Mismatched Expectations of Staff and Students Towards Blackboard

Teaching And Learning Conference 2006

Elisabeth Yaneske

Andrew Bingham

Background – e-learning Students encouraged to use Blackboard (e-learning

environment) for many modules within the School Of Computing Use of Blackboard within SCM best described as ‘blended

learning’ or ‘technology enhanced e-learning’ Modules incorporating more and more e-learning Assumptions made about students’ comfort with e-learning

especially when moving away from face-to-face contact – online discussions instead of face-to-face etc. student preference

Assumptions made regarding student IT skills (perceived to be of a high level in SCM). But what about older students and students from outside the UK?

3-Part Study

Stereotypes (Basis For Assumptions)Actual drawing of a computer scientist by a first year computer science student in 2004

Students asked to draw a picture of a computer scientist overwhelmingly drew white males in various degrees of ‘geekiness’ (Martin)

Male-dominated, intelligent, lacking in interpersonal skills (Beyer)

Martin, C. D. (2004) 'Draw a computer scientist'. Working group reports from ITiCSE on Innovation and technology incomputer science education, Leeds, United Kingdom: ACM Press.

Beyer, S. (1999) 'The Accuracy of Academic Gender Stereotypes.' Sex Roles 40: 787-813.

Background - Blackboard Blackboard expected to be used for all modules in

SCM as of 2005 Core modules on Blackboard even though some

staff use own intranet pages Some staff only use Intranet Sites to support their

modules Some staff use Blackboard to support their modules All students will come into contact with e-learning

delivered by Blackboard at some point during their course

Research QuestionsPart 1 – e-learning Attitude Survey What are Multimedia students’ attitudes towards e-learning versus

face-to-face techniques? Are there any other factors that influence these attitudes? e.g. mature

vs traditional students

Part 2 – Sociabilty Does sociability influence students’ attitudes towards e-learning versus

face-to-face techniques?

Part 3 – Current Usage & Expectations Of Blackboard Within SCM How are staff and students currently using Blackboard? What are staff expectations of Blackboard? What are students’ expectations of Blackboard? Do they match? Are they correct?

Method Online survey sent out to 168 second year

Multimedia students within the School Of Computing Survey preceded by ethics statement Survey contained demographic, attitude (5-point

Likert scale) and sociability questions Survey available for two weeks, with incentive

offered for completion 41 respondents

Part 1&2 – e-learning Attitude Survey

Female Mature

Sample 22% 37%

Population 13% 19%

Part 1 – e-learning Key Findings - Demographic

Survey indicates that mature students prefer face-to-face teaching methods

Current practice– Lecture – 1 hour in lecture theatre– Tutorial – 1 hour in computer lab

Q8. It is important to attend all tutorials

Q8 Outcome: Most mature students felt that it is important to attend all tutorials.Over a third of traditional students disagreed with this. (Only some tutorials of value to them?)

Mature Traditional

Agree 86% 54%

Disagree 13% 35%

Q9. I can complete online tutorial tasks without the help of a tutor

Q9 Outcome: Traditional students attend when they need help. Many Mature students find value in tutorials even though they don’t need help.

Mature Traditional

Agree 47% 19%

Disagree 40% 66%

Q33. Lectures do not add anything to the notes provided online

Q33 Outcome: More Mature students feel that lectures are a passive learning experience, although a significant number of traditional students also have this opinion.

Mature Traditional

Agree 87% 58%

Disagree 7% 27%

Q20. In order to pass a module I need to attend lectures and tutorials

Q20 Outcome: Mature students felt more strongly that attendance was important even though they said they didn’t need help to complete tasks and majority said that lectures did not add to the online notes.

Mature Traditional

Agree 93% 62%

Disagree 7% 27%

Q12. I prefer to be handed tasks in tutorials than to obtain them online

Q12 Outcome: More mature students prefer to be handed tasks, rather than obtain them online. Potentially mature students more familiar with paper based tasks.

Mature Traditional

Agree 46% 23%

Disagree 20% 43%

Q6 I prefer to ask the tutor questions face-to-face

Q6 Outcome: Mature students prefer to ask questions face-to-face

Mature Traditional

Agree 87% 42%

Disagree 7% 35%

Q32. I learn when other people ask questions in lectures

Q32 Outcome: Mature students feel more strongly that they learn when others ask questions in lectures.

Mature Traditional

Agree 86% 50%

Disagree 7% 23%

Part 1:Overall ResultsScore Guide

205 Strongly Prefer e-learning

164 Prefer e-learning

123 Neutral

82 Prefer Traditional Techniques

41 Strongly Prefer Traditional Techniques

A score of 93.29 indicates that the group had a slight preference for face-to-face teaching methods

Key Findings From The Survey – Attitudes - Lectures (1) 26 (63%) I feel it is important to attend all the

lectures 22 (54%) Felt that they missed valuable information

if they missed a lecture

29 (71%) Did not agree that they are not worried if they miss a lecture because the notes are available online

30 (73%) I feel I learn more by attending the lecture than by just reading the notes provided online.

25 (61%) Did not think it was important to ask questions in lectures

Suggests lectures viewed as a passive learning experience

26 (63%) learned when other people asked questions *

Key Findings From The Survey – Attitudes - Lectures (2)

27 (66%) I feel it is important to attend all tutorials 28 (68%) When I attend tutorials I learn from my

fellow students 33 (81%) I prefer to attend tutorials so I can receive

feedback from my tutor 21 (51%) I attend tutorials because I need to ask

questions Feedback driven by tutors

Key Findings From The Survey – Attitudes - Tutorials

30 (73%) In order to pass a module I need to attend lectures and tutorials

24 (59%) I prefer to ask my tutor questions face-to-face

21 (51%) The support provided by tutors in lectures and tutorials could not be provided by online resources alone

Key Findings From The Survey – Attitudes - Contact In General

Part 2 - Sociability Results

Outcome: Average with a slight tendency to be slightlyunsociable

Research Method

Survey handed out to 168 Multimedia students & 45 staff within the School Of Computing

Survey preceded by ethics statement Survey contained usage and

expectation/opinion questions 41 Student respondents 18 Staff respondents

Part 3 – Current Usage & Expectations Of Blackboard Within SCM

Questions (Staff) Which Blackboard applications do you use? What is the one thing you would change about

Blackboard? Can you give an example of how you use

Blackboard to enhance the students’ learning experience?

What other online resources do you use and would recommend to enhance student learning?

Questions (Students) Which Blackboard applications do you use? What is the one thing you would change about

Blackboard? Can you give an example of how Blackboard has

enhanced your learning experience? Taking into account all the online resources you are

directed to use in your modules, which is the most useful and why?

Key Findings From The Survey – Blackboard Usage Main Usage – Course content (lecture notes,

tutorial tasks, book list….)Comparison of Staff and Student Blackboard Usage

Rank Staff Students

1 Course Content / Staff Contact

Course Content

2 Discussion Board* Announcements

3 Announcements Staff Contact

4 Tools Area Tools Area

5   Discussion Board*

Key Findings From The Survey – Usage And Expectations

What is the one thing you would change about Blackboard?– Usability– Functionality– Administration– Training

13 students (32%) felt Blackboard was fit for its purpose. (They would not change anything) – But no staff

Usability (Both Staff & Students)

Confusing interface Students have to log in twice Format of discussion forum confusing Format of announcements Not all modules and their resources on

Blackboard

Extra Functionality Requested (Both Staff & Students) Email notification of updates Exam timetable Grades for each subject Overall individual pathway results Ability to upload multiple files at a time Customisable to learner needs, accessibility

and learning style Closed access prevents dissemination of

good practice

Functionality (Both Staff & Students)

Closed Access Lack of Control over Environment

Some staff using intranet page instead

No ‘one-stop-shop’ for students

Administration (Both Staff & Students) Management of links to modules

- Remove old and redundant links- Leave old links for reference

Problems with student enrolment

Training (Both Staff & Students) 2 students requested training One student said; “I don’t know how to use

Blackboard”

Results (Staff & Students)

How is Blackboard used to enhance the learning experience?

Staff Students

No enhancement/Discussion Board (39%) *

Course Content (61%)

Provide access to course content (17%)

Work Anywhere/Anytime (20%) * (mismatch)

All info in one place (6%) *(mismatch)

No Enhancement/Discussion board(17%) *

Online Quizzes (6%) Transfer/view files (5%)

Question asked to staff. What other online resources do you use and would recommend to enhance student learning?

*

*

Question Asked To Students. Taking into account all the online resources you are directed to use in your modules, which is the most useful and why?

No Mention Of LRC

Summary of results ‘Learning Environment’ sets an expectation

– Staff expect Blackboard to Enhance learning by itself– Students expect Blackboard to be used as a ‘distance

learning tool’– Misusing Blackboard means students miss out on the

learning experiences they told us they valued– Students expect a single point of access for all course

related information (exam timetable, grades, etc..) One login!

VLE (really a dissemination tool)– Notice Board– Document sharing– Communication tools

Summary of results

Need to set expectations for staff and students

How can we achieve this? Need to provide training to set expectations and to get the most out of the VLE- Induction week for students- Induction for new staff. On-going training for existing staff