1. E learning: adding depth and breadth to an Academic Preparation course. By Lynne Jump University of Greenwich

2. Academic Preparation Course Design features: Dialogue Structure Autonomy Otto Peters 1995 and linked to the principles of constructivism

3. Content: The aims of the course are: To make explicit the processes of academic study that are often hidden and implicit To introduce students to the discourse of academic reading

4. Resulting environment: Reception area Course handbook Calendar Lecture theatre Discussion area Library Self assessment quizzes

5. The Home Page

6. The Students Category 1: Students returning to study having had no formal education for 5 – 30 years. Category 2: Have started a programme of study but see this course as enhancing performance.

7. Evaluation method Automatically logged data from Web CT Open ended qualitative questionnaire designed to record student experiences of the constructivist learning environment

8. Whole group data by student Total visits toTotal visitsPostings to Siteto discussion Discussion Areaarea 180 50736 33829116 47315929 52916924 76744423 89644425 95241221 100843216 102617827 105741328

9. Content Module data

10. Qualitative questionnaire

11. Examples of student perceptions In self assessment quizzes My learning is helped when I complete them Because I can see where I need to do extra reading

12. Student perception In discussion area My learning is hindered when I struggle to express my opinions Because I thought my thinking was wrong

13. Findings Reception Library Self assessment quizzes Handbook All helped learning, there were no perceptions that they hindered learning in anyway

14. Findings contd. Lecture theatre and discussion area resulted in perceptions of both helping and hindering learning. Focus is on the areas of independent study and study with fellow students

15. Discussion area Helped and Hindered comments Not alone, good to see other comments The comments confirmed my thinking I was able to ask questions Comments put me on the right track I was waiting for comments to come in I thought my own performance was not as good I wanted it to be more interactive I struggled to express my opinion

16. Lecture theatre Helped and Hindered comments I liked the click and go format I could go to sites easily Available 24/7 my study time was not restricted Doing the activities helped to broaden my knowledge I would some times like to move on faster than the group I did not get the time to read everything, I was tired from work I thought I was the only one lagging behind

17. Calendar Helps and Hindered comments It allowed me to prioritise my work I got worried when I fell behind schedule

18. Finally….. The questionnaire asked the student directly to write down the percentage of responsibility they believed each of the following had for their learning….

19. Results Average: Fellow students6.75% You60.75% Your lecturer26.25% Others6.25%