The use of digital technology to support flexible learning Dr Kirsty Kiezebrink – University of Aberdeen

What is digital technology? What is flexible learning?

Pragmatic “trial” (n=65) In class 1-2-1 tutor support 2 hours in class Pre class reading MSc Human Nutrition C On campus students ( n=14) Masters Public Health E Global Health and Management E MSc Clinical Education C Blended (n=31) MSc Clinical Nutrition C MSc Health Economics for Health Professionals E PgCert Research methods for health C Online (n=20) Choice Online material online 1-2-1 tutor support Synchronous / asynchronous class session Online materials Missing data on 1 blended student & 3 student withdrew

Course overview 7 units of learning – to be completed in any order Supplemented by discussion boards Self assessment quizzes In class / web based participant response Group work 1-2-1 tutor support Method of assessment – structured piece of writing worked on through out course

Average time spent in VLE ~25hours (over the 12 weeks) F2F (n=14) – 43% below class average Blended (n=30) – 20% below class average Online (n=18) -33% below class average Missing data on 1 blended student Students withdrawn 1 F-2-F, 2 Online

When do students engage with the VLE? Not engaging = <5% of total time Engaging = >30% of total time F2F (n=14) Blend (n=30) Online (n=18) Total (n=62)

What technology was useful I am starting the course a little late so very much feel the need to catch up. It was helpful to be able to look at discussion boards of other students responses to further understand the material. To continue improving my understanding I regularly check the discussion boards for advice, seeing others opinions/plans is also helpful

I could attend lectures from my home if needed Flexibility? The timings suit me as I often have several hours free one week and not so many the next. I like the idea that you can “bank” the time and make the most of what time you have, perhaps being ahead of schedule. weekly goals as per the units structure is needed - more rigid weekly progress requirement would be better I could attend lectures from my home if needed It was good to be in a class with students form other disciplines, so we could think about a research question from different views

I am finding the uploading a challenge, I think others are too I am finding the uploading a challenge, I think others are too. IT is not a particular strong point and although I have documents to share I don’t seem able to do this (yet). Expectations Discussion boards are useful to online students. On campus learning should involve students in direct communication and interaction to each other and the course co-ordinator Great to have skype-based consultation meetings in the evening with the tutor. Thank you ! (I am a distant learner, working full time and travelling a lot).

Prefer the audio, video presentations to the research paper reading. . Videos and YouTube? Prefer the audio, video presentations to the research paper reading. . I am a visual learner and so the videos helped me to consolidate information. I particularly found the youtube videos interesting and the option to watch related videos allowed me to improve my understanding there seemed to be a bit of repetition in the materials provided and some simplistic youtube videos. I particularly liked the YouTube videos on “PICOT”. The animations and the use of examples in the video help explain and consolidate the information in my mind. This has opened my eyes to a whole new method of learning.

Signposting I also found some online pages by a google search which have helped me to understand what a good communication plan should include  Making the most of the internet is something that has helped me identify other sources of information to supplement this unit The internet is full of useful information if you are able to find the right resources. This unit provided links for good websites and blogs for further reading. the academic phrasebook is very useful, I will be using this for all my writing form now on

Engagement with self assessments Did test with no reference to notes so pleased with 78.3% but retook to check my understanding had improved to 91% I did the quiz too early and I got quite a few answers wrong.  Is there a way of knowing the correct answers as I am using up a lot of time repeating the quiz to find these out. F2F (n=14) Blend (n=30) Online (n=18) Total (n=62)

Course outcome Students withdrawn 1 F-2F, 2 Online F2F (n=14) Blend (n=30) Online (n=18) Total (n=62)

The DELS room is a really nice space but I was a little worried about using all the tech stuff but the chance to buddy teach made it less daunting View of staff As someone with little experience of teaching this was great opportunity for me to see a new way of working with students…it has also given me some ideas for using in my research [ombea + video creation] As I am not based on the main campus it can be difficult to get involved in teaching, but this was great for me The technology offers so much potential …but it will take time to really work out how best to use it to support students

Thank you Kirsty Kiezebrink k.kiezebrink@abdn.ac.uk