Evaluating e-learning. Oxford Centre for Staff and Learning Development Oxford Brookes University [email protected] Critical success factors. Implementations which tackle real and relevant problems at the course level
Sharpe et al (2006) Review of undergraduate experience of blended e-learning, for the HEA.
University of Wales, Swansea, Blackboard User experience survey 2003
2. Partnerships in Practice other than the students want more of it, wider and deeper”
“We just thought … we’ll just use our ordinary module evaluation. Well it wasn’t going to work was it? It’s not asking the right sort of questions.”
“reading through all the feedback data from students and tutors is like standing at the apocryphal spaghetti junction and watching cars going every which way.
Some students call for more group work: others want none at all. ….. Advice fumes the air”.
(Mason & Weller, 2000)
3. In their own words tutors is like standing at the apocryphal spaghetti junction and watching cars going every which way.
9 funded projects, all using qualitative methods to capture the learner voice
e.g. audio logs, video diaries, interviews.
“I'm addicted, it's the first thing I turn on in the morning before I even wake up and actually it's very, very bad. I think in the future people can't cope without their laptops.
(Undergraduate Business student,
LEX Final Report)
Document with stripes showing coding at nodes
Context of document showing coding at ‘Motivation’ node
“Besides all the complexity created by marked differences across subject areas and myriad individual differences among both staff and students which prevent simple patterns emerging, there are additional crucial differences between the idealized world described by research and the actual world experienced by the participants.”
Entwistle, N., McCune, V. and Hounsell, J. (2002). 'Approaches to Studying and Perceptions of University Teaching-Learning Environments: Concepts, Measures and Preliminary Findings.' onlinehttp://www.ed.ac.uk/etl/docs/ETLreport1.pdf.
1. Brookes virtual – audit
2. PiP – course improvement
3. Jisc learner voice – discovery
4. Pathfinder - understanding
Goodyear (2001) Effective networked learning in higher education: notes and guidelines’ (p. 37-40)
Use the lists of purposes and questions to complete the stakeholder template.
Who are your key stakeholders?
What are their priorities?
What questions are of interest to them?
Ramanau, R., Sharpe, R. and Benfield, G. (2008). Exploring Patterns of Student Learning Technology Use in their Relationship to Self-Regulation and Perceptions of Learning Community. Paper to be presented at Networked Learning Conference, May 288, Halkidiki, Greece.
Sharpe, R., Benfield, G., Roberts, G. & Francis, R. (2006) The undergraduate experience of blended e-learning: a review of UK literature and practice undertaken for the Higher Education Academy. At www.heacademy.ac.uk/4884.htm
Sharpe, R. & Pawlyn, J. (2008) The role of the tutor in blended e-learning: experiences from interprofessional education in R. Donnelly (ed) Applied eLearning and eTeaching in Higher Education