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CASES IN OPEN DISTANCE LEARNING: A CASE STUDY OF STUDENTS’ FEEDBACK. This case study deals with B.Sc. (Ed.) students’ views of virtual laboratory for TWO SCIENCE PRACTICAL. Prof. Dr. Tushar. K. Mukherjee Faculty of Science and Technology Open University Malaysia. OUTLINE.

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cases in open distance learning a case study of students feedback

CASES IN OPEN DISTANCE LEARNING: A CASE STUDY OF STUDENTS’ FEEDBACK

This case study deals with B.Sc. (Ed.) students’ views of virtual laboratory for TWO SCIENCE PRACTICAL

Prof. Dr. Tushar. K. Mukherjee

Faculty of Science and Technology

Open University Malaysia

outline
OUTLINE
  • Introduction to OUM’ blended pedagogy
  • Case study
  • Virtual laboratory in Genetics and Cell Biology
  • Summary of Questionnaires
  • Feedback from students
  • Summary & Conclusion
slide3

OUM’S BLENDED LEARNING

Face-to-face

Learning

Classroom Environment

Formal Classroom

Computer Laboratory

Science Laboratory

Number of Meetings

5 or less meetings

5 or more meetings

Teaching Strategies

Direct & Indirect

Online Learning

Resources

Learning Objects

(iTutorials, iWeblets)

Multimedia Courseware

PDF Documents

Microsoft Office Attachments

Digital Library

Discussions

Asynchronous Discussion

Forums

Self-Managed Learning

Specially Designed Modules

With support from:

CDROM Courseware

Digital Library

Physical Library

Subject Matter Experts

Peers

Tutors

3

slide5

OUM’S MULTIMEDIA COURSEWARE

Biology-Virtual Lab

Si Tenggang

Chemistry Lab

e-Education 27 March 2008

5

slide8

The Features of myLMS

  • myLMS is designed to provide users i.e. the Learner, Instructor, Administrator and Subject Matter Expert (SME) with a single access to:
    • Information
    • Administration
    • Teaching & Learning
    • Communication
    • Support Services
slide9

“The magic is in the mix!"

“The beauty is in the blend!“

http://www.e-learningcentre.co.uk/eclipse/Resources/blended.htm

case studies in oum
Case studies in OUM
  • Case studies give OUM the feedback from our customers – students (Student Affairs department has published many papers on this)
  • Case studies by CIDT involve the assessment for the quality of modules
  • Case studies are done by Research, Quality and Innovation unit
  • Case studies by individual lecturers
virtual laboratory
VIRTUAL LABORATORY
  • Virtual laboratory is a platform for enhanced learning – teaching & Research
  • Virtual laboratory is crucial to OUM’ science and technology students
  • Safe and save students’ travel time
how virtual laboratory developed
How virtual Laboratory developed?

SME & ID at CIDT develops a storey board, selecting a few experiments from the class practical

Video and audio experts with photographer record the selected experiments

development contd
DEVELOPMENT Contd.
  • Multimedia and Computer Graphics experts are selected by CIDT for each course that help design interactive lessons with 3D and Animation techniques
  • Final editing is done by CIDT and SME
virtual laboratories developed
Virtual Laboratories Developed
  • Genetics and Cell Biology
  • Physical Chemistry
  • Motion, Fluid and Waves
  • Basic Techniques in Laboratory Safety
  • Plant and Animal Diversity
  • Microbial Diversity and Physiology
  • Introductory Mathematics
case study involving b sc ed students
CASE STUDY Involving B.Sc. (Ed.) STUDENTS
  • Students’ learning preference in introductory mathematics (2004)
  • Plagiarism in Mathematics , Business

Management and Engineering Design through Assignment (Looking at selected scripts from KK and Sibu Centre (2004)

Virtual laboratory in Genetics and Cell Biology (2005)

virtual laboratory vl
Virtual Laboratory (VL)
  • Genetics
  • Cell Biology and Cellular biochemistry

Demonstration

student survey methodology
STUDENT SURVEY- METHODOLOGY
  • 500 questionnaires were sent to two of the 4 centres where practical classes in Genetics and Cell Biology were held (Institute of Biological Science, UM and School of Biological Science, USM) for the courses.

Selected interview of 58 students in the two centres from 318 respondents.

student survey on virtual laboratory
STUDENT SURVEY ON VIRTUAL LABORATORY
  • The survey asked students of B.Sc. (Ed.) class for their views about OUM’s virtual laboratories on Genetics and Cellular Biology & Biochemistry.
  • Some parts of the questionnaires sent:

General Information on age, gender, family size, learning centre etc.

Are you teaching science in FORM IV or V?

Have you attended the class practical?

student survey contd
STUDENT SURVEY Contd.
  • Estimate how many hours during the semester you typically used for studying the digital laboratory (VL): (<2, <5, <10 or >10).
  • Overall quality of the VL was Excellent, Very good, Good, Fare, Poor
  • Is the VL comparable to class practical?
student survey contd1
STUDENT SURVEY Contd.
  • Is the VL comparable to class practical?

Ease of use Grade: 1 2 3 4 5

Understand key concepts 1 2 3 4 5

Apply key concepts 1 2 3 4 5

Linked with other course material

1 2 3 4 5

student survey contd2
STUDENT SURVEY Contd.
  • Have you taken part in the exercises given at the end of the practical?

Yes No

  • Does the VL increase your interest in the course?: 1 2 3 4 5
  • Does it help at the time of writing your laboratory report? 1 2 3 4 5
student survey contd3
STUDENT SURVEY Contd.
  • Excluding the labs, the overall quality of the two courses was: 1 2 3 4 5
  • Please summarize the strengths and weaknesses of the two VL:

Strengths______________________

______________________________

Weaknesses____________________

survey analysis and results
SURVEY ANALYSIS AND RESULTS
  • Most of the analysis was done using SPSS software. Only simple statistics was involved for the Yes- No response.
  • ANOVA was carried out where there were three or more variables.
major observations from the analysis
Major Observations from the analysis
  • There is no difference in the response between age, gender and family size of the respondents but Penang centre had more positive response about the virtual laboratory.
  • Form V teachers in science were very few compared to Form III teachers, hence no analysis done.
vl was found to be well received by students
VL was found to be well received by students
  • Compared to Class practical, VL was rated between good to very good for ease of use and understanding concepts.
  • For application of key concepts class practical was found to be better.
  • There was very little linked resources in VL.
observation contd
OBSERVATION Contd.
  • All students took part in doing the exercises given in VL and class practical.
  • VL increased the interest of students to look for other digital lab for same courses.
  • Vl helped slightly in report writing, assessed by the Lab supervisor
observation contd1
OBSERVATION Contd.
  • Many students did not write anything about strength and weakness of VL.
  • 50% of the students felt that the VL gives them opportunity to revisit the lab any time.
  • 10% of the students thought the VL does not include most of the topics taught in lectures.
summary conclusion
SUMMARY & CONCLUSION
  • VL was successful in creating interest among the students for practicals
  • Partial success of the VL stimulated the faculty to develop VL for other courses in chemistry, physics, laboratory safety, etc.
  • VL may be uploaded in myLMS.
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