A student needs analysis of the intranet Helen Court (OPTOM) Julia Kennedy (SOHCS) Rebecca...

A student needs analysis of the intranet

Helen Court (OPTOM)Julia Kennedy (SOHCS)Rebecca Price-Davies (PHRMY)Katherine Shelton (PSYCH)

Aims of the Study

To increase understanding of students’ needs with regard to intranet usage (e.g. Blackboard) as an aid to learning

and

To adapt or implement change, if necessary, in order to maximise intranet usefulness for the students’ learning experience

Methodology

The general methodology was adapted to suit school and subject specification

Timing and delivery was adapted due to module teaching schedules

Methodology – phase 1

● A ‘pre-intervention questionnaire’ was emailed to all students registered on the identified module to investigate:

current usage of Blackboarddesired functions of Blackboard

Blackboard functions used by students

Blackboard functions deemed desirable by students

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Reason for selection of discussion boards

• applicable to and versatile for different modules

and

• allowed for

• increased feedback• contact with lecturer from remote sites• interactivity with peers

Discussion board implementation

The discussion boards were set-up for individual lecture series in the identified modules in all 4 schools

The discussion board was explained to the identified cohort of students identifying its use potential benefits

Discussion board implementation

‘Exam style’ discussion topics were posed following each lecture

SOHCS (4) OPTOM (10) PHRMY (4) PSYCH (3)

Researchers regularly visited the discussion board to make comments

Methodology – phase 2

● A ‘post-intervention questionnaire’ was issued to students to investigate:

● whether they had used the discussion board

● method of use – posted, viewed or both

its perceived benefits as a learning aid

‘How beneficial was the DB?’

0% 20% 40% 60% 80% 100%

SOHCS

PSYCH

PHRMY

OPTOM

1 (very)

2

3

4

5 (not at all)

Perceived benefits

OPTOM PHARM PSYCH SOHCS

Perceived benefits

Helps to check understanding/ consolidate/revise lecture and/or subject/topic

15 6 4 3

Helps structure/aid learning 2 1 1 0

Revision/seeing exam level questions 21 1 15 2

Lecturer feedback and contact 5 0 5 1

Allows comparison with other student ideas/answers

10 2 16 3

Encourages further research 1 2 0 0

Interactivity 0 2 1 0

Platform for discussion 0 1 0 0

DisadvantagesOPTOM PHARM PSYCH SOHCS

Disadvantages and barriers to use

More detailed responses from lecturer desirable

2 0 0 0

Too few posts or not enough activity 0 2 4 1

Too busy to use 1 3 4 2

Forgot to look 0 4 0 1

Would like model answers 1 1 0 0

Did not understand how to use 0 0 8 0

Social comparison (made more nervous when saw others work)

0 0 2 0

Limited to only 2 lectures of course 0 0 3 0

Didn’t suit style of learning 0 0 1 0

Discussion

• DB allows construction of knowledge contribution to discussion participation in the learning process

• helps to promote collaboration co-operation exploration construction of knowledge multiple perspectives problem solving negotiation

Discussion - Literature

• Active online interaction – posting messages predicts learning

• The number of visits (views) does not appear to be related to students perceived learning

• Rovai and Barnum (2003).

• Full participation appears central to the effectiveness

Limitations of the DB’s

Ran for only part of the semester

Were not embedded within the curriculum

Active participation was limited

Require assistance to enable students to take responsibility for their own learning

Potential use

• DB’s were greeted with enthusiasm Found to be of some benefit by most

respondents

Therefore

Scope to incorporate DB into undergraduate courses

So What?

• Requires embedding at a number of different levels: School Year group Within the course

• Must have some tangible benefit: National Student Survey Achievement of course aims

Thank you for listening!