Wendy Woodland and Jennifer Hill Department of Geography and Environmental Management,

1. "I really get this module!" Using online discussion boards to enhance students’ understanding of global climate change Wendy Woodland and Jennifer Hill Department of Geography and Environmental Management, University of the West of England, Bristol, United Kingdom. e-mail: wendy3.woodland@uwe.ac.uk

2. 1. Context – BSc Geography & Environmental Management, UWE, Bristol What do students find most challenging on a level 3 U-G climate change module?  uncertainties, complexity, breadth of climate change • amount of background reading required

3. 2. This study Can asynchronous discussion boards enhance the student learning experience in terms of: • promoting deep learning (e.g. conceptual understanding, evaluation, reflection, discursive interaction); • improving motivation and shaping attitudes and values with respect to global climate change? Our pedagogic challenge • to help students apply their palaeoenvironmental knowledge to predictions of future climate change and climate change policy • passive transmissive learning  transformatory learning • can we advance students along the cognitive, affective, interpersonal hierarchies?

4. 3. Module coursework • contributes 50% of the module grade The brief • use Younger Dryasstadial (12.8 – 11.6ka BP) as an analogue for abrupt climate change • application to climate change modelling & policy development Online discussion board (Blackboard VLE) • small groups (n=4) for 4 weeks • two 200-word posts per student / week (equivalent to 1600 words) •  shared archive of material Individual report • 1500 words • utilise shared archive • reflect on contested nature of Quaternary science & consequences for climate change policy development

5. 4. Outcomes • discussion boards = engagement with new technology: only 12% of the students had used discussion boards before Cognitive hierarchy • “The use of the discussion board allowed me to reflect on some of the more difficult concepts 'in the spotlight' and subject to refute. It placed pressure upon the real understanding and not simply regurgitation of the science.”

6. Affective hierarchy • “The discussion board lasted 4 weeks, 4 weeks which realistically I wouldn't have done as much reading. I read very widely around the subject to try and get a valid point to put in. I wouldn't say spending more time on it is a bad thing. This was my favourite coursework... if there is such a thing? :)”

7. Inter-personal hierarchy • “I have never…spoken to other people on my course academically in that way.”

8. 5. Lessons learned •  describe the rationale for the project • clarify expectations for the online environment • ask clear and engaging, but nevertheless challenging, questions that promote critical thinking, reflection and negotiation • mediate the work to create an enabling environment for learning • allow adequate time for student reflection and discussion • allow sufficient time to develop, deliver and manage new ICT materials • integrate the technology into the learning environment, supporting and enhancing existing structures and practices with the aim of offering a structured autonomy to students 