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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
0
5
10
15
20
25
30In
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Em
ail
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Lect
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Fur
ther
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eadi
ng li
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Lear
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Mod
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Sub
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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!