From a Distance: Relieving the pain barrier of Elearning

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From a Distance Relieving the pain barrier of
E-learning

• Andy Pulman - IHCS Web Team
• apulman_at_bournemouth.ac.ukInstitute of Health
  Community StudiesBournemouth University

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Development Process Timeline

• January 2002 - April 2003.
• Development in collaboration with University of
  Abertay.
• April - September 2003.
• Development at IHCS.
• November 2003 - February 2004.
• Validation / Refining Unit Materials.
• March - June 2004.
• Complete Pilot.
• June - September 2004.
• Evaluation and Report.
• January - May 2005.
• Second Intake.
• September 2005 January 2006.
• Third Intake.

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Our Approach

• Usability.
• 3 web use facts of life (Krug, 2000).
• Feedback from IHCS staff and students.
• Accessibility.
• W3C Web Content Accessibility Guidelines.
• Access All Areas JISC guide (Phipps et al, 2002).
  
• Quality.
• Draft Quality Assurance Agency Code of Practice.
• Unit materials.
• HTML 4.01 and converted to an ASP suffix to take
  advantage of zoned secure access.

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Our Approach

• Constructive Alignment approach (Biggs, 2003).
• constructivism in learning/alignment in teaching.
  
• Educational Technology not Information Technology
  (IT).
• filming a book page by page (Biggs, 2003).
• Fostering a deep approach by integrating 3
  approaches.
• 4 key elements of good teaching (Biggs 1989,
  cited Gibbs).
• 9 strategies for improving the quality of student
  learning (Gibbs, 1992).
• key learning design principles (Hutchings et al
  2002).

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Evaluation

• Logs were kept of issues arising and time spent
  on the unit was logged detailing staff
  involvement.
• Both the Discussion Forum and Virtual Coffee Shop
  were monitored for student feedback.
• Once the unit had been completed a reflection on
  what worked and what didnt. Key Question - Has
  the unit made a positive difference to the
  student learning experience ?
• On-line questionnaire created in QMP using a
  range of open and closed questions (ease of
  logging on, accessing resources, appropriateness
  of content, learning etc).
• Request for semi-structured telephone or local
  interviews with participants to further inform
  the evaluation.
• Initial findings reflected Atacks 2003
  evaluation.

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Evaluation

• 1. registered nurses web-based learning
  experiences.
• comfort with technology - initial frustration
  then students learn effectively/proud and
  motivated.
• communication - not enough interaction with other
  students/missing student and tutor rapport.
• environmental experience - lack of study days,
  nature of work, lack of accessible computers.
• learning adjustment - more control but need to
  handle self-discipline and time-management.
• 2. identified on the impact of web learning on
  practice.
• instant application of some of the info into my
  clinical setting.

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Evaluation

• Positive Comments.
• Study at own speed, I can select items of
  particular interest and find information faster.
• No need to travel.
• Fits in well with my work pattern (part time).
• Negative Comments.
• self-discipline to study with home distractions.
• little or written feedback from other students
  isn't as informative as discussions in groups.
• worries when link didn't work for about a week.
• unsure about negotiating study leave from work.

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Summary

• The E-Learning unit Managing Low Back Pain has
  made a positive difference to the student
  learning experience.
• offers students a chance to study at their own
  speed.
• retrieving information more easily and allowing a
  focus on items of particular interest.
• convenient with no travel constraints.
• viewed positively - provides superb
  opportunities and is challenging and
  interesting.

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Summary

• Ongoing evaluative process - informing other
  e-learning developments and being informed by
  them.
• Problems of our students learning experiences
  need to be acknowledged and confronted.
• relationships with tutors and peers.
• relationships with technology.
• relationships with course design.
• relationships with learning environment.
• from the preparation prior to the unit beginning
  and throughout the course.