The use of Technology in
Correspondence Tuition
SIG Meeting
Milton Keynes 13 September 2006
Wendy Fisher
Progress Report
• Five T175 06B tutors used Tablet PC for marking
eTMA-02, eTMA-04 HP Compaq tc 4200 tablet
• Presentation ends October 2006
• Research has developed to include how ALs use
all technology in electronic correspondence
tuition so current practice alongside impact of
electronic ink is part of same discourse
• Technology Faculty have been at forefront of
eTMA marking since 1999 – blind spot for me
Evaluation
• Evelyn Browns Coding Analysis used to code
Associate Lecturer Feedback for;
• TMA-01 Ten Scripts – no tablet
• TMA-02 Ten Scripts – tablet
• TMA-02 Ten Scripts – Control Group – no tablet
• Questionnaire to sixty three T175 students 14/9
• Questionnaire to five ALs to be negotiated IET
• Interviews with ALs and Students 9/06 + 10/06
Work in Progress
• Further analysis of initial feedback coding
• Further Coding of TMA-04 for ALs and
Control group – Twenty scripts to be
coded
• Analysis of Questionnaires and Interviews
• Questionnaires a mix of open and closed
questions and qualitative
• First Class T175 Project Conference –
Analysis? Grounded theory approach
Development of Research
• In developing student questionnaire
• Key issues for analysis TMA-01 and TMA04, former current practice, latter tablet PC
• Where do ALs put their feedback?
• What do students think of where tutors put
there feedback?
• What do students think/feel about how
tutors use technology in providing
feedback?
Coding Categories
• Comments on the factual content of the
assignment
• Comments on skills competency
• Qualitative assessment of student’s performance
– motivational comments (praise, encouragement,
solidarity)
– de-motivational comments (negative words/phrases,
negative judgments about the student)
• Future work/assessment tasks explicitly referred
to
• References to resource materials
Depth of Feedback
• Level 1 An issue acknowledged
• Level 2 A correct response provided
• Level 3 The reason why a student’s
answer was inappropriate or why the
preferred answer was appropriate
Table .1. Feedback Profile for Level or Depth of feedback using the
Coding Categories for type of comment - TMA-01 Project Team
60
Total comments in each category
50
40
Level
1
2
3
30
20
10
0
Content
Demotivational
Future Work
Motivational
Resources
Skills
Table .2. Feedback Profile for Level or Depth of feedback using the
Coding Categories for type of comment - TMA-02 Project Team
80
70
Total comments in each category
60
50
Level
1
2
3
40
30
20
10
0
Content
Demotivational
Future Work
Motivational
Resources
Skills
Table .3. Feedback Profile for Level or Depth of feedback using the
Coding Categories for type of comment – TMA-02 Control Group
80
70
Total comments in each category
60
50
Level
1
2
3
40
30
20
10
0
Content
Demotivational
Future Work
Motivational
Resources
Skills
Table .4. A Comparison of results for each TMA in Category C - Content
Comparison of results for each TMA in Category C (Content)
80
Total for comments in category C
70
60
50
Totals - TMA 01
Totals - TMA 02
Totals - TMA 02 Control
40
30
20
10
0
1
2
Level of comments within category C
3
Table .5. A Comparison of results for each TMA in Category S – Skills
Comparison of results for each TMA in Category S (Skills)
80
Totals for comments within category S
70
60
50
Totals - TMA 01
Totals - TMA 02
Totals - TMA 02 Control
40
30
20
10
0
1
2
Level of comments within category S
3
Table .6. A Comparison of results for each TMA in Category MMotivational Content
Comparison of results for each TMA in Category M (Motivational)
45
Totals for comments within category M
40
35
30
25
Totals - TMA 01
Totals - TMA 02
Totals - TMA 02 Control
20
15
10
5
0
1
2
Level of comments in category M
3
Issues from Coding
• No code for where a tutor has placed their
feedback within a students work
• What are the challenges faced by ALs in
placing their feedback in relevant and
meaningful places, within electronic
assignments
Further Issues
• Had planned iteration for further five ALs
on T175 06J
• Unlikely due to questions of what further
research would add to this body of work
• As full evaluation of initial work is on-going
• Poster Presentation for ISSOTL
Conference - November