1. A student needs analysis of the intranet Helen Court (OPTOM) Julia Kennedy (SOHCS) Rebecca Price-Davies (PHRMY) Katherine Shelton (PSYCH)

2. Aims of the Study  To increase understanding of students’ needs with regard to intranet usage (e.g. Blackboard) as an aid to learning and  To adapt or implement change, if necessary, in order to maximise intranet usefulness for the students’ learning experience

3. Methodology  The general methodology was adapted to suit school and subject specification  Timing and delivery was adapted due to module teaching schedules

4. Methodology – phase 1 ●A ‘pre-intervention questionnaire’ was emailed to all students registered on the identified module to investigate: current usage of Blackboard desired functions of Blackboard

5. Blackboard functions used by students

6. Blackboard functions deemed desirable by students

7. Reason for selection of discussion boards applicable to and versatile for different modules and allowed for increased feedback contact with lecturer from remote sites interactivity with peers

8. Discussion board implementation  The discussion boards were set-up for individual lecture series in the identified modules in all 4 schools  The discussion board was explained to the identified cohort of students identifying its use potential benefits

9. Discussion board implementation  ‘Exam style’ discussion topics were posed following each lecture SOHCS(4) OPTOM (10) PHRMY (4) PSYCH (3)  Researchers regularly visited the discussion board to make comments

10. Methodology – phase 2 ●A ‘post-intervention questionnaire’ was issued to students to investigate: ●whether they had used the discussion board ●method of use – posted, viewed or both its perceived benefits as a learning aid

11. ‘How beneficial was the DB?’

12. Perceived benefits OPTOMPHARMPSYCHSOHCS Perceived benefits Helps to check understanding/ consolidate/revise lecture and/or subject/topic 15643 Helps structure/aid learning2110 Revision/seeing exam level questions211152 Lecturer feedback and contact5051 Allows comparison with other student ideas/answers 102163 Encourages further research1200 Interactivity0210 Platform for discussion0100

13. Disadvantages OPTOMPHARMPSYCHSOHCS Disadvantages and barriers to use More detailed responses from lecturer desirable 2000 Too few posts or not enough activity0241 Too busy to use1342 Forgot to look0401 Would like model answers1100 Did not understand how to use0080 Social comparison (made more nervous when saw others work) 0020 Limited to only 2 lectures of course0030 Didn’t suit style of learning0010

14. Discussion DB allows construction of knowledge contribution to discussion participation in the learning process helps to promote collaboration co-operation exploration construction of knowledge multiple perspectives problem solving negotiation

15. Discussion - Literature Active online interaction – posting messages predicts learning The number of visits (views) does not appear to be related to students perceived learning Rovai and Barnum (2003). Full participation appears central to the effectiveness

16. Limitations of the DB’s  Ran for only part of the semester  Were not embedded within the curriculum  Active participation was limited  Require assistance to enable students to take responsibility for their own learning

17. Potential use DB’s were greeted with enthusiasm Found to be of some benefit by most respondents Therefore Scope to incorporate DB into undergraduate courses

18. So What? Requires embedding at a number of different levels: School Year group Within the course Must have some tangible benefit: National Student Survey Achievement of course aims

19. Thank you for listening!