1.
To evaluate for two distance learning PGA modules
Understanding Research &
Critical Appraisal (UReCA ) and
Diabetes in Pregnancy by identifying:
• ability of structured e-learning formative activities to meet module learning objectives from staff and student perspectives
• student perceptions of ease of use of interfaces including aspects of the processes and strategies of learning (intended and unintended) that are associated with the subject areas and across subject areas
(generic)
2.
Time and costs of development
3.
To evaluate the added value of distance learning modules compared to face-to-face delivery from the viewpoint of academic tutors, course administrators and students.
The majority of Continuing
Professional Development (CPD) students study part-time alongside work commitments as health professionals. Many are based considerable distances from
Warwick and find it difficult to attend intensive 4 or 5 day courses due to time/ budget constraints. Distance learning is an opportunity cost for staff time and increasing students’ choice.
This project was developed over
12 months in line with WMS elearning strategy and aimed to implement and evaluate on-line distance learning including structured on-line activities and forum use.
Software tools and learning experience were evaluated by students and staff, concentrating on advantages and disadvantages, perceptions, time and cost.
Initial tasks related to devising the distance learning module UReCA and completion of videos for Diabetes in Pregnancy . Once these tasks were completed, delivery and evaluation tasks were undertaken.
• Appoint part-time project officer with appropriate ability and interest, supervised by existing Project Development Officer
• Set up Advisory group *
• Identify tasks from both modules suitable for on-line distance learning in conjunction with module leaders and other academic staff who contribute to teaching
• Develop Forum pages for both modules
• Identify training needs and costs of administrative and academic staff to deliver distance learning modules
• Obtain data on: Usage of distance learning tools; Forum use; Feedback from students and staff; Academic views from module leaders and tutors on both modules via individual feedback
 Analyse data and write final report
* Academic & clinical academic staff representing courses served by modules;
Subject Librarian; E-Lab WMS e-learning adviser; Student reviewers
• Both PGA modules were successfully delivered and completed by ten UReCA students between May - July 2008 and by four Diabetes in Pregnancy students between March - August 2008.
• All UReCA and Diabetes in Pregnancy students successfully accessed content and contributed to on-line discussions and task completion exercises.
• Throughout, structured activities and student feedback were evaluated on-line.
• Structured activities were well received and feedback indicated that all learning objectives had been met.
• Other feedback comments indicated that: on-line versions were viewed very positively ; Forums had been difficult to follow; Suggestions were made to amalgamate some web pages to reduce total number of pages; Printable versions of module handbook and studyunits were desirable.
•Diabetes in Pregnancy and UReCA student assessments were completed by
August and October 2008 respectively. A comparison of assessment marks achieved by students on the distance learning and face-to-face variants showed no measurable differences in the quality of learning outcomes .
UReCA DL students 2008
“clear logical, well organised progression presented with sensible structure in easy to read, nice short pages”
“interaction encouraged; being able to see other people’s submission was good; the thinking involved”
“forum threads difficult to follow & posting too complex in trying to find right place; needs to be a better ‘map’ with reminders to come back to certain sections and clear end to each section ”
“more activities; more real life scenarios to illustrate”
• Identification of tasks from existing modules suitable for transfer to on-line distance learning required assistance from module leaders via worked examples.
• Time to develop on-line material was greater than anticipated due to delays in availability of material.
• Distance learning module will reduce demand on staff time in the future and demand on School capacity to deliver on site modules.
• Module assessment results were comparable to those from face-to-face student groups.
• Funding of £10,000 was available from the TQEF Challenge Fund.
• Time to develop the distance learning material was longer than planned by 6 months and evaluation of student outcomes was dependent on submission of the module assignment and marking (4 months in total)
Added Value to University
• A team based approach to delivering distance learning modules drew on complementary roles of academic staff, clinical academics, medical education specialists, administrative staff, clerical staff, technical support staff, and advisers from University agencies (Library, E-Lab, CAP)
• After the initial development work, the opportunity cost of freeing staff time from face to face teaching within a more flexible, asynchronous framework of Forum facilitation
Added Value to Students
The vast majority of WMS CPD students study part-time alongside work commitments as a health professional. Very few students live in the immediate locality of the University and many are based considerable distances away. Students on taught postgraduate modules normally attend
WMS for 4-5 days intensive teaching and over the following 3-4 months complete work for summative module assessment. The distance learning module enabled:
• Easy access to structured on-line activities for individual and group tasks
• Forums facilitated students’ acquisition of essential skills and communication but was perceived as problematic to use
• Student independence , selfreliance, self-motivation, critical abilities and creativity was enabled in submission of summative assessment in addition to subject knowledge and skills to acquire and utilize knowledge social dimensions of learning off campus were enhanced through use of on-line group work informed by pedagogical models, in particular
Salmon’s 5-stage approach developed for distance education (2000 & 2002)
Take-home messages
• The main tranche of work required to set up a distance learning version of an existing module is at the beginning for academic presenters and support staff.
• Once the initial stage is completed, distance learning modules offer advantages for both staff and students in terms of time saved and comparable student learning outcomes achieved.
Salmon, G. (2000) E-moderating:
The key to teaching and learning online. London, Kogan Page.
Salmon, G. (2002) E-tivities: The key to active online learning.
London, Kogan Page.
Phillips R. (ed), Bain J., McNaught
C., Rice M., Tripp D. (2000)
Handbook for learner-centred evaluation of computer facilitated learning projects in higher education . Murdoch University,
Australia. Available at: http://wwwtlc1.murdoch.edu.au/proj ects/cutsd99/
Students On-line Learning
Experiences SOLE Project 2002-
2004 University of Bristol http://sole.ilrt.bris.ac.uk/