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The use of technology promoting
self-learning in a PGT cohort: a pilot
                 study

            Luciane V. Mello
         School of Life Sciences
Scenario
   • 2 M level modules, second semester
   • Small cohort: 10 - 11


▪ Diverse cohort:
-cultural background
M1: 11, 7 nationalities
M2: 10, 5 nationalities

-academic level
1st to 2.2: PhD, Master, MRes, MBiol
                                       http://www.scan.ncl.ac.uk/navigation/internationalstudents.html
Aim and e-learning resources
Aim                                       E-learning resources
• Provide opportunities for               • Lowering barriers using e-
  self-learning                             learning resources:
   – Do they need to catch up? –                   – Lecture & workshop on Vital
     bring class up to the same
     level                                         – Podcast
   – Do they have language                         – Online test – formative
     difficulties?                                   assessment
   – Would they benefit from self-                 – Collaborative work –
     monitoring?                                     synchronously
                                                   – Blog
      Would these collectively help
      them with motivation and
      engagement?


                                  http://www.nus.org.uk/
Case 1: Students’ difficulties & e-
           learning resources
Scenario:
   – 1 hour lecture
   – 2 hours workshop – hands-on
Student diversity (academic level, language & individual
  style) & workshop pace - talked just before last session

• Podcast -
   – Forthcoming in-class work
   – Direct students to:
      • Pre-reading
      • Online tests
Case 1: Students’ difficulties & e-
           learning resources
• Online test – formative assessment
  – Prior knowledge required for the work: an
    opportunity to ‘catch up’
  – New knowledge from reading material
        Available before and after the sessions:
        self-monitoring

Academic level
Reinforcement
Case 1: Results
– Podcast: 3 days before the session
   • 10 students watched it! 100%
– Online test: 1 day before the session
   • 9 students took the test before session (no answers
     released. Feedback only right or wrong)
   • 2 students took the test after session (answers released)
     (self-monitoring). One student told me she retook the test
     before the module final exam.
– Workshop pace: MUCH improved, positive feedback
  from students: native & foreign
   • Students found podcast helped them to better prepare for
     the lecture and workshop (much better than just PowerPoint
     on vital)
– Students felt motivated to do the pre-reading!
Case 2: Self-learning & the use of blog
L&tconference 2011 lv_mello
L&tconference 2011 lv_mello
Case 3: Group work & e-learning
                resources
• Collaborative work & scientific environment
• Collaborative writing
    – synchronously (and asynchronously) using Googledoc (within
      group)

• Introduction of new tools
• Introduction of self and peer assessment (summative assessment)
       • Collaboration
       • Final work

Academic level: peer discussion, active participation, motivation (Crosby,
   1996)          self-learning
Cultural differences: widening participation through different skills
   (Crosby, 1996)
Case 3: Results
• 11 students
     – 2 groups of 2 students
     – 2 groups of 3 students
     – 3 individual work
• 9 feedback (3 individual work)
Improved learning       Would like another group   Prefer to work
                        work                       individually
5 out of 6              3 out of 6                 3 out of 6


Enjoyed working with    Worked synchronously       Worked asynchronously
Googledoc
6 out of 6              1 group out of 4           3 groups out of 4
Case 3: Results
Improved learning            Would like another group     Prefer to work
                             work                         individually
5 out of 6                   3 out of 6                   3 out of 6


• Collaborative writing
     – Mark fairness – despite of the peer assessment:
       participation time vs participation effectiveness

Gibbs (2003) – In group work, some students can not perceive the achievement of deep
learning in order to be able to transfer knowledge. Instead the non-gain feeling prevails,
generating dissatisfaction.



                         Self-learning     “I needed to study more in order to participate
                                             in the work”
Conclusions
• Podcast
   – Students felt better prepared for lecture/workshop
   – Helped overseas students – language
   – Students really appreciated the personal interaction
• Online formative assessment
   – In combination with podcast, encouraged pre-reading and
     helped with the workshop pace issue: self-learning
   – Failed to promote self-monitoring
• Blog
   – Promoted motivation and engagement
   – Promoted self-learning through peer discussion
• Collaborative writing – Googledoc
   – Promoted interaction between students – peer and self-
     learning

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L&tconference 2011 lv_mello

  • 1. The use of technology promoting self-learning in a PGT cohort: a pilot study Luciane V. Mello School of Life Sciences
  • 2. Scenario • 2 M level modules, second semester • Small cohort: 10 - 11 ▪ Diverse cohort: -cultural background M1: 11, 7 nationalities M2: 10, 5 nationalities -academic level 1st to 2.2: PhD, Master, MRes, MBiol http://www.scan.ncl.ac.uk/navigation/internationalstudents.html
  • 3. Aim and e-learning resources Aim E-learning resources • Provide opportunities for • Lowering barriers using e- self-learning learning resources: – Do they need to catch up? – – Lecture & workshop on Vital bring class up to the same level – Podcast – Do they have language – Online test – formative difficulties? assessment – Would they benefit from self- – Collaborative work – monitoring? synchronously – Blog Would these collectively help them with motivation and engagement? http://www.nus.org.uk/
  • 4. Case 1: Students’ difficulties & e- learning resources Scenario: – 1 hour lecture – 2 hours workshop – hands-on Student diversity (academic level, language & individual style) & workshop pace - talked just before last session • Podcast - – Forthcoming in-class work – Direct students to: • Pre-reading • Online tests
  • 5. Case 1: Students’ difficulties & e- learning resources • Online test – formative assessment – Prior knowledge required for the work: an opportunity to ‘catch up’ – New knowledge from reading material Available before and after the sessions: self-monitoring Academic level Reinforcement
  • 6. Case 1: Results – Podcast: 3 days before the session • 10 students watched it! 100% – Online test: 1 day before the session • 9 students took the test before session (no answers released. Feedback only right or wrong) • 2 students took the test after session (answers released) (self-monitoring). One student told me she retook the test before the module final exam. – Workshop pace: MUCH improved, positive feedback from students: native & foreign • Students found podcast helped them to better prepare for the lecture and workshop (much better than just PowerPoint on vital) – Students felt motivated to do the pre-reading!
  • 7. Case 2: Self-learning & the use of blog
  • 10. Case 3: Group work & e-learning resources • Collaborative work & scientific environment • Collaborative writing – synchronously (and asynchronously) using Googledoc (within group) • Introduction of new tools • Introduction of self and peer assessment (summative assessment) • Collaboration • Final work Academic level: peer discussion, active participation, motivation (Crosby, 1996) self-learning Cultural differences: widening participation through different skills (Crosby, 1996)
  • 11. Case 3: Results • 11 students – 2 groups of 2 students – 2 groups of 3 students – 3 individual work • 9 feedback (3 individual work) Improved learning Would like another group Prefer to work work individually 5 out of 6 3 out of 6 3 out of 6 Enjoyed working with Worked synchronously Worked asynchronously Googledoc 6 out of 6 1 group out of 4 3 groups out of 4
  • 12. Case 3: Results Improved learning Would like another group Prefer to work work individually 5 out of 6 3 out of 6 3 out of 6 • Collaborative writing – Mark fairness – despite of the peer assessment: participation time vs participation effectiveness Gibbs (2003) – In group work, some students can not perceive the achievement of deep learning in order to be able to transfer knowledge. Instead the non-gain feeling prevails, generating dissatisfaction. Self-learning “I needed to study more in order to participate in the work”
  • 13. Conclusions • Podcast – Students felt better prepared for lecture/workshop – Helped overseas students – language – Students really appreciated the personal interaction • Online formative assessment – In combination with podcast, encouraged pre-reading and helped with the workshop pace issue: self-learning – Failed to promote self-monitoring • Blog – Promoted motivation and engagement – Promoted self-learning through peer discussion • Collaborative writing – Googledoc – Promoted interaction between students – peer and self- learning