1. An On-Line Approach to Teaching Report-Writing in Chemical Engineering Tim Langrish Chemical Engineering Helen Drury, Peter O’Carroll Learning Centre

2. Web-based report writing package Outline Background Development of program & aims Methods Evaluation & qualitative feedback Quantitative feedback Wider uses for program Conclusions & acknowledgments

3. Background Internet used in laboratory-related work for virtual plants & on-line training Internet used for instruction in (e.g.) heat- transfer, thermodynamics, process control & simulation, numerical analysis, statics & dynamics using animations, animated exercises Key features: flexibility, self-paced instruction Web-based report writing package

4. Applications to Report Writing Potential for up-front use in report writing Many universities provide information on report writing (Open University gives students 700 Mb of files about report writing on CDROM) Not many examples of interactive report- writing training Web-based report writing package

5. Development of Program & Aims Originally paper-based teaching materials for learning about writing laboratory reports Adapted for on-line learning (1999 grant) Aim: to make explicit the content & structure of laboratory reports in Chemical Engineering: students work on materials at their own pace, in their own time, according to their own needs Web-based report writing package

6. Methods Typical stages of laboratory report (e.g. introduction, methods, etc.) used to create macro design Within each stage, explanations, examples, interactive exercises followed by on-line feedback; understand appropriate content, structure, language features of stage Web-based report writing package

7. Evaluation & Qualitative Feedback Questionnaires, focus groups, pre & post-tests (ITL support, Mike Prosser, ethic clearance from University) Qualitative feedback from questionnaires & focus groups: very useful (e.g. “it’s a great program” & “I learned a lot”) for learning about structure of reports & appropriate content for each stage Web-based report writing package

8. Quantitative Feedback About 50% of class responded Most students found program easy to use, instructions for exercises easy to follow & clear, but design features & colours not rated so highly Most students appeared to be browsers, looking for specific information, then using program intensively Web-based report writing package

9. Quantitative Feedback (cont.) Degree of interactivity greatly appreciated by students, particularly in aiding explanations 80% of students felt that there was enough on- line feedback from the exercises; 90% said that feedback was useful when they got answer wrong; 75% said that feedback was easy to follow More model texts wanted Web-based report writing package

10. Quantitative Statistics Did the program improve student performance? Significant difference in students’ pre and post test marks, 95% confidence Significant difference in students’ marks for their draft report and final report, 95% confidence Average mark increased over the course of the program Web-based report writing package

11. Quantitative Statistics: ESB versus NESB Results showed no improvement differences The average difference between pre and post test marks for ESB students was not significantly different to NESB students: 95% confidence Web-based report writing package

14. Issues How to increase students’ confidence in their writing How to help students transfer and apply learning to new contexts How to help students realise the connections between writing in their discipline and learning content Web-based report writing package

15. More Issues Development time to give significant interactivity External review Web-based report writing package

16. Wider Uses for Program Vertical integration through years for report writing in laboratory work Horizontal integration by developing report-writing skills across range of units of study; emphasizes common themes so has generic application Web-based report writing package

17. Conclusions An on-going development & challenge Have developed, implemented & evaluated web-based report-writing program to allow students to work on materials at their own pace, in their own time, according to their own needs, to develop their understanding of content & structure of laboratory reports in Chemical Engineering: overall very positive results Web-based report writing package

18. Acknowledgments Associate Professor Mike Prosser, Institute for Teaching and Learning, for guidance regarding student surveys Rob Mackay-Wood and Aida Yalcin from the Teaching Development Unit, Biological Sciences, for programming support and guidance Web-based report writing package