Does on-line flexible learning fulfil students’ needs and expectations? Ian Smith, Sun-Hea Choi & Sandra Cairncross School of Computing Napier University, Edinburgh

Study The aims of the study were to: n investigate the efficacy of flexible learning compared with traditional learning methods n determine other factors that influence learning progress n explore students’ experience and expectations

Subject Groups The experimental groups were as follows: Group 1: full-time traditional delivery. 50 full-time students, postgraduate multimedia programme, 2nd Semester 1999/2000 Group 2*: full-time flexible delivery. 50 full-time students, postgraduate multimedia programme, 2nd Semester 1999/2000 Group 3: part-time flexible delivery. 18 part-time students, postgraduate e-commerce programme, 1st Semester 1999/2000 * A limit of 50 full time students were given the opportunity to opt for the flexible mode on a first come basis.

Learning Materials and Support Traditional n 15 2hr lectures n 15 1hr tutorials n Book of lecture notes Flexible n Module Organiser n 12 flexible units – interactive word documents n Learning Support Environment – FirstClass CMC n 15 1hr drop in sessions n Macromedia curriculum guides n Multimedia Resource Centre (web site) n Multimedia Newsgroup

Methodology n Week 1, data was collected regarding students’ backgrounds, expectations of the module, attitudes to learning and the reasons for their choice of delivery mode. n Week 8, two major comparisons, between full- time and part-time flexible students and full- time traditional and flexible ones, were made. n Completion of the module, interviews with representative focus groups explored the students’ experience and whether their expectations were fulfilled.

Choice of Learning Delivery

Factors which do not seem to influence choice of learning delivery n Age n First language

Factors which influenced choice of learning delivery n Perceptions of learning delivery n Prior knowledge and experience n Personal circumstance n Attitudes to new experience n Gender

Student Expectations

Group 1 n Design and maintain a WWW site n Learn Technology behind Internet and trend n Learn Web Authoring tools n Learn HTML n Java applets Group 2 n Design and maintain a WWW site n Learn Technology behind Internet and trend n Learn Web Authoring tools n Learn HTML n E-commerce n Others (Database, Java applet, and etc.)

Conclusions: Student Expectations n A wide range expectations from from obtaining basic knowledge of designing a web site to becoming an expert in the WWW. n Expected the module would help improve their job performance or provide career opportunities in the future. n Students had various plans from getting a job to running their own business after finishing their studies.

Coping with Studies

Average of three modules IMMSD Assessment Results (Average Percentage by Cohort) 0% 10% 20% 30% 40% 50% 60% 70% MDMMT Percentage Group1 n=33Group2 n=33 Semester 1Semester 2 Comparative performance

Conclusions: Degree of coping with studies n Group 2 (the flexible learners) performed as well in the summative assessment as Group 1 (traditional delivery), yet these students reported they had difficulty coping with their studies. n One reason mentioned was difficulty in judging their progress. Anxiety was expressed about falling behind inasmuch as Group 2 students could not gauge how well they were doing with respect to others.

Perceptions of Learning Support & Materials

Learning Materials

Learning Support

Use of Multimedia Newsgroup Percentage Group 1Group 2 Use of Multimedia Newsgroup >once a day weeklymonthlynonedaily>once a week

Conclusions: Perceptions of learning support and materials n Group 2 rated their learning support and materials better than did Group 1. This was unexpected, since the core materials were similar and the support, though different, was comparable.

Student Learning

Student Perception of Learning Perception of Learning 0% 10% 20% 30% 40% 50% 60% 70% Not at all234Very much Percentage Group 1Group 2

Time allocated by student’s for learning Time scheduled for Learning 0% 10% 20% 30% 40% 50% 60% 70% >250 Percentage Group 1Group 2

Time spent by student’s learning Time spent on Learning 0% 10% 20% 30% 40% 50% 60% 70% > 250 Percentage Group 1Group 2

Conclusions: Student Learning n Students’ perceptions of their learning outcomes appear to be related to how much they actually studied. n Overall the flexible students dedicated more time to their studies than initially planned. This may be due to the scheduling that is implicit in the structure of the flexible materials and the minimum time required to complete them.

Student Expectations Fulfilled

Fulfilment of Expectations Expectations Fulfilled 0% 10% 20% 30% 40% 50% 60% 70% Not at all234Very much Percentage Group 1Group 2

Conclusions: Fulfilment of Expectations n Group 1 students graded the fulfilment of their expectations lower than the rest. n This does not concur with performance in the assessment nor the comparison of initial expectations between the two deliveries, since their expectations of the student groups were similar. n There maybe a connection between fulfilment of expectations and perception of quality of learning.

Does on-line flexible learning fulfil students’ needs and expectations?

Questions