Incorporating online learning into a distance learning programme: challenges faced and lessons learnedPeter A. Bath, Information SchoolClaire Beecroft, ScHARRPeter Holdridge, Information School
Overview• MSc in Health Informatics
programme• Distance and online learning• Opportunities to enhance teaching
and learning • Challenges faced & lessons learned • Conclusions
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MSc Health Informatics (2000-07)• Joint programme between IS and ScHARR• Three year PT distance learning programme • Aimed at people using ICTs within health
sector:• Primarily those located in the UK.
• Commenced in September 2000• Text-based learning materials and WebCT• 3-5 Day Schools per year in Sheffield
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Challenges with original MSc HI• Day Schools:
• popular with students & very important for student support
• requirement to attend restricted programme to UK market
• required intensive staff input• Reliance on UK market:
• susceptible to funding/economic issues
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Review of MSc HI programme• 2007-08 – no new intake• Comprehensive review:
• involved whole programme team and HoD• reviewed other HI programmes in UK,
Europe, N America, and rest of world• major revisions to curriculum and delivery
modes• launched in September 2008
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Revised MSc HI programme• Re-launched September 2008
• Open to UK and overseas students• First students completed dissertations in 2011 (and
will graduate on Thursday)• Induction programmes in Sheffield (Years 1 & 3)• Using online learning to deliver teaching and
learning materials:• lectures, small group and one-to-one tutorials:
• MOLE2 and Wimba
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Online learning using Wimba• Web-based synchronous software• Used in conjunction with MOLE2• Individual password-protected login
to Information School’s own site• Virtual classrooms for each module plus
a Common Room• Colleagues use lecture rooms for
delivering lectures online in real-time
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Wimba 8
Online learning (using Wimba)• Upload .ppt file and deliver lecture at pre-arranged time (audio, video, text communication)
• All lectures archived for students who cannot attend live, and for review
• Students / staff can interact with each other: • Orally, text messaging and using icons• Ask and respond to questions; provide feedback
• Capacity to annotate slides, Whiteboard, share applications, view web-sites and share applications
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Opportunities in online learning• Synchronous teaching and learning:
• Stimulating and rewarding• Regular interaction:
• Video and audio• Staff-student & student-student
• Wimba – resource for other modules• Archives – resource for the present
and the future
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Supporting students:• 3-day induction programme in Sheffield:
• Wimba training • Sessions recorded using Echo 360
• Post-induction via Wimba/telephone/email:• Materials on MOLE2• Technical support: Pete Holdridge• Academic support:
Programme Co-ordinatorModule Co-ordinatorsPersonal Tutors
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Enhancing teaching and learning• INF6535 Analysis of Health Information:
• Students read learning materials in advance of lecture
• Live 1-hour lecture to describe statistical tests• Live 1-hour tutorial to demonstrate using SPSS
Share screen to show SPSS actionsStudents do exercises using SPSS on own
desktops and type in answers using instant messaging
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Enhancing teaching and learning• INF658 The Internet, the Web and
eHealth:• Students vote at start of live lecture on
best source of health information- results shown to group in bar chart
• Live chat during lecture to discuss the topic• Same question asked again at end of
session- bar chart shown and compared with results at start of session, final live discussion about any change in responses.
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Challenges of distance learning• For students:
• Requires time commitment (10-12 hours per week)
• Has to be accommodated with other work/family commitments
• Need flexible and understanding approach for coursework deadlines and when problems arise
• Potential for feeling isolated
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Challenges of distance learning• For staff:
• Requires time commitment (teaching and admin.)
• Has to be accommodated with other work commitments (WAF)
• Tracking students on LoA, extension requests etc.
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Challenges of e-learning• For students:
• Technical difficulties:• setting up and using MUSE and Wimba
• Attending live lectures / tutorials• Active learning encouraged:
Participation in live sessionsDirected questionsInteraction through Whiteboard
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Challenges of e-learning• For staff:
• New ways of teaching and delivering learning materials
• Timetabling live sessions• (Student) attendance at live lectures
variable
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Conclusions• Moving to online learning has enabled us
to offer MSc programme to overseas and home students
• Important to provide group / individual technical and academic support
• Opportunities to enhance teaching and learning
• Teaching online is challenging:• but rewarding and fun!
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Thank you!
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