1. The student voice – students’ experience of Blackboard (in their own words) Judy Gracey & Simon Starr Foundation Degree in Childhood Studies Canterbury Christ Church University

2. About Our Research Q. What is our students’ experience of Blackboard and how might we act as tutors to improve it? –survey across all students –group discussions Q. Might filming discussions be a good way to listen to the students’ voice?

3. Sector View Learners value online course info and resources; individual experiences of blended activities vary (Sharpe et al, 2006) Factors affecting engagement (Creanor et al, 2006): –meta-cognition –choice and control over own learning –tutors’ own engagement learners also “rely heavily on informal support networks” Digital divide still a “potent concern” (JISC, 2007)

4. Our Students’ View: Survey Initial findings (full analysis in forthcoming paper) Of course, this will be second-hand news to you … We asked about:Our survey said: Frequency of use?Majority at least once a week (98%) Most valued?Info & learning resources (95%); also “chat” (66%) What to improve?Access to e-library; IT skills support Supports independent learning? Overwhelming YES! (89%)

5. Our Students’ View: Group Discussions … for a first-hand account, we’ll watch this 15 min film of groups of 1 st, 2 nd (Foundation Degree) and 3 rd year (top-up) students talking about their experiences. no tutors present discussion prompts only

6. Our Students’ View: Group Discussions Discussion: what do you think? Our findings: (5 members of staff) –Blackboard primarily for info and learning resources, inc. e-library –“chat“ also important socially and for motivation, esp. for assignment; 24/7 access important –actively support each other in using Blackboard –Blackboard an "inclusive medium“; sense of community –more knowledge/skills still needed, esp. at Level 1 –Blackboard and e-library one system; finding way around can be tricky What didn’t we hear? –explicit links between Blackboard and independent learning –more discussion around session notes than resources for research! So what of video as a way of hearing students’ voices?

7. What Now? We propose the following developments in our use of Blackboard: 1.Show and tell 2.Enhanced training 3.Celebrate success Surprising how many others we thought of …

8. References 2007. In Their Own Words: Exploring the learner’s perspective on e- learning. JISC e-Learning Programme. Available at: http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/ intheirownwords.aspx (Accessed: 18 June 2008) http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/ intheirownwords.aspx Creanor, L., Trinder, K., Gowan, D., Howells, C. (2006). LEX: The Learner Experience of e-Learning Final Project Report. Available at: http://www.jisc.ac.uk/elp_learneroutcomes (Accessed: 18 June 2008) http://www.jisc.ac.uk/elp_learneroutcomes Ritchie, C., Starr, S. (2005). Development of Blackboard to Support Teaching Sessions and Promote Independent Learning. Available at: http://www.canterbury.ac.uk/support/learning-teaching- enhancement-unit/publications/case-studies.asp (Accessed: 18 June 2008)http://www.canterbury.ac.uk/support/learning-teaching- enhancement-unit/publications/case-studies.asp Sharpe, R., Benfield, G., Roberts, G., Francis, R. (2006) The undergraduate experience of blended e-learning: a review of UK literature and practice. Available at: http://www.heacademy.ac.uk/resources/detail/ourwork/research/U ndergraduate_Experience (Accessed: 18 June 2008) http://www.heacademy.ac.uk/resources/detail/ourwork/research/U ndergraduate_Experience