1. NZABA 2009 APS October 2, 2009 Teaching experimental psychology to an off- campus and multi- campus student population using a converged delivery model Stephen Provost

2. NZABA 2009 The psychology program at SCU Bachelor of Psychology (4-year integrated degree) established at Coffs Harbour in 2001 Later Graduate Diploma and Postgraduate Diploma added Initial intake of 40, now approximately 65-70 Small number of students at Coffs take psychology as an elective (silo courses) Strong pressure to increase EFTSL Only way forward seems to be Lismore and external students (who make up 50% of student population) Need to be able to deliver Graduate Diploma (APAC sequence) APS October 2, 2009

3. NZABA 2009 Format for most on-campus teaching in Bachelor of Psychology degree at Coffs Three hours face-to face contact per week Lecturer is content expert Lecturer has PhD (mostly) Labs/tutorials conducted by post-grad students Limited email contact with academic, more with tutor Discussion forum on Blackboard largely ignored Between 2 and 4 written assignments due at various points in the semester End-of-semester exam APS October 2, 2009

4. NZABA 2009 Traditional SCU external student model, expected by external students in other degrees. Hard-copy study guide Hard-copy book of readings Perhaps a text book E-mail contact with academic (usually not the person who wrote the study guide, often casual staff, hardly ever postgrad qualified) Discussion forum on Blackboard, well used One large-scale written assignment due at end of semester No exam APS October 2, 2009

5. NZABA 2009 One other complication The main university campus is in Lismore Lismore is nearly 3 hours away by car No psychology staff are located there, although we have a small number of graduates and other qualified individuals who live close by APS October 2, 2009

6. NZABA 2009 Past attempts Study guides written for three units that do not have laboratory components Staff have shuttled to Lismore to deliver in conventional way (often to very small number of students) Intensive delivery has been tried for units that have more requirement for hands-on Casual staff willing to make the run to Lismore, or who lived close to Lismore have been employed These efforts create significant logistic and management issues, as well as raising equity and quality-control concerns, and has placed limitation on our ability to expand APS October 2, 2009

7. NZABA 2009 Converged delivery Similar problems exist in other parts of the university A new campus is being built in Tweed Heads The university has indicated that it wishes to move towards converged delivery Core concept is that the students enrolled in a unit of study are treated as a single entity That is, you do not make different arrangements for on campus vs external students Need to employ variety of methods, and students have flexibility to select from these APS October 2, 2009

8. NZABA 2009 Fellowship Key question for psychology was whether converged delivery could work for those units in the APAC sequence that have (or should have) a substantial laboratory component I received an internal fellowship to test this for the second year unit BHS20007: Learning and Memory Also expected to provide some evaluation of the impact on student satisfaction Have now taught the unit twice, with some changes being made along the way Will describe the latest version for comments and feedback APS October 2, 2009

9. NZABA 2009 The “philosophy” for BHS20007 Core content best acquired by reading the text book (which costs a fair bit) The role of lectures is the integration of topics, extension of book material, highlighting applications of core content, and providing a model of scholarly activity It is important for students to be able to interact with the lecturer An introduction to laboratory work, and the writing of laboratory reports, is a central learning objective Weekly contact with a human being is important APS October 2, 2009

10. NZABA 2009 The delivery of BHS20007 Weekly topics set for reading of the text book MCQs provided on MySCU, answers later Weekly lecture (1 hour), videoconferenced to Lismore, PPTs, MP3, and Mediasite recordings uploaded to MySCU Weekly workshop (1 hour) in Coffs, Lismore, and online (Elluminate, recorded and uploaded) Weekly lab (1 hour) in Coffs, Lismore and online (recorded) Discussion boards provided, including a tutor contact/faq system I have received approximately 300 emails relating to the unit over the course of the semester APS October 2, 2009

11. NZABA 2009 The Elluminate classroom APS October 2, 2009May 27, 2016

12. NZABA 2009 Assessment Two traditional laboratory reports: –Assignment 1 based upon an experiment conducted in labs on retrieval induced forgetting –Assignment 2 based upon an experiment designed by students in groups collecting data from other students in the unit. Topics could be anything related to either learning or memory. Topics included delay discounting, fear appeal advertising, and various aspects of memory including depth of processing and memory for melodies. End of semester examination: –Multiple choice questions relating to core content from the text –Short-answer questions relating largely to lecture material APS October 2, 2009

13. NZABA 2009 Student evaluation I’m working on an inventory to more closely examine issues surrounding the online components of the delivery On campus students don’t like the videoconference Lismore students appreciate it Strategies to improve podcasts Some students don’t like not getting a study guide Some students REALLY appreciate the contact with lecturers and other students that Elluminate provides APS October 2, 2009

14. NZABA 2009 my evaluation Everybody has written two lab reports, and some of them are very good The unit is “academic-centric”, I am in control, and I can adjust events in a “just-in-time” fashion, just like I can in exclusive on-campus mode Last year, there was no significant difference in the marks obtained by the 3 groups of students My workload was what could have been expected running a unit of this size I hate the simultaneous videoconferencing, and will never, ever, ever do it again I really enjoyed the Elluminate labs, and getting smiley faces Some students have said kind things to me, which doesn’t happen that often APS October 2, 2009

15. NZABA 2009 I would very much appreciate your feedback and suggestions Thanks for listening APS October 2, 2009May 27, 2016 APS October 2, 2009May 27, 2016