Incorporating online learning
into a distance learning
programme:
challenges faced and lessons
learned
Peter A. Bath, Information School
Claire Beecroft, ScHARR
Peter Holdridge, Information School
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Overview
• MSc in Health Informatics programme
• Distance and online learning
• Opportunities to enhance teaching and
learning
• Challenges faced & lessons learned
• Conclusions
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MSc Health Informatics (2000-07)
• Joint programme between IS and ScHARR
• Three year PT distance learning programme
• Aimed at people using ICTs within health sector:
• Primarily those located in the UK.
• Commenced in September 2000
• Text-based learning materials and WebCT
• 3-5 Day Schools per year in Sheffield
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Challenges with original MSc HI
• Day Schools:
• popular with students & very important for
student support
• requirement to attend restricted programme to
UK market
• required intensive staff input
• Reliance on UK market:
• susceptible to funding/economic issues
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Review of MSc HI programme
• 2007-08 – no new intake
• Comprehensive review:
• involved whole programme team and HoD
• reviewed other HI programmes in UK,
Europe, N America, and rest of world
• major revisions to curriculum and delivery
modes
• launched in September 2008
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Revised MSc HI programme
• Re-launched September 2008
• Open to UK and overseas students
• First students completed dissertations in 2011 (and
will graduate on Thursday)
• Induction programmes in Sheffield (Years 1 & 3)
• Using online learning to deliver teaching and
learning materials:
• lectures, small group and one-to-one tutorials:
• MOLE2 and Wimba
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Online learning using Wimba
• Web-based synchronous software
• Used in conjunction with MOLE2
• Individual password-protected login to
Information School’s own site
• Virtual classrooms for each module plus a
Common Room
• Colleagues use lecture rooms for
delivering lectures online in real-time
Wimba
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Online learning (using Wimba)
• Upload .ppt file and deliver lecture at pre-arranged
time (audio, video, text communication)
• All lectures archived for students who cannot
attend live, and for review
• Students / staff can interact with each other:
• Orally, text messaging and using icons
• Ask and respond to questions; provide feedback
• Capacity to annotate slides, Whiteboard, share
applications, view web-sites and share
applications
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Opportunities in online learning
• Synchronous teaching and learning:
• Stimulating and rewarding
• Regular interaction:
• Video and audio
• Staff-student & student-student
• Wimba – resource for other modules
• Archives – resource for the present and
the future
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Supporting students:
• 3-day induction programme in Sheffield:
• Wimba training
• Sessions recorded using Echo 360
• Post-induction via Wimba/telephone/email:
• Materials on MOLE2
• Technical support: Pete Holdridge
• Academic support:
Programme Co-ordinator
Module Co-ordinators
Personal Tutors
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Enhancing teaching and learning
• INF6535 Analysis of Health Information:
• Students read learning materials in advance of
lecture
• Live 1-hour lecture to describe statistical tests
• Live 1-hour tutorial to demonstrate using
SPSS
Share screen to show SPSS actions
Students do exercises using SPSS on own desktops
and type in answers using instant messaging
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Enhancing teaching and learning
• INF658 The Internet, the Web and
eHealth:
• Students vote at start of live lecture on best
source of health information- results shown to
group in bar chart
• Live chat during lecture to discuss the topic
• Same question asked again at end of sessionbar chart shown and compared with results at
start of session, final live discussion about any
change in responses.
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Challenges of distance learning
• For students:
• Requires time commitment (10-12 hours per
week)
• Has to be accommodated with other
work/family commitments
• Need flexible and understanding approach for
coursework deadlines and when problems
arise
• Potential for feeling isolated
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Challenges of distance learning
• For staff:
• Requires time commitment (teaching and
admin.)
• Has to be accommodated with other work
commitments (WAF)
• Tracking students on LoA, extension requests
etc.
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Challenges of e-learning
• For students:
• Technical difficulties:
• setting up and using MUSE and Wimba
• Attending live lectures / tutorials
• Active learning encouraged:
Participation in live sessions
Directed questions
Interaction through Whiteboard
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Challenges of e-learning
• For staff:
• New ways of teaching and delivering learning
materials
• Timetabling live sessions
• (Student) attendance at live lectures variable
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Conclusions
• Moving to online learning has enabled us to offer
MSc programme to overseas and home students
• Important to provide group / individual technical
and academic support
• Opportunities to enhance teaching and learning
• Teaching online is challenging:
• but rewarding and fun!
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Thank you!