1. Mismatched Expectations of Staff and Students Towards Blackboard Teaching And Learning Conference 2006 Elisabeth Yaneske Andrew Bingham

2. Background – e-learning Students encouraged to use Blackboard (e-learning environment) for many modules within the School Of Computing Use of Blackboard within SCM best described as ‘blended learning’ or ‘technology enhanced e- learning’ Modules incorporating more and more e-learning Assumptions made about students’ comfort with e- learning especially when moving away from face-to- face contact – online discussions instead of face-to- face etc. student preference Assumptions made regarding student IT skills (perceived to be of a high level in SCM). But what about older students and students from outside the UK? 3-Part Study

3. Stereotypes (Basis For Assumptions) Actual drawing of a computer scientist by a first year computer science student in 2004 Students asked to draw a picture of a computer scientist overwhelmingly drew white males in various degrees of ‘geekiness’ (Martin) Male-dominated, intelligent, lacking in interpersonal skills (Beyer) Martin, C. D. (2004) 'Draw a computer scientist'. Working group reports from ITiCSE on Innovation and technology in computer science education, Leeds, United Kingdom: ACM Press. Beyer, S. (1999) 'The Accuracy of Academic Gender Stereotypes.' Sex Roles 40: 787-813.

4. Background - Blackboard Blackboard expected to be used for all modules in SCM as of 2005 Core modules on Blackboard even though some staff use own intranet pages Some staff only use Intranet Sites to support their modules Some staff use Blackboard to support their modules All students will come into contact with e-learning delivered by Blackboard at some point during their course

5. Research Questions Part 1 – e-learning Attitude Survey What are Multimedia students’ attitudes towards e-learning versus face-to-face techniques? Are there any other factors that influence these attitudes? e.g. mature vs traditional students Part 2 – Sociabilty Does sociability influence students’ attitudes towards e-learning versus face-to-face techniques? Part 3 – Current Usage & Expectations Of Blackboard Within SCM How are staff and students currently using Blackboard? What are staff expectations of Blackboard? What are students’ expectations of Blackboard? Do they match? Are they correct?

6. Method Online survey sent out to 168 second year Multimedia students within the School Of Computing Survey preceded by ethics statement Survey contained demographic, attitude (5-point Likert scale) and sociability questions Survey available for two weeks, with incentive offered for completion 41 respondents Part 1&2 – e-learning Attitude Survey FemaleMature Sample 22%37% Population 13%19%

7. Part 1 – e-learning Key Findings - Demographic Survey indicates that mature students prefer face-to-face teaching methods Current practice – Lecture – 1 hour in lecture theatre – Tutorial – 1 hour in computer lab

8. Q8. It is important to attend all tutorials Q8 Outcome: Most mature students felt that it is important to attend all tutorials. Over a third of traditional students disagreed with this. (Only some tutorials of value to them?) MatureTraditional Agree86%54% Disagree13%35%

9. Q9. I can complete online tutorial tasks without the help of a tutor Q9 Outcome: Traditional students attend when they need help. Many Mature students find value in tutorials even though they don’t need help. MatureTraditional Agree47%19% Disagree40%66%

10. Q33. Lectures do not add anything to the notes provided online Q33 Outcome: More Mature students feel that lectures are a passive learning experience, although a significant number of traditional students also have this opinion. MatureTraditional Agree87%58% Disagree7%27%

11. Q20. In order to pass a module I need to attend lectures and tutorials Q20 Outcome: Mature students felt more strongly that attendance was important even though they said they didn’t need help to complete tasks and majority said that lectures did not add to the online notes. MatureTraditional Agree93%62% Disagree7%27%

12. Q12. I prefer to be handed tasks in tutorials than to obtain them online Q12 Outcome: More mature students prefer to be handed tasks, rather than obtain them online. Potentially mature students more familiar with paper based tasks. MatureTraditional Agree46%23% Disagree20%43%

13. Q6 I prefer to ask the tutor questions face-to-face Q6 Outcome: Mature students prefer to ask questions face-to-face MatureTraditional Agree87%42% Disagree7%35%

14. Q32. I learn when other people ask questions in lectures Q32 Outcome: Mature students feel more strongly that they learn when others ask questions in lectures. MatureTraditional Agree86%50% Disagree7%23%

15. Part 1:Overall Results Score Guide 205Strongly Prefer e- learning 164Prefer e-learning 123Neutral 82Prefer Traditional Techniques 41Strongly Prefer Traditional Techniques A score of 93.29 indicates that the group had a slight preference for face-to-face teaching methods

16. Key Findings From The Survey – Attitudes - Lectures (1) 26 (63%) I feel it is important to attend all the lectures 22 (54%) Felt that they missed valuable information if they missed a lecture 29 (71%) Did not agree that they are not worried if they miss a lecture because the notes are available online 30 (73%) I feel I learn more by attending the lecture than by just reading the notes provided online.

17. 25 (61%) Did not think it was important to ask questions in lectures Suggests lectures viewed as a passive learning experience 26 (63%) learned when other people asked questions * Key Findings From The Survey – Attitudes - Lectures (2)

18. 27 (66%) I feel it is important to attend all tutorials 28 (68%) When I attend tutorials I learn from my fellow students 33 (81%) I prefer to attend tutorials so I can receive feedback from my tutor 21 (51%) I attend tutorials because I need to ask questions Feedback driven by tutors Key Findings From The Survey – Attitudes - Tutorials

19. 30 (73%) In order to pass a module I need to attend lectures and tutorials 24 (59%) I prefer to ask my tutor questions face-to-face 21 (51%) The support provided by tutors in lectures and tutorials could not be provided by online resources alone Key Findings From The Survey – Attitudes - Contact In General

20. Part 2 - Sociability Results Outcome: Average with a slight tendency to be slightly unsociable

21. Research Method Survey handed out to 168 Multimedia students & 45 staff within the School Of Computing Survey preceded by ethics statement Survey contained usage and expectation/opinion questions 41 Student respondents 18 Staff respondents Part 3 – Current Usage & Expectations Of Blackboard Within SCM

22. Questions (Staff) Which Blackboard applications do you use? What is the one thing you would change about Blackboard? Can you give an example of how you use Blackboard to enhance the students’ learning experience? What other online resources do you use and would recommend to enhance student learning?

23. Questions (Students) Which Blackboard applications do you use? What is the one thing you would change about Blackboard? Can you give an example of how Blackboard has enhanced your learning experience? Taking into account all the online resources you are directed to use in your modules, which is the most useful and why?

24. Key Findings From The Survey – Blackboard Usage Main Usage – Course content (lecture notes, tutorial tasks, book list….) Comparison of Staff and Student Blackboard Usage RankStaffStudents 1 Course Content / Staff Contact Course Content 2 Discussion Board*Announcements 3 Staff Contact 4 Tools Area 5 Discussion Board*

25. Key Findings From The Survey – Usage And Expectations What is the one thing you would change about Blackboard? – Usability – Functionality – Administration – Training 13 students (32%) felt Blackboard was fit for its purpose. (They would not change anything) – But no staff

26. Usability (Both Staff & Students) Confusing interface Students have to log in twice Format of discussion forum confusing Format of announcements Not all modules and their resources on Blackboard

27. Extra Functionality Requested (Both Staff & Students) Email notification of updates Exam timetable Grades for each subject Overall individual pathway results Ability to upload multiple files at a time Customisable to learner needs, accessibility and learning style Closed access prevents dissemination of good practice

28. Functionality (Both Staff & Students) Closed AccessLack of Control over Environment Some staff using intranet page instead No ‘one-stop-shop’ for students

29. Administration (Both Staff & Students) Management of links to modules - Remove old and redundant links - Leave old links for reference Problems with student enrolment

30. Training (Both Staff & Students) 2 students requested training One student said; “I don’t know how to use Blackboard”

31. Results (Staff & Students) How is Blackboard used to enhance the learning experience? StaffStudents No enhancement/Discussion Board (39%) * Course Content (61%) Provide access to course content (17%) Work Anywhere/Anytime (20%) * (mismatch) All info in one place (6%) *(mismatch) No Enhancement/Discussion board(17%) * Online Quizzes (6%)Transfer/view files (5%)

32. Question asked to staff. What other online resources do you use and would recommend to enhance student learning? * *

33. Question Asked To Students. Taking into account all the online resources you are directed to use in your modules, which is the most useful and why? No Mention Of LRC

34. Summary of results ‘Learning Environment’ sets an expectation – Staff expect Blackboard to Enhance learning by itself – Students expect Blackboard to be used as a ‘distance learning tool’ – Misusing Blackboard means students miss out on the learning experiences they told us they valued – Students expect a single point of access for all course related information (exam timetable, grades, etc..) One login! VLE (really a dissemination tool) – Notice Board – Document sharing – Communication tools

35. Summary of results Need to set expectations for staff and students How can we achieve this? Need to provide training to set expectations and to get the most out of the VLE - Induction week for students - Induction for new staff. On-going training for existing staff