1. Developing undergraduate students’ understanding of historical enquiry and research through flexible online learning and feedback.
What next at UoR and EHU?
The aim of the afternoon session is to examine briefly some emerging data. We hope to explore some practical inferences we might make from this to inform the design of the next iteration.
AM to introduce

2. To help us with this, if you have a smart phone, tablet or lap top, please visit the link below now, a voting site (no cost and no need to login in):
PollEv.com/ourpoll
We will open up a series of polls for voting as we go through the afternoon, all accessed from this link.
Ali Messer
Alessandra Abbattista
AM to introduce

3. Usage Data
EHU site usage
AM to introduce

4. How many students were following the module?

5. Students enrolled on the site52

6. How frequently did students view the site?

8. How many used the site?

12. Patterns of site usage

13. Visits to the site
Mean
16.5
Median
3.5
Mode

15. What can we learn from this?
Poll everywhere (voting software) question
PollEv.com/ourpoll
Do you agree that this data shows good engagement with the site?
AM to introduce

16. Responses to questionnaire
EHU undergraduate
perceptions
AM to introduce

17. EHU Undergraduate Evaluation Questionnaire Data

25. Did not post
Made posts at the start
Posted throughout
Totals
Not useful / relevant 5 2 7
No time 3 4
Not fully aware
Assignments were more important 1
Forgot
Didn't have anything to say
Not sure how to do it
Enjoyed posting and receiving feedback

26. I did not have the time and I didn't find it useful.
I was curious to know at the beginning of the content of the journals and made a point to look into the posts throughout. The reasons for this is I enjoyed posting comments and receiving constructive feedback, this informing me and guiding me on my historical input, also with prose and grammar.
At the beginning of the year it wasn't explained enough how to do it.
I forgot about the journal after the first month. I did make a few entries though

28. Did not look
Looked but did not post
Looked and posted
Totals
Not fully aware 4
Time 3 1
Not useful / relevant 2
Did not feel the need to post
Couldn't find discussions
Views already present
Curious to see what others had written
Not sure what to write
Not always interesting
Some post were more useful than others

29. Other work got in the way. Did not know what to write.
When I looked through the discussion boards my view had already been brought up so I decided to to add to it.
Not really relevant to what we were studying so refrained from using it.
I tried to view the posts as much as I could but did not feel the need to write posts.

31. Did not look
Occasionally looked
Regularly looked
Totals
Not useful / relevant 4
Not fully aware 3
Time 2 1
Used where relevant
Forgot
Used to help write journal posts
Valuable to have an alternative to text
The sources were useful for class discussion
The sources were useful for the course

32. I didn't know there were videos on the website.
I found the lecture Roger gave useful and the resources placed on the site to help with the film topic helpful for HIS1015
Useful for in class discussion.
I did not find it useful and I didn't have enough time.

33. Suggestions for improvement
Incorporate the developing historical thinking content into the lectures / seminars to make people look / incorporate it into their learning.
Make them more integrated into taught lessons. Make the journal posts to count towards grades.
Explain more of the benefits to students. Make it more accessible.
Make it clearer and more accessible. More streamlined.

34. What can we learn from this?
Poll everywhere (voting software) question
PollEv.com/ourpoll
Do you agree that the online platforms need to be integrated more into the taught course?
AM to introduce