Adding Value to Online Content

1
Adding Value to Online Content

• Jean Fitzgerald
• Abu Dhabi Womens College
• Higher Colleges of Technology
• United Arab Emirates
• jean.fitzgerald_at_hct.ac.ae

2
Starting Point

• Premise Offering students online content in a
  blended environment can be more effective and
  benefit the students more than offering solely
  off-line content
• Question How can online content be delivered
  most effectively to students in a blended
  environment?

3
Summary

• Compares course offered in 2003 and in 2004
• Measures student use of textbooks and online
  content in a blended course
• Measures student perception of the value of
  content delivered online
• Identifies tools that enhance student use of
  online content
• Makes recommendations for use of online content

4
Course Description

• Introductory law course with business focus
• Text heavy, using textbook, case reports and
  newspaper articles
• Digital and paper delivery of most content
• Four hours per week class time over 18 weeks
• Also use of WebCT quizzes, self-tests,
  assignments, discussion, email

5
2003 Materials

• Content modules in plain HTML
• Self-test and links organized in separate
  organizer pages and not linked to content modules
• Supplementary materials as single pages (Word
  documents) only and not linked directly to content

6
Original Organization
Module 3
Content
Textbook
Home
Course Materials
Supplementary Materials
Articles
Module 3
Handouts
Student Tools
Self tests
Module 3
Self-test
Glossary
Communication Tools
Discussion Board
Discussion
Quizzes
Module 3 Quiz
Assessment Tools
Review questions
Module 3 Review Questions
7
2003 Results WebCT Tracking

• Total of students 13
• Average hits per student 24.6
• Average time per student accessing online content
  1 hour 14 minutes

8
2003 Results Student Use

• Interviewed 13 students after completion of
  course to determine use of site content
• 46 had only used the online content 12 times
• 54 used online textbook 1 - 2 times per month
• 100 preferred to use print textbook

9
2003 Results Student Observations

• Students found long content pages hard to scroll
  through
• Navigation to self-tests and related material was
  difficult
• Online content was unattractive and hard to read
• Online content was difficult to print

10
2003 Results What Did They Like?

• 70 used all of the self-tests for each chapter
• 100 used self-tests for at least 4 chapters
• 100 agreed that self-tests were very useful
• 31 had completed review questions 1 - 3 times
• 85 had used the URL links at least once

11
Useful Thoughts

• In developing online learning, many educators
  simply transferred existing lecture-hall courses
  onto the web with little or no change . . . and
  have done little to exploit the potential of this
  new technology. 1 
• There is a big difference between being able to
  distribute information with the Internet and
  being able to teach with the Internet. 2

12
Changes in 2004

• Still use print textbook
• More self-tests for each chapter
• Easier navigation chapters broken up into
  multiple pages
• Link from content to all related materials and
  tools (e.g. self-tests, glossary, links)
• More attractive

13
Modified Organization
PowerPoint link
Glossary
Online discussion
Self-test
Review questions
Library references
Quiz
Content Readings, newspaper articles, discussion
questions, instructions for in-class exercises,
case studies, quizzes, interactive exercises, and
hyperlinks to additional resources such as
presentations and handouts
Electronic notes
URL Links
Action menu items
Assignment
Separate page
14
2004 Results WebCT Tracking

• Total of students 19
• Average hits per student 235.4
• Average time per student accessing online content
  16 hours 52 minutes

15
2003 / 2004 Comparison

• 2003 Averages
• Hits per student 24.6
• Time per student 1 hour 14 minutes
• Time per hit 0324

• 2004 Averages
• Hits per student 235.4
• Time per student 16 hours 52 minutes
• Time per hit 0418

16
2004 Student Survey

• Online survey of 18 students
• Focused on
• Student use of online content and related tools
• Student preferences
• Student perception of value
• Student recommendations

17
2004 Results Student Use

• 95 collate and print chapters online
• 35 read book
• 29 read online
• Self-test 82 often or very often
• Glossary 70 often or very often
• Glossary hyperlinks 82 often or very often
• Links 70 often or very often

18
2004 Results Student Preferences

• 65 best prefer to collate and print
• 18 best prefer reading the textbook
• 18 best prefer reading online
• 37.5 agree or strongly agree with using only
  online content
• 70 agree or strongly agree with using both
  online content and textbook
• 70 agree or strongly agree that using online
  content is easier and more convenient

19
2004 Results Student Observations

• No access to the Internet at home or access not
  reliable
• Prefer to make notes or highlight in the textbook
• A strain to read online
• Hate computers / Internet
• Not easy to navigate
• Not attractive

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2004 Results Student Observations

• Short pages online make it look like less to read
• Online information more up-to-date
• More interesting than the textbook
• Better organized
• Extra examples and articles online
• Glossary hyperlinks useful
• Links to self-tests useful
• Use of WebCT improved learning experience

21
2004 Results Student Recommendations

• More self-tests and crossword puzzles
• More references
• Make it more attractive
• Immediate answers on review questions (e.g. like
  self-tests)
• More feedback on self-tests
• Use only online textbook next year
• Everything is perfect

22
Conclusions - Delivery

• Changes all positive
• One stop shopping more effective for the
  students
• Instant feedback tools (self-tests, crossword
  puzzles) popular
• Delayed feedback (review questions) less popular
• Less is more (less content per page) so avoid
  scrolling

23
Conclusions - Future

• May not be possible to move completely to online
  content for these students
• May need to introduce online learning earlier in
  program to increase comfort level
• Familiarity with online learning increases use
  and positive response
• Students benefit most from online content when it
  is delivered with tools that increase interaction
  and feedback to aid learning

24
References

• 1 Powell, W., Essential Design Elements for
  Successful Online Courses, Journal of Geoscience
  Education, (2003) Vol. 51, No. 2, March 2003, at
  p 221
• 2 Moallem, M., An Interactive Online Course A
  Collaborative Design Model, (2003), ETRD, Vol.
  51, No. 4 at 85

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Access to BADM318 WebCT Site

• Browse to www.hct.ac.ae
• On the top banner of the Higher Colleges of
  Technology homepage, click on the Online Learning
  link
• Click on the Log in to myWebCT link
• Enter adwguest as your WebCT ID and as your
  password to log in
• Click on the ADW-BUSIHD-BADM318 link