lti seminar – june 2009 jon alltree [email protected]
Post on 20-Dec-2015
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TRANSCRIPT
Session objectives
• Provide an overview of two pieces of research• Highlight some key findings• Discuss some of the implications
The sample – February 2007
• 2143 respondents• 65% female, 35% male• 6% declared a disability• 86% UG, 14% PG• 93% broadband or UH connection at home -
4% had no home connection
Spread across age groups
40+30-3926-2922-2518-21
Age groups
1,200
1,000
800
600
400
200
0
Fre
qu
en
cy
How much does looking after family/others impact upon the amount of time you allocate to your studies?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
18-21 22-25 26-29 30-39 40+Age
Per
cen
tag
e
None/NA
A little
Quite a lot
A great deal
How much does paid employment impact upon the amount of time you allocate to your studies?
0%
20%
40%
60%
80%
100%
18-21 22-25 26-29 30-39 40+
Age
Per
cent
age
None/NA
A little
Quite a lot
A great deal
How much do sports activities impact upon the amount of time you allocate to your studies?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
18-21 22-25 26-29 30-39 40+Age
Per
cent
age
None/NA
A little
Quite a lot
A great deal
How much do social activities impact upon the amount of time you allocate to your studies?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
18-21 22-25 26-29 30-39 40+Age
Per
cent
age
None/NA
A little
Quite a lot
A great deal
Aspects of Study
• Timetabling preference• Use of the VLE for communicating with each
other• Guidance for independent study • Appetite for more/less F2F contact• Wish list for support
Timetabling preference (FT students only)
Interdisciplinary
Studies
Humanities,Law, andEducation
Health andHuman
Sciences
Engineeringand
InformationSciences
Creativeand CulturalIndustries
Business
Faculty
500
400
300
200
100
0
Fre
qu
en
cy
More hours per day,on 2-3 days perweek
Fewer hours perday, on 4-5 daysper week
Preferred pattern oftimetabling
How useful is the StudyNet mediated communication between you and your fellow students?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
FT UG Y1 FT UG Y2 FT UG Y3 PT UG PT PG FT PGStudy route
Pe
rce
nta
ge
NA/ Not used
Not at alluseful
Quite useful
Very useful
Extremelyuseful
Independent study
• 30% report getting no guidance at all
• Of the 70% that do get guidance, 80% rate it as only ‘quite useful’ or ‘not useful at all’
Which two of the following would be the most important to help you study more effectively?
0
10
20
30
40
50
60
70
Betteropportunities toget feedback onprogress made
Greater range ofsuggestedactivities
More multimediaresources to use
as an alternative toreading
Better guidance onhow to work
independently
Smaller range ofsuggested reading
Greater range ofsuggested reading
More ideas forworking with fellow
students duringindependent study
Most important suggestion
Pe
rce
nta
ge
Appetite for flexibility - If changes could be made to your timetable, which of the following would you like to see in place?
(FT students only)
0
10
20
30
40
50
60
70
Business School Creative andCultural
Industries
Engineering andInformationSciences
Health andHuman Sciences
Humanities, Lawand Education
InterdisciplinaryStudies
Faculty
Perc
en
tag
e
More hours in class,less independentstudy
Same balance
Fewer hours inclass, moreindependent study
Percentage of FT students agreeing with the following:
• If I had fewer timetabled hours per week, I would lose motivation to study ….62%
• If I had fewer timetabled hours per week, I think I would learn just as effectively ….38%
• I would not like fewer timetabled hours per week ….70%
• It would suit my lifestyle to have fewer timetabled hours ….44%
Conclusions
• Many very technologically aware with equipment and access• Block timetabling preferred• Appetite for F2F strong
– but not universal and less F2F would suit a substantial minority– new technology (eg Elluminate, Skype, Second Life etc) might offer
new opportunities• Potential to enhance various areas eg:
– guidance for independent study– online communication between part time students– new communication/learning environment opportunities
Limitations..
• Online questionnaires skew sample towards students with access and willingness to use the technology
• Respondents not generally familiar with virtual classroom technology (pilots now underway)
Extending the classroom
Pre-classroom: eg
guidance on preparation, pre-reading
Classroom: interactive, engaging, authentic
Post- classroom: eg wider reading,
discussion and material that
was modified in classroom
Enhancing F2F
Pre-classroom: eg
1) Multimedia engagement with core content in preparation for
class2) weekly worksheets to reinforce
learning and determine the cohort's level of understanding
Classroom activity changed: eg
1) Doing things differently - interactive workshop replaces
lecture2) Doing different things -
intelligence informed review of areas of difficulty
Post classroom : eg
Follow up through discussion forum and repeat cycle for next
week