IRISH LEARNING TECHNOLOGY ASSOCIATION

EdTech2004,

Institute of Technology, Tralee, Co. Kerry

3rd/4th June, 2004

‘Introduction of E-learning within IADT’

Does the choice of VLE platform make a difference?
What do students and staff think?

Robert Griffin, School of Science and Technology

Barry McIntyre, School of Business and Humanities

Abstract

The World Wide Web is a recognised medium for delivering distance education. Software has been developed to facilitate the management of instruction and communication among students and instructors who are involved with the delivery of Web-based coursework. The objective of this research was to identify an e-learning feasibility project with potential uses of e-learning within the Institute and future publication of research results. This joint research project examined the benefits of using an elearning platform, primarily WebCT, across Schools in the Institute from a student and staff perspective as well as identifying administration/support benefits. The research was carried out amongst four groups of students with different levels of computing experience and ability. In conclusion, the evidence does support the hypothesis that the use of a VLE can be used effectively to support and teach students in IADT. From a student perspective it is not really important which VLE platform is made available to them. It is imperative that rewards for usage of the sites such as continuous assessment marks are a feature of the system. Amongst staff, there was a slight preference for a VLE which is not complicated to use and doesn’t require knowledge of HTML.

Background and Context

A website was created and used to examine how technology can support and enhance all aspects of current course design, delivery and assessment. The website was also used in addition to the normal class hours and contained course notes, assessment and multimedia content.

As the project intended to identify the different requirements that first time and more experienced computer users have with regard to using an online e-learning package, four groups of studentswith different levels of computing experience and use of e-learning platforms were researched.

Students Selected for project included:

Blackboard users only:

National Diploma in Business Studies (2nd and 3rd years) - 75 Full-time students.

Evolve (IADT/Venturepoint – Dun Laoghaire/Rathdown County Enterprise Board) – 10 part-time students

WebCT and Blackboard users:

Bachelor of Arts in E-Business Systems - 10 full-time students.

WebCT users only: BA in Psychology Applied to IT 1st year -30 full time students.

A questionnaire was issued at the end of March 2003 to evaluate e-learning software in general and WebCT and Blackboard in particular. Questions related to learning in a hypertext environment, cognitive and constructivist learning theories, structure and design of a web enabled course. All data was collated for analysis by comparing different user opinions on the sites.

In addition, the authors used WebCT and Blackboard functionality to track the use of the sites by all groups covering number of hits, pages viewed and time spent online etc all of which was recorded.

Development of trial sites.

Course material, notes etc were already available as MSWord and PowerPoint documents were made ready for use over the web by converting MSWord documents into HTML. Other software used included Macromedia Dreamweaver and adobe Photoshop to create additional content. A homepage was created in both platforms which were accessible to the students with a browser connected to the Internet. Students with a login and password could only access the WebCT and Blackboard.com section for their group.

Both WebCT and Blackboard provide templates for all sections, so creating some sections such as tests and the discussion area was a matter of simply filling in the blanks.

Evaluation and conclusion

Developing the modules for publication on the web was found to be a very time consuming process. The sites have to engage the students in active and self regulated learning. In planning a course to be run online using WebCT the instructor must consider all of the factors involved in teaching a normal class and the additional problems caused by distance learning.

The following are recommendations by the authors based on this research:

  1. It is essential for the person creating the site to know as much as possible about the target audience, age, ability, previous knowledge and Internet experience. The authors taught both classes in this experiment so know them well. This may not be possible in an online course so get to know as much as possible about the participants.
  2. Determine the amount of training that will be required for those who will take the course. An induction meeting where participants meet and are interviewed by the lecturer would be very helpful
  3. Online learning is not linear so it is important to define the scope of the course, to what depth are topics going to be investigated. Students will find all kinds of information on the web they must learn how to evaluate and identify the good from the bad.
  4. Identify the extent to which graphics, sound, and video will be required. Use these where possible the web is a very visual medium. Determine who or where these resources will come from.
  5. Determine the Web server that will be used its reliability and know who has access to it.
  6. Identify ways for the instructors to monitor learner performance and interact with learners. Ensure that there are times when the tutor is available to answer questions or talk on the phone.

The subject matter to be delivered is essential, notes that work in a traditional classroom often does are not suitable for the web. The site should include clear instructions about the size and scope of the course, progression and assessments used.

Site Design

  1. Structure is essential when creating the site. Structure can be brought to a web site using navigational devices. Learner control and navigation can be effectively supported with advice systems or guidance.
  2. All navigational aids such as colour, font style may serve to highlight and differentiate categories of information should be used.
  3. Links should begin with a summary that describes the structure and location of information to assist learners.
  4. Provide an on-line help facility, help files or allow users to contact a tutor through E-mail to ask questions.
  5. Learning tasks and activities should be based on activities, which are as realistic as possible. This is common to all learning in constructivist theory regardless of the medium of delivery.
  6. The web offers the opportunity to interact and communicate with others. Interaction with other students and tutors working in the same area of knowledge fosters collaboration and knowledge building. This was found to be one the most popular feature with students.
  7. A good class morale online is essential in the same way as it is in a classroom interaction between students is the best way to achieve this. Use the communication features offered by WebCT as much as possible.
  8. Develop a template for the pages. Keep this design consistent throughout the site.
  9. Develop guidelines for those who will be managing and administering the WebCT units. A teacher administrating the course will not necessarily be the one creating the site.

Equipment and Software

1. Students should have a minimum of a 28.8 k modem. Sites, which use video or rich in multimedia content would require faster modems to get the most from the site.

2. The course creator must consider which method best suits the requirement of the course. The number of licenses purchased will depend on the anticipated number of students.

In conclusion, the evidence does support the hypothesis that the use of a VLE can be used to support and teach students in IADT. From a student perspective it is not really important which VLE platform is made available to them. . It is imperative that rewards for usage of the sites such as continuous assessment marks are a feature of the system. Amongst staff, there was a slight preference for a VLE which is not complicated to use and doesn’t require knowledge of HTML.