A student needs analysis of the intranet Helen Court (OPTOM) Julia Kennedy (SOHCS) Rebecca Price-Davies (PHRMY) Katherine Shelton (PSYCH)

Aims of the Study  To increase understanding of students’ needs with regard to intranet usage (e.g. Blackboard) as an aid to learning and  To adapt or implement change, if necessary, in order to maximise intranet usefulness for the students’ learning experience

Methodology  The general methodology was adapted to suit school and subject specification  Timing and delivery was adapted due to module teaching schedules

Methodology – phase 1 ●A ‘pre-intervention questionnaire’ was ed to all students registered on the identified module to investigate: current usage of Blackboard desired functions of Blackboard

Blackboard functions used by students

Blackboard functions deemed desirable by students

Reason for selection of discussion boards applicable to and versatile for different modules and allowed for increased feedback contact with lecturer from remote sites interactivity with peers

Discussion board implementation  The discussion boards were set-up for individual lecture series in the identified modules in all 4 schools  The discussion board was explained to the identified cohort of students identifying its use potential benefits

Discussion board implementation  ‘Exam style’ discussion topics were posed following each lecture SOHCS(4) OPTOM (10) PHRMY (4) PSYCH (3)  Researchers regularly visited the discussion board to make comments

Methodology – phase 2 ●A ‘post-intervention questionnaire’ was issued to students to investigate: ●whether they had used the discussion board ●method of use – posted, viewed or both its perceived benefits as a learning aid

‘How beneficial was the DB?’

Perceived benefits OPTOMPHARMPSYCHSOHCS Perceived benefits Helps to check understanding/ consolidate/revise lecture and/or subject/topic Helps structure/aid learning2110 Revision/seeing exam level questions Lecturer feedback and contact5051 Allows comparison with other student ideas/answers Encourages further research1200 Interactivity0210 Platform for discussion0100

Disadvantages OPTOMPHARMPSYCHSOHCS Disadvantages and barriers to use More detailed responses from lecturer desirable 2000 Too few posts or not enough activity0241 Too busy to use1342 Forgot to look0401 Would like model answers1100 Did not understand how to use0080 Social comparison (made more nervous when saw others work) 0020 Limited to only 2 lectures of course0030 Didn’t suit style of learning0010

Discussion DB allows construction of knowledge contribution to discussion participation in the learning process helps to promote collaboration co-operation exploration construction of knowledge multiple perspectives problem solving negotiation

Discussion - Literature Active online interaction – posting messages predicts learning The number of visits (views) does not appear to be related to students perceived learning Rovai and Barnum (2003). Full participation appears central to the effectiveness

Limitations of the DB’s  Ran for only part of the semester  Were not embedded within the curriculum  Active participation was limited  Require assistance to enable students to take responsibility for their own learning

Potential use DB’s were greeted with enthusiasm Found to be of some benefit by most respondents Therefore Scope to incorporate DB into undergraduate courses

So What? Requires embedding at a number of different levels: School Year group Within the course Must have some tangible benefit: National Student Survey Achievement of course aims

Thank you for listening!