Adding Value to Online Content Jean Fitzgerald Abu Dhabi Women’s College Higher Colleges of Technology United Arab Emirates

April 2005Jean Fitzgerald 2 Starting Point Premise: Offering students online content in a blended environment can be more effective and benefit the students more than offering solely off- line content Question: How can online content be delivered most effectively to students in a blended environment?

April 2005Jean Fitzgerald 3 Summary Compares course offered in 2003 and in 2004 Measures student use of textbooks and online content in a blended course Measures student perception of the value of content delivered online Identifies tools that enhance student use of online content Makes recommendations for use of online content

April 2005Jean Fitzgerald 4 Course Description Introductory law course with business focus “Text heavy,” using textbook, case reports and newspaper articles Digital and paper delivery of most content Four hours per week class time over 18 weeks Also use of WebCT quizzes, self-tests, assignments, discussion,

April 2005Jean Fitzgerald Materials Content modules in plain HTML Self-test and links organized in separate organizer pages and not linked to content modules Supplementary materials as single pages (Word documents) only and not linked directly to content

April 2005Jean Fitzgerald 6 Original Organization Home Course Materials Textbook Module 3Content Student ToolsSelf testsModule 3Self-test Communication ToolsDiscussion BoardDiscussion Assessment Tools Quizzes Review questions Module 3 Quiz Supplementary Materials Handouts Articles Module 3 Module 3 Review Questions Glossary

April 2005Jean Fitzgerald Results – WebCT Tracking Total # of students = 13 Average hits per student = 24.6 Average time per student accessing online content = 1 hour 14 minutes PagesHitsTimeTime/Hit :07:0003:24

April 2005Jean Fitzgerald Results – Student Use Interviewed 13 students after completion of course to determine use of site content 46% had only used the online content 1–2 times 54% used online textbook times per month 100% preferred to use print textbook

April 2005Jean Fitzgerald Results – Student Observations Students found long content pages hard to scroll through Navigation to self-tests and related material was difficult Online content was unattractive and hard to read Online content was difficult to print

April 2005Jean Fitzgerald Results – What Did They Like? 70% used all of the self-tests for each chapter 100% used self-tests for at least 4 chapters 100% agreed that self-tests were very useful 31% had completed review questions times 85% had used the URL links at least once

April 2005Jean Fitzgerald 11 Useful Thoughts In developing online learning, many educators simply “transferred existing lecture-hall courses onto the web with little or no change... and have done little to exploit the potential of this new technology”. [1] [1] “There is a big difference between being able to distribute information with the Internet and being able to teach with the Internet.” [2][2]

April 2005Jean Fitzgerald 12 Changes in 2004 Still use print textbook More self-tests for each chapter Easier navigation – chapters broken up into multiple pages Link from content to all related materials and tools (e.g. self-tests, glossary, links) More attractive

April 2005Jean Fitzgerald 13 Modified Organization Self-test Glossary Library references URL Links Quiz PowerPoint link Electronic notes Online discussion Review questions Assignment Content: Readings, newspaper articles, discussion questions, instructions for in-class exercises, case studies, quizzes, interactive exercises, and hyperlinks to additional resources such as presentations and handouts Separate page Action menu items

April 2005Jean Fitzgerald Results – WebCT Tracking Total # of students = 19 Average hits per student = Average time per student accessing online content = 16 hours 52 minutes PagesHitsTimeTime/Hit :43:3004:18

April 2005Jean Fitzgerald / 2004 Comparison 2003 Averages Hits per student = 24.6 Time per student = 1 hour 14 minutes Time per hit = 03: Averages Hits per student = Time per student = 16 hours 52 minutes Time per hit = 04:18

April 2005Jean Fitzgerald Student Survey Online survey of 18 students Focused on: Student use of online content and related tools Student preferences Student perception of value Student recommendations

April 2005Jean Fitzgerald Results – Student Use 95% collate and print chapters online 35% read book 29% read online Self-test – 82% often or very often Glossary – 70% often or very often Glossary hyperlinks – 82% often or very often Links – 70% often or very often

April 2005Jean Fitzgerald Results – Student Preferences 65% best prefer to collate and print 18% best prefer reading the textbook 18% best prefer reading online 37.5% agree or strongly agree with using only online content 70% agree or strongly agree with using both online content and textbook 70% agree or strongly agree that using online content is easier and more convenient

April 2005Jean Fitzgerald Results – Student Observations No access to the Internet at home or access not reliable Prefer to make notes or highlight in the textbook A strain to read online Hate computers / Internet Not easy to navigate Not attractive

April 2005Jean Fitzgerald Results – Student Observations Short pages online make it look like less to read Online information more up-to-date More interesting than the textbook Better organized Extra examples and articles online Glossary hyperlinks useful Links to self-tests useful Use of WebCT improved learning experience

April 2005Jean Fitzgerald Results – Student Recommendations More self-tests and crossword puzzles More references Make it more attractive Immediate answers on review questions (e.g. like self-tests) More feedback on self-tests Use only online textbook next year “Everything is perfect”

April 2005Jean Fitzgerald 22 Conclusions - Delivery Changes all positive “One stop shopping” more effective for the students Instant feedback tools (self-tests, crossword puzzles) popular Delayed feedback (review questions) less popular Less is more (less content per page) so avoid scrolling

April 2005Jean Fitzgerald 23 Conclusions - Future May not be possible to move completely to online content for these students May need to introduce online learning earlier in program to increase comfort level Familiarity with online learning increases use and positive response Students benefit most from online content when it is delivered with tools that increase interaction and feedback to aid learning

April 2005Jean Fitzgerald 24 References [1] Powell, W., “Essential Design Elements for Successful Online Courses”, Journal of Geoscience Education, (2003) Vol. 51, No. 2, March 2003, at p 221 [2] Moallem, M., “An Interactive Online Course: A Collaborative Design Model”, (2003), ETR&D, Vol. 51, No. 4 at 85

April 2005Jean Fitzgerald 25 Access to BADM318 WebCT Site Browse to On the top banner of the Higher Colleges of Technology homepage, click on the Online Learning link Click on the Log in to myWebCT link Enter adwguest as your WebCT ID and as your password to log in Click on the ADW-BUSIHD-BADM318 link