Experience from Online Course Delivery at KFUPM

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Experience from Online Course Delivery at KFUPM
Presentation Headings

• Dr. Mahmoud M. Dawoud
• Department of Electrical Engineering
• King Fahd University of Petroleum Minerals

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Outline

• Introduction
• Course Delivery Software checklist
• Course Delivery
• Another University Experience
• Online Course Delivery at KFUPM
• ICS Course
• First Group of Online Courses Including EE 200
• Student Survey Results
• Conclusion

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Introduction

• An overview of online course delivery methods
  will be presented. Issues related to the delivery
  and management of online courses will be
  considered. Experience of Online course delivery
  at KFUPM will be discussed. Experience of
  supplementary, mixed and fully online delivery
  methods will be exposed.
• The delivery of the EE200 "Digital Logic Circuit
  Design" online course and students feedback will
  be highlighted

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Online Course Delivery Software
Many online delivery software products are
available. Some examples are listed

• Blackboard
• Convene
• Embanet
• eCollege.com
• Intralearn
• Symposium
• TopClass
• WebCT
• The Learning Manager
• WebMentor
• ..

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Web-Course Development Checklist

• Welcoming page
• Syllabus
• Assignment
• Lessons
• Communications
• Resources
• Course calendar
• .

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Course Delivery

• Instructor-Led face-to-face courses
• Instructor-Led on-line courses
• Combination courses (On-line elements, and
  face-to-face elements)

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Course Delivery

• Supplemental
• Blended
• Fully on-line

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Another University Experience
Face-to-Face, Online, or a Hybrid Students
Reactions to Multiple Course Delivery Modes,
Brian Miller, University of Delaware

• Investigation to identify the effect of
  undergraduate students attitude toward the
  learning experience, when adding web based course
  management tools to the traditional face-to-face
  delivery mode
• Course content delivered to 938 students using
  four different levels of course management tools
• All students received the instruction under the
  same instructor
• Results showed that effective use of Web based
  course management tools can have positive effect
  on students attitudes toward the instruction

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Another University Experience
Face-to-Face, Online, or a Hybrid Students
Reactions to Multiple Course Delivery Modes,
Brian Miller, University of Delaware

• The four levels of course management tools are
• Traditional Face-to-Face 214
• Static dual mode (F2F, plus website for syllabus,
  practice quizzes, and study guides) 428
• Dynamic dual mode (F2F, plus Website including
  dynamic course material and activities,
  interactive syllabus with hyperlinks to online
  material) 214
• Online delivery mode (all course material
  received via the internet using WebCT course
  management software 86

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Another University Experience
Face-to-Face, Online, or a Hybrid Students
Reactions to Multiple Course Delivery Modes,
Brian Miller, University of Delaware

• The findings of this research are
• Using web based tools with F2F instruction did
  not have significant effect on students overall
  reporting of satisfaction with the instructional
  delivery when comparing among the four groups.
  
• However, the following are key results to the
  study
• Students in the hybrid course delivery reported
  significantly more course value than F2F or
  online.
• When the course is delivered part or whole via
  internet students found it harder than was
  reported by the F2F.
• Hybrid treatment groups reported that the pace of
  the course was quicker than the other two groups.
• Groups receiving instructions through internet
  reported that the work required in the course was
  more than what was reported by the other groups.
• The two hybrid groups reported greater
  satisfaction of the instructors efforts than was
  reported by the other groups.
• The results suggest that instructors should
  consider implementing web based course management
  tools with routine F2F contact with the
  instructor and provide multiple dynamic learning
  activities.

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Online Course Delivery at KFUPM

• Online course delivery experience at KFUPM will
  be discussed base on
• Delivery of ICS on line course ICS 202 (Dr.
  Sahalu Junaidu)
• Delivery of the first group of courses, supported
  by Elearning center, Deanship od Academic
  Development (KFUPM).
• EE 200
• EE 203
• ME 315
• PHYS 101

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ICS Course

• A study was made to investigate the effectiveness
  of an e-learning course at KFUPM (ICS 202),and
  the completion rate. Also to compare the results
  with similar studies.
• The course is delivered almost completely online.
  
• A single weekly meeting instead of the
  traditional three meetings.
• The meeting was used as a Q-A session, as well as
  taking a quiz.
• Lab. was conducted in the traditional manner.
• NYU onlines research showed that one hour live
  session for every four hours of self-paced study
  was a highly effective mix.
• Results were given for the scoring, drop rate,
  and course GPA for five semesters.
• Results showed insignificant difference in
  scoring. More drop-out rate in the online group,
  and higher course GPA for the online course.
• The online results were better, probably due to
  students ability, lab component, and more
  frequent assessment.

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First Group of Online courses Including EE200

• The courses were delivered as supplementary
  material.
• Different levels of blending between F2F and use
  of the online material were used.
• EE 200 The online course material was made
  available to all students registered in 8
  sections (180 students). The students were
  encouraged to utilize the material for revision,
  catching up on material, and practicing self
  tests. They were also encouraged to make use of
  the high level interactivity and animations.
• EE 203 The online material was considered a
  supplementary material. Communication tools were
  utilized for discussion and announcement.
  Practice quizzes were used by students to
  evaluate their understanding. Participation in
  the discussion board was included in grading
  students

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First Group of Online courses Including EE200

• ME 315 The course was conducted in hybrid mode.
  The board and chalk were used wherever there are
  derivations and new formulations. However, once
  the instructor go through them on the board, he
  repeats them again using the online materials to
  consolidate students understanding.
• PHYS 101 The course is delivered entirely as
  supplementary. There was no compulsion on the
  part of the students to log in. However the
  instructor gave some incentives like bonus points
  for completing one assignment online

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Statistics About EE200 Access by Students

• The total number of students registered in
  (041) 180
• The number of students who accessed the online
  course web page 177
• The number of students who filled the course
  survey 82
• Number of hits Number of students
• gt 650 1
• gt 500 4
• gt 400 9
• gt 300 17
• gt 200 37
• gt 100 100
• gt 50 132
• gt 3 177

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Students Survey Results

• Students appreciated the following
• The use of graphics and animation
• The lesson objectives at the start of each lesson
• The use of online communication methods
• The organization of the online lectures
• They also showed some dissatisfaction with
• The number of examples used within the courses
• The technical reliability of some courses that
  use slide shows with voice, developed in
  Macromedia Authorware
• Using the online lectures from computers at home

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Conclusion

• Online course delivery is an important issue,
  which has to be planned ahead of time
• Full coordination between e-learning center and
  the departments is important for deciding the
  most suitable means of delivery for an online
  course. This issue differs depending on the type
  of course
• A highly successful online course delivery
  scheme, is the one which includes the traditional
  F2F phase
• Technical reliability issues have to be
  addressed, so that online material can be
  accessed without difficulty from the different
  locations of the learners

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• Thank You
• Comments, Q A