Peter WellsPeter Wells11 & Debbi Weaver & Debbi Weaver22

1 1 School of Physics & Materials EngineeringSchool of Physics & Materials Engineering2 2 Higher Education Development UnitHigher Education Development Unit

Monash University, ClaytonMonash University, ClaytonVictoria, 3800, AustraliaVictoria, 3800, Australia

EET – Monash University 16-17 July 2003

Supporting Off-Campus Supporting Off-Campus Students with WebCTStudents with WebCT

An Example in Medical An Example in Medical UltrasoundUltrasound

I CTI CT

Objectives & Outline of Objectives & Outline of PaperPaper

Describe the use of Describe the use of WebCT in supporting WebCT in supporting mature-age online mature-age online distance learning distance learning studentsstudents

Discuss the use of Discuss the use of student evaluation of student evaluation of online support and online support and learning achievementslearning achievements

Outline some costs & Outline some costs & benefits of this form benefits of this form of teaching/learningof teaching/learning

Distance LearningDistance Learning Unit DescriptionUnit Description Previous ExperiencesPrevious Experiences Use of WebCT in 2003Use of WebCT in 2003

Evaluation SurveysEvaluation Surveys 7 Principles of Good Teaching7 Principles of Good Teaching Examples from 2003Examples from 2003

Design & NavigationDesign & Navigation Summary & ConclusionsSummary & Conclusions AcknowledgementsAcknowledgements

Distance LearningDistance Learning

StudentsStudents Miss social contact with staff & studentsMiss social contact with staff & students Miss some educational advantages (e.g. Miss some educational advantages (e.g.

library/union)library/union) Diverse backgrounds (studies/mature-age students)Diverse backgrounds (studies/mature-age students) Variability in skills (learning/writing/computer)Variability in skills (learning/writing/computer)

Monash/staffMonash/staff Assure quality (quality teaching audits)Assure quality (quality teaching audits) Use technology to students advantageUse technology to students advantage Use technology to academic staff advantageUse technology to academic staff advantage Provide supportive/nurturing environmentProvide supportive/nurturing environment

Unit Outline – SON4000Unit Outline – SON4000

Physics of Ultrasound & InstrumentationPhysics of Ultrasound & Instrumentation 6 point unit in Grad. Dip. in Medical 6 point unit in Grad. Dip. in Medical

UltrasoundUltrasound One of 8 equally weighted unitsOne of 8 equally weighted units First semester (mid-Feb. to late June)First semester (mid-Feb. to late June) 16 weekly topics16 weekly topics 2-day on-campus workshop (if able to attend)2-day on-campus workshop (if able to attend) Text book prescribedText book prescribed Printed material (350 pages) + 2 CDs suppliedPrinted material (350 pages) + 2 CDs supplied

Unit TopicsUnit Topics

Ultrasound Physics/Basics (topics 1-11)Ultrasound Physics/Basics (topics 1-11) Printed material + CDPrinted material + CD ReflectionsReflections Activities (reading, calculations at level of c = fActivities (reading, calculations at level of c = f)) Typical exam questionsTypical exam questions

Image Processing (topics 12-16)Image Processing (topics 12-16) Printed material + 2 CDsPrinted material + 2 CDs Activities (image processing using Scion Image)Activities (image processing using Scion Image) Exercises (assessable)Exercises (assessable) Typical exam questionsTypical exam questions

Students & AssessmentStudents & Assessment

2001 – 8 students2001 – 8 students (used email/post/phone)(used email/post/phone) 2002 – 12 students2002 – 12 students (used my.monash portal)(used my.monash portal) 2003 – 19 students2003 – 19 students (used WebCT v.3.7)(used WebCT v.3.7) AssessmentAssessment

Artefact test (hurdle – US artefact image Artefact test (hurdle – US artefact image recognition)recognition)

1500-word assignment1500-word assignment 10%10% Workshop report Workshop report 20%20% Image processing exercises Image processing exercises 15%15% 3-hour written examination 3-hour written examination 55%55%

Previous Experience - Previous Experience - 20012001

2001 – email/phone/post2001 – email/phone/post 8 students – 5 Vic, 3 NSW 8 students – 5 Vic, 3 NSW

Time consumingTime consuming Repeated questions to lecturerRepeated questions to lecturer No sense of student communityNo sense of student community Staff time about ½ hour per working dayStaff time about ½ hour per working day Inefficient use of staff time on occasionsInefficient use of staff time on occasions Virtually no formal feedback from studentsVirtually no formal feedback from students

Previous Experience - Previous Experience - 20022002

2002 – my.monash portal2002 – my.monash portal 12 students – 1 overseas, 1 NT, 4 NSW, 6 Vic12 students – 1 overseas, 1 NT, 4 NSW, 6 Vic

Learn to use portal (staff & students)Learn to use portal (staff & students) No real continuity across units in Grad. Dip.No real continuity across units in Grad. Dip. Basically text-only online support using portalBasically text-only online support using portal Network administrator to upload other materialNetwork administrator to upload other material Disjointed online presentation of materialDisjointed online presentation of material Discussion groups not used much by studentsDiscussion groups not used much by students Again, virtually no formal feedbackAgain, virtually no formal feedback

Use of WebCT in 2003Use of WebCT in 2003 2003 – WebCT2003 – WebCT 19 students – 1 NZ, 1 NT, 1 Qld, 5 NSW, 11 19 students – 1 NZ, 1 NT, 1 Qld, 5 NSW, 11

VicVic Learn to use WebCT (staff & students)Learn to use WebCT (staff & students) All units in Grad. Diploma had WebCT sitesAll units in Grad. Diploma had WebCT sites Additional Grad. Dip. site for common topicsAdditional Grad. Dip. site for common topics Common WebCT presentation/designCommon WebCT presentation/design Requirement for evaluation (quality audit!)Requirement for evaluation (quality audit!)

WebCT Tools/PagesWebCT Tools/Pages Tools/pages usedTools/pages used

Overview/unit outline/guide (single html page)Overview/unit outline/guide (single html page) Calendar – important dates (correct printed Calendar – important dates (correct printed

mistakes)mistakes) Single pages – questionnaire/updates/informationSingle pages – questionnaire/updates/information Quiz/surveys – hurdle and evaluation (‘once only’)Quiz/surveys – hurdle and evaluation (‘once only’) Assignments – electronic submission of workAssignments – electronic submission of work Discussion groups – for unit content mattersDiscussion groups – for unit content matters WebCT Mail – for ‘personal’ mattersWebCT Mail – for ‘personal’ matters Text on Home Page – updated regularlyText on Home Page – updated regularly Used ‘dummy’ student to check site regularlyUsed ‘dummy’ student to check site regularlyWhere possible, used html (WebCT’s native language) for speedWhere possible, used html (WebCT’s native language) for speed

WebCT Home PageWebCT Home Page

NavigationNavigation

BannerBanner

LinksLinks

Screen textScreen text

Tools/iconsTools/icons

WebCT DetailsWebCT Details Decisions made in using WebCTDecisions made in using WebCT

Use consistent set of icon/links/layout/styleUse consistent set of icon/links/layout/style Use html as much as possible (for speed)Use html as much as possible (for speed) Separate windows (to avoid in advertent shut-Separate windows (to avoid in advertent shut-

down)down) Discussion Groups would be public (1-to-all)Discussion Groups would be public (1-to-all) WebCT Mail would be private (1-to-1)WebCT Mail would be private (1-to-1) Use built-in responses with quiz/hurdleUse built-in responses with quiz/hurdle Use built-in analysis of survey responsesUse built-in analysis of survey responses Mainly stick to single page tools otherwiseMainly stick to single page tools otherwise Strongly discourage email/phone contactStrongly discourage email/phone contact

EvaluationEvaluation Surveys were ‘anonymous’ (do Surveys were ‘anonymous’ (do notnot look at #1) look at #1) 2 Surveys – Mid-semester & Final2 Surveys – Mid-semester & Final PurposePurpose

Is use of WebCT achieving the intended staff-Is use of WebCT achieving the intended staff-student contact?student contact?

Is use of WebCT efficient in use of staff resources?Is use of WebCT efficient in use of staff resources? Is there adequate student-student contact?Is there adequate student-student contact? Are maximum learning outcomes achieved?Are maximum learning outcomes achieved?

Evaluation DetailsEvaluation Details Mid-SemesterMid-Semester

Mainly addressing students’ use of WebCTMainly addressing students’ use of WebCT Allows changes to advantage current studentsAllows changes to advantage current students 7 MCQs + 2 comment-type questions7 MCQs + 2 comment-type questions

FinalFinal Mainly addressing student learningMainly addressing student learning Advantages only future studentsAdvantages only future students 13 MCQs + 5 comment-type questions13 MCQs + 5 comment-type questions

Mid-Semester EvaluationMid-Semester Evaluation Questions onQuestions on

Finding information on WebCT pages (MCQ)Finding information on WebCT pages (MCQ) Ability to contact academic staff (MCQ)Ability to contact academic staff (MCQ) Feeling part of the student cohort (MCQ)Feeling part of the student cohort (MCQ) Ability to contact students (MCQ)Ability to contact students (MCQ) Asking questions and getting responses (MCQ)Asking questions and getting responses (MCQ) Timing and pace of the work (MCQ)Timing and pace of the work (MCQ) Specific WebCT features causing difficulty (MCQ)Specific WebCT features causing difficulty (MCQ) Most & least enjoyable aspects to date Most & least enjoyable aspects to date

(comment)(comment) Any additional comments (comment)Any additional comments (comment)

Mid-Semester EvaluationMid-Semester Evaluation Outcomes from 84% returnOutcomes from 84% return For current studentsFor current students

Reduced slightly the workload (removed one Reduced slightly the workload (removed one hurdle)hurdle)

Altered due dates from Fridays to MondaysAltered due dates from Fridays to Mondays Provided students with summary of survey Provided students with summary of survey

analysisanalysis

For future studentsFor future students Altered weightings of assessments componentsAltered weightings of assessments components Added assessment from quiz activityAdded assessment from quiz activity

Final EvaluationFinal Evaluation Questions onQuestions on

Finding information on WebCT pages (MCQ)Finding information on WebCT pages (MCQ) Ability to contact academic staff/students (MCQ)Ability to contact academic staff/students (MCQ) Timing/relevance of staff responses (MCQ)Timing/relevance of staff responses (MCQ) Usefulness of printed & CD material (MCQ)Usefulness of printed & CD material (MCQ) Value of on-campus workshop (MCQ & comment)Value of on-campus workshop (MCQ & comment) Response to written examination (MCQ)Response to written examination (MCQ) Overall workload and timing/pace (MCQ)Overall workload and timing/pace (MCQ) Integration of various aspects of unit (comment)Integration of various aspects of unit (comment) Most & least enjoyable aspects to date Most & least enjoyable aspects to date

(comment)(comment) Any additional comments (comment)Any additional comments (comment)

Final EvaluationFinal Evaluation Outcomes from 76% returnOutcomes from 76% return For future studentsFor future students

Maintain use of both printed & CD materialMaintain use of both printed & CD material Maybe integrate US-imaging material betterMaybe integrate US-imaging material better Look to slightly reduce workloadsLook to slightly reduce workloads Add FAQ sectionAdd FAQ section Other responses still to be considered (but Other responses still to be considered (but

unlikely to be many)unlikely to be many)

Use WebCT (version 3.8) in 2004Use WebCT (version 3.8) in 2004

7 Principles of Good 7 Principles of Good Teaching Teaching

Chickering & Gamson (1991)Chickering & Gamson (1991)1.1. Student-staff contact in and out of class is the most Student-staff contact in and out of class is the most

important factor in student motivation & involvement.important factor in student motivation & involvement.

2.2. Learning is enhanced when it is more like a team effort Learning is enhanced when it is more like a team effort than a solo race.than a solo race.

3.3. Students do not learn much just sitting listening, they must Students do not learn much just sitting listening, they must talk & write about what they are learning, relate it to past talk & write about what they are learning, relate it to past experiences.experiences.

4.4. Student learning is enhanced by prompt and frequent Student learning is enhanced by prompt and frequent feedback and reinforcement by teachers.feedback and reinforcement by teachers.

5.5. Time plus energy equals learning.Time plus energy equals learning.

6.6. High expectations are important for everyone.High expectations are important for everyone.

7.7. Students need the opportunity to show their talents; they Students need the opportunity to show their talents; they are different from one another.are different from one another.

Student-Staff ContactStudent-Staff Contact Students’ hits to siteStudents’ hits to site

180/105 hits/readings per 180/105 hits/readings per studentstudent

3.2 postings per student3.2 postings per student

Mid-semester surveyMid-semester survey Have you felt welcomed/ Have you felt welcomed/

encouraged to contact your encouraged to contact your lecturer on areas of difficulty?lecturer on areas of difficulty?

0

2

4

6

8

10

12

14

1 2 3 4 5

Never Rarely Sometimes Mostly Always

What did you like best about SON4000?

“The security of having available communication with lecturer as necessary.”

0

30

60

90

120

150

180

1 3 5 7 9 11 13 15

Week/Topic Number

Hit

s/R

ead

ing

s/S

tud

ent

00.40.81.21.622.42.83.23.6

Po

stin

gs/

Stu

den

t

Student-Student ContactStudent-Student Contact Mid-semester surveyMid-semester survey

Have you felt able to Have you felt able to contact your fellow contact your fellow students?students?

Final surveyFinal survey Have you felt able to Have you felt able to

contact your fellow contact your fellow students?students?

WorkshopWorkshop Engendered community Engendered community

spirit – worked well.spirit – worked well.

0

1

2

3

4

5

6

7

1 2 3 4 5

Never Rarely Sometimes Mostly Always

0

1

2

3

4

5

6

7

1 2 3 4 5

Never Rarely Sometimes Mostly Always

Prompt FeedbackPrompt Feedback Mid-semester Mid-semester

surveysurvey Did the lecturer Did the lecturer

respond to questions respond to questions you raised?you raised?

Final surveyFinal survey Did the lecturer Did the lecturer

respond to questions respond to questions and comments you and comments you raised?raised? 0

1

2

3

4

5

6

7

1 2 3 4 5

Never Rarely Sometimes Mostly Always

0

2

4

6

8

10

12

14

1 2 3 4 5

Never Rarely Sometimes Mostly Always

Time per TaskTime per Task Final surveyFinal survey

Did you think the Did you think the workload was fair?workload was fair?

Time management Time management or too much work?or too much work?

0

1

2

3

4

5

6

7

1 2 3 4 5

Too high High Fair Low Too low

What did you like least about SON4000?

“Just not having enough time - my fault!”

What did you like least about SON4000?

“Racing against time from March to June 2003.”

0

1

2

3

4

5

6

7

1 2 3 4 5

Never Not much Sometimes Mostly Very

High ExpectationsHigh Expectations Final surveyFinal survey

Did you read the Did you read the additional additional ReadingsReadings provided?provided?

Final surveyFinal survey Did you find the Did you find the ReadingsReadings helpful helpful??

Provided URLs/RefsProvided URLs/Refs

0

1

2

3

4

5

6

7

1 2 3 4 5

Never read Read a bit Read some Read most Read all

Diverse TalentsDiverse Talents

012

34567

8910

1 2 3 4 5

None Few Some Most All

What did you like least about SON4000?

“Doing the image processing assignments/exercises.”

What did you like best about SON4000?

“The workshop and the digital image processing exercises.”

Final surveyFinal survey Do you feel you have Do you feel you have

achieved the SON4000 achieved the SON4000 objectives? objectives? (listed on page … of (listed on page … of SON4000 Unit Guide)SON4000 Unit Guide)

Feedback & CommentsFeedback & Comments Final surveyFinal survey

Do you feel the exam basically Do you feel the exam basically covered all learning covered all learning material in the material in the topics?topics?

Other WebCT attributesOther WebCT attributes Quiz/Survey data analysis provided & bar-charts Quiz/Survey data analysis provided & bar-charts

displayeddisplayed Discussion Groups/Mail detail can be savedDiscussion Groups/Mail detail can be saved Site can be saved & used/modified for next student Site can be saved & used/modified for next student

intakeintake

0

2

4

6

8

10

12

1 2 3 4 5

Totally unrelated Yes Mostly Not really

Feedback & CommentsFeedback & Comments ExampleExample

This shows This shows detail in one detail in one way WebCT way WebCT can display can display Quiz/Survey Quiz/Survey MCQ resultsMCQ results

But ….But …. WebCT does WebCT does

not have all not have all the tools you the tools you require!require!

Design & NavigationDesign & Navigation What are students real computer skills?What are students real computer skills? How will students navigate WebCT?How will students navigate WebCT? How will you “train” them in WebCT?How will you “train” them in WebCT? Will you up-date single/content/other pages?Will you up-date single/content/other pages? How will students know this?How will students know this? Should information be in the printed material?Should information be in the printed material? Should you move icons around or not?Should you move icons around or not? What are you “saying” by this?What are you “saying” by this? How frequently should any student access How frequently should any student access

WebCT?WebCT? Have you checked site as the “dummy” student?Have you checked site as the “dummy” student?

Summary & ConclusionsSummary & Conclusions Communication was greatly enhancedCommunication was greatly enhanced Time commitment was greater than expectedTime commitment was greater than expected Students liked the online approach we usedStudents liked the online approach we used Quality flexible online learning is possibleQuality flexible online learning is possible Can be fun/rewardingCan be fun/rewarding Off-campus students will provide feedbackOff-campus students will provide feedback Students have varying needs/backgroundsStudents have varying needs/backgrounds Students still challenge us to teach effectivelyStudents still challenge us to teach effectively Do not make assumptions about new Do not make assumptions about new

technologytechnology

AcknowledgementsAcknowledgements Students who were the ‘guinea pigs’ for thisStudents who were the ‘guinea pigs’ for this

Demonstrated that you could build a community Demonstrated that you could build a community spiritspirit

Debbi Weaver (HEDU/CeLTS)Debbi Weaver (HEDU/CeLTS) Taught me WebCT basics very quickly/efficientlyTaught me WebCT basics very quickly/efficiently Designed surveys & analysed student responsesDesigned surveys & analysed student responses Interviewed me every 2 weeksInterviewed me every 2 weeks

Peter Coombs (SON Course Leader)Peter Coombs (SON Course Leader) Encouraged me do get on with it!Encouraged me do get on with it!