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Dr. Maria Limniou
The School of Mechanical, Aerospace and Civil EngineeringThe University of Manchester
Pedagogical beliefs of engineering Pedagogical beliefs of engineering teachers and students by using VLEteachers and students by using VLE
A case of e-assessments supported by A case of e-assessments supported by feedbackfeedback
Students “Net Generation” Students “Net Generation”
Prefer (Oblinger and Oblinger, 2005)
• to receive information quickly
• to have multi/multimodal communication channels to access information
• to e-communicate with their peers and tutors
Our main concern is to relate students’ learning with the learning technology.
Ellis et al., 2009
VLEsVLEs (Blackboard, WebCT etc.) (Blackboard, WebCT etc.)
• Provide a great flexibility without the need to download and/or install any kind of software
• Provide an interface for designing a course by using a set of education tools to facilitate learning, communication, collaboration and assessments
• Provide a set of administration tools to assist the teachers in the process of management and continuous improvement of their courses
• Provide support for both on-campus or off-campus learning
TeachersTeachers
Do not use VLEs extensively because of:
• their workloads
• their unfamiliarity with the use of ICT
• the design of high quality material
• their unfamiliarity with electronic communication
• the lack of training on the new technologies
Heaton-Shrestha et al., 2005
Training CourseTraining Course
The School of MMechanical AAerospace and CCivil EEngineering (MACEMACE)
Covers topics regarding
• The design and management of e-courses
• E-assessment methods and plagiarism detection
• Podcasting and Communication tools and
• Virtual Labs
A surveyA survey
• 33 teachersteachers who cover 11 courses The questionnaire was seeking information about the
use of VLEs and their teaching approach Two main categories 1. General questions: the use of VLE’s components and
their teaching difficulties and needs2. 5-point Likert-type scale for the design and use of
online courses
• 108 engineering studentsengineering studentsThe questionnaire was seeking information about their
learning experience Limniou and Smith, 2010
11stst Question Question
Teachers: Teachers: In which way do you prefer to present your teachingteaching material?
Students: Students: In which way do you prefer your learninglearning material to be presented?
Most chosen Most chosen responsesresponses
TeachersTeachers StudentsStudents
Printed material
Slides using an over head projector
PowerPoint Presentations
Websites
Online courses on VLE
51.52 % 88.89 %
42.42 % 44.44 %
78.79 % 44.44 %
15.15 %15.15 % 77.78 %77.78 %
9.09 %9.09 % 66.67 %66.67 %
22ndnd Question Question
Which difficulties do you face in your course?
Most chosen Most chosen responsesresponses
TeachersTeachers StudentsStudents
Limited time
Background Knowledge
Giving/Receiving individual feedback
Assessment methods
57.58 %57.58 % 16.67 %16.67 %
30.30 % 48.72 %
3.03 %3.03 % 39.32 %39.32 %
12.12 %12.12 % 56.41 %56.41 %
33rdrd Question Question
Which VLE component(s) do you believe are more useful for your course?
Most chosen Most chosen responsesresponses
TeachersTeachers StudentsStudents
Online learning modules
Assessment
Assignment
Discussion Board
Announcements
75.76 %75.76 % 55.56 %55.56 %
48.48 %48.48 % 61.11 %61.11 %
36.36 % 22.22 %
42.42 %42.42 % 83.33 %83.33 %
48.48 %48.48 % 50.00 %50.00 %
15.15 % 44.44 %
44thth Question Question
Teachers: Teachers: Which teachingteaching needs do you have as a teacher for your course?
Students: Students: Which learninglearning needs do you have as a student for your course?
Most chosen Most chosen responsesresponses
TeachersTeachers StudentsStudents
Students learn through feedback
Students manage their own learning
Students work together
Students search on the Internet
24.24 % 55.56 %55.56 %
78.78 %78.78 % 88.89 %88.89 %
9.09 % 66.67 %66.67 %
12.12 % 66.67 %66.67 %
ConclusionsConclusions
QuestionsQuestions TeachersTeachers StudentsStudents
Material PowerPoint PresentationsPrinted materialPrinted material
Printed materialPrinted materialWebsitesOnline courses on VLE
Difficulties Limited TimeBackground Background KnowledgeKnowledge
Assessment methodsBackground KnowledgeBackground KnowledgeReceive individual feedback
VLE components
Online learning Online learning modulesmodulesAssessments Assessments Announcements
Discussion BoardAssessments Assessments Online learning modulesOnline learning modules
Needs Manage learning Manage learning Manage learningManage learningSearch on the InternetWork together Feedback
FeedbackFeedback
For teachers: For teachers: students do not pay attention to the feedback provided on assessments,
because they cannot see their usefulness in their learning and also complain that assessments are expensive (of staff time) to be prepared.
(Bloxham & Boyd, 2007)
For students: For students: The National Student Survey (NSS) indicated that only a 1%1% rise in student satisfaction
with feedback that they received
The lack of detailed teacher comments and delays on receiving feedback.
(HEFCE, 2009).
Assessments within The SchoolAssessments within The School
In some cases students waited for several weeks to receive feedback.
Many students felt frustrated with the traditional delivery method of assessment and feedback
Many students find their courses difficult and need more practice and the opportunity to study alone outside normal hours.
National Student Survey (2008-2009)
Discussion Discussion
Any suggestions how we could enhance the learning without overload teachers’ time!!!
Basic points: improve the assessment methods supported by feedback,students to manage their own learning
BeAM ProjectBeAM Project
An project entitled BBlackBoard ee-AAssessment for MMACE (BeAMBeAM) was funded by the Academic Support of the Manchester University
Academic year: Academic year: 2009-2010
Aim: Aim: study the contribution of other university members such as PhD students to the creation of e-assessments by delivering feedback to students through VLEs.
ObjectivesObjectives
• How PhD students could contribute to teaching and learning by using VLEs without decreasing the quality of the education,
• How students reacted to e-formative assessments designed by PhD students and
• What are students’ expectations for their learning by using e-formative assessments
Participants and experimental Participants and experimental conditioncondition
8 courses and two groups of students
104 students BBefore the BeAMBeAM project (B-BeAMB-BeAM)where academic staff designed e-assessments without providing feedback
126 students AAfter the BeAMBeAM project (A-BeAMA-BeAM)where PhD students created e-assessments with feedback
34 e-assessments: 34 e-assessments: for each quiz was created 10-15 questions by PhD students working with the teachers
For all e-assessments: For all e-assessments: different types of questions (multiple choice, matching short answer etc.)
Case 1: Feedback on each student’s Case 1: Feedback on each student’s responseresponse
Case 2: General feedback to students Case 2: General feedback to students independent on their response independent on their response
Project EvaluationProject Evaluation
Multiple choices: Multiple choices: general questions and
Likert-type scale: Likert-type scale: affective factor, practicality and pedagogy
The difficulties that they face in their The difficulties that they face in their coursecourse
46 %
60 %
31 %
14 %
52 %
24 %
ConclusionsConclusions
E-assessment supported by feedback gave the students the opportunity to
• actively participate in their own learning process
• be more responsible for their own learning
• control their learning process in terms of what they already knew and what they needed to know and
• develop critical reflective skills on their learning outcomes.
