1. Lindsey Martin Lorna Clarke Edge Hill University Three for the price of one: developing study, e-learning and information literacy skills in an online module LILAC March 2007

2. Part of the university’s summer enrichment programme Validated within Faculty of Arts & Sciences 10 weeks and 15 credits with assessment Delivered completely online Cohort 1: June to August 2006 Cohort 2: February to April 2007 Background to Spring Board

3. By the end of the module the learner will be able to: Reflect upon and identify the status of their current academic and study skills and perform a needs analysis Describe and explain a range of strategies they have developed in order to further support their individual learning Demonstrate detailed understanding of academic conventions Spring Board: Learning Outcomes

4. The rationale Bringing together 3 skill sets described as Academic Literacies Information literacy E-literacy/e-learning Academic study skills Not a ‘deficit’ model where a problem has to be fixed Social constructivist approach building on existing knowledge Virtual environment designed to feel ‘real’ to novice e-learners – companionable and human Supported by online tutor presence

5. Spring Board Contents

6. Managed by the Academic Registry Joining instructions sent by post A follow-up letter was sent to non-joiners Arts & Sciences, Education students 185 students signed up for the module Mostly female Split between level 1 and level 2 students A few graduates also signed up Recruiting the first student cohort

7. Lead tutor with experience of e-tutoring The rest had no prior experience – experiential learning supported by lead tutor Policy of not directing student discussion ‘guide on the side’ Students assigned to tutor groups as a support mechanism Created a private tutor support discussion area for sharing of ideas and information Lead tutor also ensured marking of coursework was developmental – marking criteria, moderation events, discussion around appropriate feedback to students The online tutor experience

8. Data drawn from a variety of qualitative and quantitative sources WebCT usage statistics Three online surveys Discussion forum contributions by students Work produced for assessment “Friendly, approachable tutors who always gave help. Feeling part of a learning community - even though I only knew a couple of the other students before the start of the course. Hopefully, my grades will improve further!” “BEST THINGS: the support and friendly attitude of other learners and the tutors. The wealth of information made available. Being able to work at my own pace. Knowing i have really learned things that are going to improve my future study.” The student experience

9. Levels of engagement

10. 120 students have continued to use the module Since Spring Board finished Number of students online by month: September10 October21 November21 December9 January13 February14 March32 Level of engagement by number of hits per student since September: 0 - 927 10 - 147 15 – 207 21 – 10026 101 - 24216 Note: 37 students were not counted as despite their use of the module since September, their overall use remains under 100 hits