1. Technology enabled students? Engineering students use of web- based resources Aidan O’ Dwyer, School of Electrical Engineering Systems, Dublin Institute of Technology EdTech conference, National College of Ireland, May 2009

2. Structure of presentation 1. Introduction 2.Student feedback 3.VLE access and student performance 4.Conclusions 5.Possible Further Work

3. 1. Introduction Increasing emphasis on information technology and web-based learning applications in engineering education, driven by: The need for students to learn a wider variety of concepts (ideally in a self-learning mode); The reduction in class contact time The investment in Virtual Learning Environments (VLE’s) such as Webcourses. From: http://www.blackboard.com/ Solutions-by- Market/Overview.aspx

4. The development of good quality technology enhanced learning materials takes significant time and effort. First iteration: Compile lecture notes in PowerPoint; make the presentation available on Webcourses. The online environment is used in a simple way. Introduction (continued)

5. Student usage of the web-based resources ? Do the resources improved student learning ? Student feedback about their experiences: structured questions. Data available in the VLE is used to determine the time spent by students in the VLE, and whether this time correlates with student assessment performance. An evidence based approach is used.

6. 2. Student feedback The responses of engineering student cohorts at DIT (Levels 7, 8 and 9) are assessed using three structured questions, distributed at the end of the semester. Thinking about the lectures in this subject: Please tick appropriate box 12345 I like that lectures can be viewed on Webcourses It was easy for me to access Webcourses There is no need for the lecturer to supply a paper copy of the lectures, as they are on Webcourses

7. Survey results Level 7 n=29 (33%) Level 8 n=20 (54%) Level 9 n=18 (95%) Overall n=67 (47%) I like that lectures can be viewed on Webcourses 4.674.754.674.69 It was easy for me to access Webcourses 4.114.104.11 There is no need for the lecturer to supply a paper copy of the lectures, as they are on Webcourses 1.941.951.94 Mean value of questionnaire responses: Comment: Level 7 cohort - synthesis of opinions of more motivated minority.

8. 3. VLE access and student performance Student cohort: DT009/DT016 Level 7, Year 1, Semester 1, 2008-9. Mean examination mark (%), attendance (%), time in VLE (hours) Student cohortExam (%)Attendance (%) Time in VLE (hours) DT009 (n=28) 46411.1 DT016 (n=6) 65 5.5 Data suggests that putting lecture material in the VLE does not necessarily cause a reduction in student lecture attendance. Other data: Level 8/9 students - 4.2 hours in module VLE.

9. Exam performance vs Time in VLE

10. Exam performance vs Lecture attendance

11. 4. Conclusions Knowledge management approach using a VLE to introduce blended learning. From the evidence: Students welcome such a simple use of the VLE; Putting lecture material in the VLE does not necessarily cause a reduction in student lecture attendance; There is not a statistically significant improvement in assessment outcomes, at least for the student cohort examined.

12. 5. Possible further work Further examination of the statistical relationship between use of the VLE and assessment outcomes; Consideration of how more sophisticated VLE functions (e.g. assessments option on Webcourses) can add further value to the student learning experience.