Nijmegen Conference 19 February 2005 - Reinder Vrielink International MSc e-learning, multimedia and...

Nijmegen Conference 19 February 2005 - Reinder Vrielink

International MSc e-learning, multimedia and consultancy Conference 2005

Evaluatation of the implementation of Blackboard at the Zernike College (Groningen/Haren)


Introduction of myself

Reinder Vrielink 22 August 1951

Head master VMBO at the Stedelijk Daltoncollege at Zutphen

I live in Deventer with my wife Christa, two cats , two birds Amke (28) Almere Erik (26) New York Marijke (23) Amsterdam


VMBO Basic secondary education ( 12-14)refers to the first two years. Pre-vocational secondary education (15-17) (VMBO-basis en

kaderberoepsgerichte leerweg) In the upper forms (third and fourth) pupils can choose from four

sectors: - Business and economics- Engineering and technology- Care and welfare- Agriculture.

General Secondary Education (VMBO-theoretische leerweg; MAVO): this course prepares pupils for Secondary Vocational Education (Colleges - MBO).

Apart from this regular education we offer special education for pupils with specific learning needs or abilities.


Why the Zernike College?

I was acquainted; I was one of the members at the start of ICT-north in 1999 (13 schools, including the Zernike College; nowadays 45 in the field of ICT collaborative secondary schools, accompanied by the Noordelijke Hogeschool Leeuwarden (NHL) and the Rijks Universiteit Groningen (RUG). Together we made a ICT-study trip to Finland in 2001.

The Zernike College introduced Blackboard in 1998. In the year 1998 and 2001 the Zernike College became “computer school of the year” in the Netherlands. This school is still in the front of using Blackboard in secondary education and can serve as an example for other secondary schools.


Evaluation Blackboard Zernike College (Groningen/Haren)

Project studies (module 5): MSc in e-learning, multimedia and

consultancy Personal goals:

Develop consultancy skills How do you launch Blackboard on a

efficient way in a secondary school? School profits:

Management; increase performance Teachers; increase efficiency


Research questions one

What is the quality of a by Brainbox supported lesson? How effectient is the performance of Brainbox (qualitatieve and quantitative)?


How do you measure the Efficiency of a by Brainbox supported lesson.


How do you measure the Efficiency of a by Brainbox supported lesson. It will be easier for students to start their lesson themselves. The

independency of the students and their own responsibility of their learning process increase (Oudshoorn, 2004). So I choose to investigate the use of announcements, study planners, the possibilities of answers and tests.

This electronic form of communication leads by proper use (good assignments and tasks) till an intense contact, more time-on-task, and effective discussions rather than in many face-to-face groups in education (Deinum, 2003; Kanselaar, 2004)”. I investigate on the use of the discussion board, the use off group work and e-mail (communication).

The quality of the student’s products will raise because students are more motivated when the assignments are in digital form. (Helder, 2004). I investigate the use of the drop box, so that the mailbox of the teacher is not loaded up.


Research method

Analyses of 31 courses announcements, answers test, study planners, content drop box, discussion board groups, e mail

Total number of courses are 387 (total 300 teachers).


Analysing courses

Table 1: investigated courses.

Description Number % Investigated courses 37 100 Beyond classes 6 16 Lower classes 21 57 Upper classes 10 27


Analysing courses

Table 2: percentage of use per course of withdraw activities from 31 courses

Activity Number % Announcements 7 23 Answers 11 35 Discussion board 4 13 Dropbox 12 39 E mail 17 55 Groups 13 42 Study planner 22 71 Test 13 42


Analysing courses

Table 3: number of hits per activity

Hits % Announcements 13892 19 Content 44195 60 Discussion board 1990 3 Dropbox 2021 3 E mail 1354 2 Groups 3678 5 Other 6595 9 Total 73725 100


Research question two

Eventually interventions:

Diagnose: Burke-Litwin causal model of organisational performance and change. At what level of organization will an eventually intervention be the most effective; mission/strategy, management, structure, motivation teachers?


Table 5: Examples of questions asked in the interviews with management, staff and teachers Element Description Question External environment

Any outside condition or situation that influence the performance of the organisation.

Regarding the pace of change, what would you say the organisation as a whole is experiencing (from static to very rapid change) in relation with Brainbox?

Mission/strategy What organisational members believe in the central purpose of the organisation

How widely accepted are the organisation’s goals among employees?

Leadership Executive behaviour that encourages taking needed actions.

To what extent do senior managers make an effort to keep in touch with employees at your level in the organisation?

Culture ‘The way things are done about here’

To what extent are the standard ways of operating in the organisation difficult to change?

Structure Decision-making authority and relationships.

To what extent is the organisation’s structure clear to every one?

Management practices/action

What managers do in normal course of events to use human and material resources to carry out the organisation’s strategy?

To what extent does your manager communicate in an open and direct manner in relation with Brainbox?

Systems Standardised policies and mechanisms that facilitate work.

To what extent are the following communication mechanisms in the organisation effective (e.g. grapevine).

Climate The collective current impressions, expectations and feelings of members of local work units

Where you work in the organisation, to what extent is there trust and mutual respect among employees?

Task requirements and individual skills

The behaviour required for task effectiveness.

How challenged do you feel in your present job in the context of the use of Brainbox?

Motivation Aroused behavioural tendencies to move towards goals take needed action and persist until satisfaction is attained.

To what extent do you feel encouraged to reach higher levels and standards of performance in you’re work in relation with Brainbox?

Individual needs and values

The specific psychological factors that provide desire and worth for individual actions and thoughts.

(From disagree strongly to agree strongly) I have a job that matters.

Performance The outcomes of results. Satisfaction, profit and quality

To what extent is the organisation currently achieving the highest level of performance out of the use of Brainbox in education?


The Burke – Litwin causal model of organisational performance

External Environment

Experiencing very slow change; upper level more progress

Mission Little acceptance of goals (20%)

Strategy Lack of strategy

Leadership Rector initiator. Other managers no feeling with Brainbox

Culture Open/Conservative Resistance Technical threshold (passwords) Good examples

Structure Clear for the management and staff. Unclear for teachers, is growing

Management actions Lack of involvement Open Enough support

Systems Open No grapevine

Climate (in work groups) Trust and respect are good More appreciation

Task requirements & individual skills

By the introduction of Brainbox felt challenged; not anymore Intrinsic motivation

Motivation Management not motivated, except the principal Encouraged by facilities

Individual needs/values

Job is interesting and valuable

Individual and organisational performance Teachers are not challenged to work with Brainbox Performance is growing depends on the location More involvement of the sections.


Conclusion and Reccomendations

Make a strategic ICT-plan formulate goals what is the vision on the use of an OFLE?

Management use Blackboard youreself put Blackboard at the agenda discuss with sections

Sustain participation of the management exchange - celebrate successes! school arrangements on structure


Research questions three

Dissertation (module six) focus on pupils My research question is whether students like

Blackboard. Do they think that the use of Blackboard is useful? Which issues can predict the use of Blackboard in the best way? I like to know if the use of Blackboard in education at secondary schools has additional value.



Advantages of Blackboard seen by pupils are: Teaching materials Practical information like the study results Digital drop assignment at any time Support from the teacher

Disadvantages of Blackboard seen by pupils are: Boring Slow Where are the study planners? English. Most courses at the Zernike have buttons in Dutch! RSI



Technical Acceptance Model (TAM) Questionnaire 11 point Likert scale Is there a difference between lower classes and

upper classes? Between females and males? First impression

ease of use 6.4 usefullnes 6.6 enjoyment 4.5!


Comments from pupils

Maarten (15, A5);”I know how to handle well with computers and I know meanwhile most functions of Bb. There is almost no profit to gain for me, in the way of ‘skills’. The problem is only that Bb wants too much at the same time and that in most cases separate programs with one goal functions better. Like Gmail for e-mail and IM for contact. I don’t know how to put this right”.

Karin (18, A6); about if it is pleasant I like to say that, because it can be handy, it is pleasant. But not in the way that you become cheerful or you can compare it with something pleasant like dancing or laughing with friends. Moreover my internet is not working very fast, which is very frustrating”.

Comments from my daughter Marijke (23, student University of Amsterdam);”If you work in a group the e-mail function in Bb is handy. I like Bb now more than I use to do because all the assignments, information, schedules are on Bb. Because there are less contact moments, I experience Bb as handy now. Moreover you can consult Bb any time any where you want”.


Discussion

Thank you for you’re attention. Have a nice conference!

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Nijmegen Conference 19 February 2005 - Reinder Vrielink International MSc e-learning, multimedia and...

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