Evaluation of Student and Staff Perceptions on L&T Models Across Multiple Disciplines

Lim, L. H. I. , Goh, C. S., Davies, J. , Yang, H. , Keoh, S. L. , Howes, D. and Dale, V. (2020) Evaluation of Student and Staff Perceptions on L&T Models Across Multiple Disciplines. Applied Learning Conference 2020, Singapore, 30-31 Jan 2020.

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Abstract

Moving towards Education 4.0, there has been a gradual shift in learning and teaching (L&T) practices worldwide towards active and deep learning (Gardiner, 2015). With technological advancements, different models of learning and teaching utilising digital mediums have evolved, alongside with frameworks to support transitions into enhanced blended learning (Adekola, Dale, & Gardiner, 2017). It was proposed that the students’ learning needs and expectations must be considered in the L&T pedagogy. In Ithaca S+R and the Univer¬sity System of Maryland, parallel comparisons of traditional versus blended courses were conducted (Griffiths, Chingos, Mulhern, & Spies, 2014). In this study, students on the blended courses performed slightly better or as well as those on the traditional courses but enjoyed the course less. At the University of Glasgow Singapore, L&T with different modes of blended instruction was explored. Four courses in Computing Science, Nursing, Mechatronics and Civil Engineering, which were hosted on different learning management systems, FutureLearn, Moodle and xSiTe, were considered. Across these courses, varying lesson plans and proportion of digital versus Face-to-face (F2F) interactions were provided. Lesson plans ranged from supplementary learning with videos to active and blended learning. Two surveys were developed to evaluate the staffs’ and students’ experiences. These included MCQs with a Likert-scale, as well as open ended questions. In this study, quantitative data was imported into Excel for visualisation, while qualitative data was subjected to categorisation and analysis (Braun & Clarke, 2006). Results were collated from at least fifty respondents in each course. The evaluation study for the students was developed on the following areas: (1)Accessibility; (2)Acceptance Levels; (3)Learner’s Gain; (4)Learner’s Experience; (5)Learner’s Perception; (6)Viewing Duration; (7)Repeated Viewing; (8)Useful to Learning; (9)Higher Level Learning; and (10)Acceptance levels on proportion of Videos versus F2F interactions. Similar questions were posed to lecturers. Some of the key findings are as follows: (i) All four lecturers believe that the videos helped to raise the level of classroom discussion and channelled F2F consultation time to enhance the L&T gain for students. (ii) Most learners used a laptop for video viewing. This is closely followed by the smartphone, especially for Nursing. (iii) More than 93% of the learners believe that videos are helpful in their learning. (iv) Concept reinforcement was ranked to be most important approach for successful learning outcomes. Students also appreciate foundational materials and content to evoke active learning and critical thinking. (v) Over 78% of the students felt that they had to repeat the viewing of videos to grasp the concepts. (vi) Across all disciplines, more than 88% of the students felt that videos are useful to learning. Above 79% felt that they are learning at a higher level. (vii) Above 81% of the students are comfortable to engage in blended learning and felt that the optimal proportion of F2F consultation versus video time would be between 40% to 60%. In conclusion, it is evident that students are generally comfortable to engage in blended learning, if a good balance of digital and F2F interaction is provided. Students enjoy learning at their own pace and time. Many of the students felt that the digital content enabled them to review their learning and reinforce their understanding. Improvement in summative assessment scores is also demonstrated, where blended learning is offered to students. This project has provided the necessary guidance needed to develop successful courses for active and blended learning and demonstrates L&T examples with different pedagogical approaches. The results will be studied for future course development and lesson planning across all joint SIT-Glasgow degree programmes.

Item Type:Conference or Workshop Item
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Yang, Dr Hezhen and Dale, Dr Vicki and Goh, Dr Cindy Sf and Keoh, Dr Sye Loong and Davies, Professor John and Howes, Dora and Lim, Dr Li Hong Idris
Authors: Lim, L. H. I., Goh, C. S., Davies, J., Yang, H., Keoh, S. L., Howes, D., and Dale, V.
Subjects:L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
College/School:College of Science and Engineering > School of Computing Science
College of Science and Engineering > School of Engineering
College of Science and Engineering > School of Engineering > Electronics and Nanoscale Engineering
University Services > Learning and Teaching Services Division
Copyright Holders:Copyright © 2019 The Authors
Publisher Policy:Reproduced with the permission of the publisher
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