wikivet survey amee elearning symposium 2015 presentation
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International survey of veterinary students’ digital literacies
An international benchmarking exercise to scope readiness for online open educational resources
Laura Gledhill1, Sonya Powney1, Vicki Dale2 and Nick Short1
1eMedia Unit, Royal Veterinary College, Royal College Street, London NW1 0TU2Learning Technology Unit, Learning & Teaching Centre, University of Glasgow, Glasgow G12 8LB.
Context: WikiVet
• Established 2007
• Multimedia encyclopaedia, quizzes, podcasts, videos and more
• Initially RVC, Edinburgh and Cambridge vet schools
• Now over 44,000 registered users from over 90 countries worldwide
• Network of ambassadors in 50 veterinary schools promote use of open educational resources (OERs)
Reasons for study
• Rationale:
– Use of e-learning in vet education is expanding
– However, limited research on uptake, sharing and use of e-learning resources globally
– Important to have more evidence on digital literacies of students internationally
• Study aimed to identify how e-learning resources are currently being used to assess potential to:
– Support uptake of online OERs generally
– Inform further development of WikiVet
Method• Survey design informed by previous RVC work
– Study of Web 2.0 (Dale et al, 2011) & RVC student digital literacy surveys
• Online survey (SurveyMonkey), data analysis in Excel/SPSS
• Pilot study with WikiVet ambassadors (n=10)
• Distribution/promotion:– Distributed by WikiVet ambassadors
– Publicised across US via lead forVeterinary Educators Collaborative
– Promoted by NOVICE partners &on NOVICE platform
• Incentive: Free copy of VBF “Vet Tips” book on completion
Dale, V. H., T. Kinnison, N. Short, S. A. May and S. Baillie (2011). "Web 2.0 and the veterinary profession: current trends and future implications for lifelong learning." The Veterinary Record 169(18): 467.
Response
• 1284 responses
• 201 incomplete responses
• 9 from non-vets
• Analysed 1074 responses
• Potential biases• Majority of
participants from UK, Europe and North America
• Online survey
Internet access
• Home internet most frequently used, followed by college
• Home internet also most reliable an fastest (enough for videos) followed by college
• Less use of internet cafes
• Most students have mobile internet but daily use <50%
Device ownership
• Colleges still largely supplying desktops
• Laptops and smartphones most commonly owned
International differences:internet access & device ownership
College internet available ‘most or all of the time’
UK 98%
N. America 98%
Australasia 95%
S. America 79%
Europe (not UK) 72%
Asia 61%
Africa 48%
Views on college/university provision
Australasia 94%
UK 92%
South America 86%
North America 66%
Europe (not UK) 63%
Asia 63%
Africa 34%
% Agreement
I tend to make use of my iPad the most. I take all my notes on that device. My laptop I reserve more for writing papers and assignments.
I don't even have a smartphone. Since my old
phone is still working I haven't bought one.
School has dead zones, afternoon load speeds are frequently horrible to impossible. It has taken me an entire lecture hour to download the PowerPoint for a lecture. At home my data is capped and this can occasionally decrease my download speeds.
Comments
Use of Technology Resources
0% 20% 40% 60% 80% 100%
Virtual worlds e.g. SecondLife
MOOCs
Paid mobile apps
Podcasts e.g. iTunesU
Open Educational Resources
Free mobile apps
E-journals
Literature search e.g. WoS
Wikipedia
Search engine e.g. Google Once a day or more
Once a week or more
Once a month ormore
Less frequently
Never
I don't know whatthis is
Use of social media for learning
0% 20% 40% 60% 80% 100%
Social bookmarking e.g.Del.icio.us
Microblogging e.g. Twitter
Social images e.g. Pinterest
Video conferencing e.g.Google hangout
Voice calls e.g. Skype
Instant messaging e.g. MSNmessenger
Social videos e.g. YouTube
Social networking e.g.Facebook
Once a day or more
Once a week or more
Once a month or more
Less frequently
Never
I don't know what this is
Attitudes about e-learning
0% 20% 40% 60% 80% 100%
Mobile devices (smartphones &tablets) are essential for my learning
Using social media to access orproduce content is important for my…
I enjoy communicating & networkingwith other learners over the internet
I enjoy learning with new andinnovative online technologies
I enjoy learning with computers
Online Open Educational Resourcescan be a useful supplement to my…
Online quizzes provide a usefulopportunity for my self-directed…
There is value to my learning inaccessing online learning materials…
Learning from multimedia enhancesmy learning
Strongly agree
Agree
Somewhat agree
Somewhat disagree
Disagree
Strongly disagree
Africa 100
Asia 93
South America 91
Europe (not UK)
75
North America 75
Australasia 73
UK 70
% Agreement
Multimedia is a vital facet of my learning, particularly in practical/clinical skills
I think there should be more awareness among students of online learning resources provided for veterinary students. There are many resources mentioned here that I did not know about.
Comments
I especially like to look up how specific ideas are taught at different vet schools to see if I can understand it more easily when it is explained differently.
Conclusions
• Global variation in access to devices and internet, which raises issues of equity
• Majority of students consider mobile access as important
• Majority of students ‘digitally literate’ though many unaware of available resources
• Students value e-learning & OERs
– Multimedia & online quizzes highly valued
Implications
• Issues around equity of access– Need to continue to monitor
differences between/within continents
– Ethical obligation to continue to makee-learning available for global, open access
– Need to optimise design of open e-learning for mobile access
Laptop by John Loo; CC BY: https://www.flickr.com/photos/johnloo/8709720022/
We love technology by studentsforhumanity; CC BY-NC-SA:https://www.flickr.com/photos/studentsforhumanity/3523433498/
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