings 5 or less meetings 5 or more
meetings Teaching Strategies Direct Indirect
Online Learning Resources Learning Objects
(iTutorials, iWeblets) Multimedia Courseware PDF
Documents Microsoft Office Attachments Digital
Library Discussions Asynchronous
Discussion Forums
Self-Managed Learning Specially Designed
Modules With support from CDROM
Courseware Digital Library Physical
Library Subject Matter Experts Peers Tutors
3
4
A blend of learning materials
5
OUMS MULTIMEDIA COURSEWARE
Biology-Virtual Lab
Si Tenggang
Chemistry Lab
e-Education 27 March 2008
5
6
(No Transcript)
7
Online learning
  • myLMS

8
The Features of myLMS
  • myLMS is designed to provide users i.e. the
    Learner, Instructor, Administrator and Subject
    Matter Expert (SME) with a single access to
  • Information
  • Administration
  • Teaching Learning
  • Communication
  • Support Services

9
The magic is in the mix!" The beauty is in the
blend! http//www.e-learningcentre.co.uk/eclips
e/Resources/blended.htm
10
Case studies in OUM
  • Case studies give OUM the feedback from our
    customers students (Student Affairs department
    has published many papers on this)
  • Case studies by CIDT involve the assessment for
    the quality of modules
  • Case studies are done by Research, Quality and
    Innovation unit
  • Case studies by individual lecturers

11
VIRTUAL LABORATORY
  • Virtual laboratory is a platform for enhanced
    learning teaching Research
  • Virtual laboratory is crucial to OUM science and
    technology students
  • Safe and save students travel time

12
How virtual Laboratory developed?
  • SME ID at CIDT develops a storey board,
    selecting a few experiments from the class
    practical
  • Video and audio experts with photographer record
    the selected experiments

13
DEVELOPMENT Contd.
  • Multimedia and Computer Graphics experts are
    selected by CIDT for each course that help design
    interactive lessons with 3D and Animation
    techniques
  • Final editing is done by CIDT and SME

14
Virtual Laboratories Developed
  • Genetics and Cell Biology
  • Physical Chemistry
  • Motion, Fluid and Waves
  • Basic Techniques in Laboratory Safety
  • Plant and Animal Diversity
  • Microbial Diversity and Physiology
  • Introductory Mathematics

15
CASE STUDY Involving B.Sc. (Ed.) STUDENTS
  • Students learning preference in introductory
    mathematics (2004)
  • Plagiarism in Mathematics , Business
  • Management and Engineering Design through
    Assignment (Looking at selected scripts from KK
    and Sibu Centre (2004)
  • Virtual laboratory in Genetics and Cell Biology
    (2005)

16
Virtual Laboratory (VL)
  • Genetics
  • Cell Biology and Cellular biochemistry
  • Demonstration

17
STUDENT SURVEY- METHODOLOGY
  • 500 questionnaires were sent to two of the 4
    centres where practical classes in Genetics and
    Cell Biology were held (Institute of Biological
    Science, UM and School of Biological Science,
    USM) for the courses.
  • Selected interview of 58 students in the two
    centres from 318 respondents.

18
STUDENT SURVEY ON VIRTUAL LABORATORY
  • The survey asked students of B.Sc. (Ed.) class
    for their views about OUMs virtual laboratories
    on Genetics and Cellular Biology Biochemistry.
  • Some parts of the questionnaires sent
  • General Information on age, gender, family size,
    learning centre etc.
  • Are you teaching science in FORM IV or V?
  • Have you attended the class practical?

19
STUDENT SURVEY Contd.
  • Estimate how many hours during the semester you
    typically used for studying the digital
    laboratory (VL) (lt2, lt5, lt10 or gt10).
  • Overall quality of the VL was Excellent, Very
    good, Good, Fare, Poor
  • Is the VL comparable to class practical?

20
STUDENT SURVEY Contd.
  • Is the VL comparable to class practical?
  • Ease of use Grade 1 2 3 4 5
  • Understand key concepts 1 2 3 4 5
  • Apply key concepts 1 2 3 4 5
  • Linked with other course material
  • 1 2 3 4 5

21
STUDENT SURVEY Contd.
  • Have you taken part in the exercises given at the
    end of the practical?
  • Yes No
  • Does the VL increase your interest in the
    course? 1 2 3 4 5
  • Does it help at the time of writing your
    laboratory report? 1 2 3 4 5

22
STUDENT SURVEY Contd.
  • Excluding the labs, the overall quality of the
    two courses was 1 2 3 4 5
  • Please summarize the strengths and weaknesses of
    the two VL
  • Strengths______________________
  • ______________________________
  • Weaknesses____________________

23
SURVEY ANALYSIS AND RESULTS
  • Most of the analysis was done using SPSS
    software. Only simple statistics was involved for
    the Yes- No response.
  • ANOVA was carried out where there were three or
    more variables.

24
Major Observations from the analysis
  • There is no difference in the response between
    age, gender and family size of the respondents
    but Penang centre had more positive response
    about the virtual laboratory.
  • Form V teachers in science were very few compared
    to Form III teachers, hence no analysis done.

25
VL was found to be well received by students
  • Compared to Class practical, VL was rated between
    good to very good for ease of use and
    understanding concepts.
  • For application of key concepts class practical
    was found to be better.
  • There was very little linked resources in VL.

26
OBSERVATION Contd.
  • All students took part in doing the exercises
    given in VL and class practical.
  • VL increased the interest of students to look for
    other digital lab for same courses.
  • Vl helped slightly in report writing, assessed by
    the Lab supervisor

27
OBSERVATION Contd.
  • Many students did not write anything about
    strength and weakness of VL.
  • 50 of the students felt that the VL gives them
    opportunity to revisit the lab any time.
  • 10 of the students thought the VL does not
    include most of the topics taught in lectures.

28
SUMMARY CONCLUSION
  • VL was successful in creating interest among the
    students for practicals
  • Partial success of the VL stimulated the faculty
    to develop VL for other courses in chemistry,
    physics, laboratory safety, etc.
  • VL may be uploaded in myLMS.

29
  • Thank You
  • mukherjee_at_oum.edu.my
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