Learning Human Biology: Student Views on the
Usefulness of IT Materials in an Integrated Curriculum
Usefulness of IT Materials in an Integrated Curriculum
Participants: Mary Peat, Sue Franklin, Alison Lewis
Mentor: Rod Sims
The University of Sydney
Mentor: Rod Sims
The University of Sydney
Abstract
This paper reports on the outcomes of a study on the use and perceived usefulness of educational multimedia resources and communications technologies within the context of a single course in a first-year biology program. A major focus of the research, as reported in this paper, was the extent to which the computer-based resources made available to the students were utilised, and the students’ perceptions of the usefulness of these resources to their learning. Data of expected and actual use and usefulness of these resources were collected from the students using surveys and focus groups within an action-research model. While the majority of students found the multimedia resources to be of use for their learning activities through providing off-campus access to supplementary and relevant materials, it is of interest that some did not find them useful and some did not use them at all. In addition the use of communications technologies was greatest for social interactions rather than course specific needs. The data indicated that these levels of use were not a function of access to computersor the Internet. These findings suggest that the provision of online resources will not necessarily generate value-added learning and reinforces the need to offer a variety of learning experiences that target different learning styles and enable a mix of off-campus and on-campus opportunities.
1. Introduction
First year science courses at The University of Sydney have high student numbers. As well as servicing many degree programs in Science, they also service other faculties such as Agriculture, Education, Arts and Engineering. This large group of students is very heterogeneous, characterised by varied educational and academic backgrounds with a broad range of incoming entry grades, and a range of incoming generic skills (writing, computer, team work, etc.). Many of the students in specialist Science degrees are highly motivated and know where they are going, but a large proportion are enrolled in the straight Science degree which allows the students a wide choice of subjects, but often means they are unsure of their future directions. In addition, many students arrive at university with an expectation of being spoonfed (McInnis, 1995), having been conditioned to using a surface approach to learning in high school, whereas, at university, they need to focus more on deep learning strategies to succeed within their chosen degree programs.
It is recognised that active involvement in the learning scenario can lead to the use of deep learning strategies (Sutcliffe, 1999). Computer-based activities offer learning experiences that are under the control of the individual learner, that may better suit individual needs and offer active involvement by way of interactivity. Increasingly the Web is being used to create a better learning environment that is more independent of teacher interaction, is sustainable in the currenteconomic climate and encourages the development of lifelong learning strategies.
To provide this type of learning environment, the School of Biological Sciences at The University of Sydney set up a virtual learning environment (VLE at http://fybio.bio.usyd.edu.au/vle/L1/), allowing students to access resources any-where/anytime. The development of this resource, and preliminary evaluations of its use by students, are discussed elsewhere (Peat, 2000b).
The current study examined one of the first year courses, Human Biology, which integrates a range of computer-based learning modules, online materials and communications strategies with more traditional learningresources such as lectures and practical sessions. The aims of the course includehelping the students develop a familiarity with foundation issues in human biology with theability to relate learning to real life and toenhance the development of those life skillsrequired of a science graduate. The teachingmethods use lectures, practical classes inwhich the students are encouraged to work insmall peer groups to foster collaborativelearning strategies and good inter-groupcommunication, and independent studyopportunities which can be done at a time to
It is recognised that active involvement in the learning scenario can lead to the use of deep learning strategies (Sutcliffe, 1999). Computer-based activities offer learning experiences that are under the control of the individual learner, that may better suit individual needs and offer active involvement by way of interactivity. Increasingly the Web is being used to create a better learning environment that is more independent of teacher interaction, is sustainable in the currenteconomic climate and encourages the development of lifelong learning strategies.
To provide this type of learning environment, the School of Biological Sciences at The University of Sydney set up a virtual learning environment (VLE at http://fybio.bio.usyd.edu.au/vle/L1/), allowing students to access resources any-where/anytime. The development of this resource, and preliminary evaluations of its use by students, are discussed elsewhere (Peat, 2000b).
The current study examined one of the first year courses, Human Biology, which integrates a range of computer-based learning modules, online materials and communications strategies with more traditional learningresources such as lectures and practical sessions. The aims of the course includehelping the students develop a familiarity with foundation issues in human biology with theability to relate learning to real life and toenhance the development of those life skillsrequired of a science graduate. The teachingmethods use lectures, practical classes inwhich the students are encouraged to work insmall peer groups to foster collaborativelearning strategies and good inter-groupcommunication, and independent studyopportunities which can be done at a time to
suit the student and do not require attendance on campus. Within the teaching format educational multimedia resources, including in-house computer-based modules, have been integrated into the curriculum. It is recognised that the incorporation of information technology can change the roles of students and teachers, facilitate more student-centred learning and expand the scope and content of the curriculum (Horgan, 1998). Given the current environment, the learning paradigm is one where students are provided with a range of resources to cover the curriculum of the course and this range has been designed to cater for a variety of learning styles. The purpose of this study was to provide both a reflective and analytical assessment of a broad range of learning resources integrated through web-based technology. Three specific factors led to the adoption of this approach.
First, the students enrolling in the course constitute an heterogenous group with widely varying academic backgrounds and interests in biology, a situation that now appears to be the norm for large first year science classes. Over the last ten years the increasing heterogeneity of the student group and an increasing awareness of animal rights issues has led to potential problems with the performance of some ethnic/cultural groups with respect to some biological procedures (e.g. dissections of animals and animal parts). During this period some changes in the practical structure have been implemented to take this into account, such as replacing animal dissections with computer-based simulation (“virtual” dissections). Second, the computer-based modules used within this course have already been demonstrated as effective (Peat, 1999; Peat, 2000a; Peat, Franklin and Mackay-Wood, 1997). They have been developed over a number of years and formative evaluation enabled each resource to be enhanced as it was being integrated into the curriculum. Students (and staff) were asked such questions such as “Was it easy to use?”, “…accessible?”, “…enjoyable” and “Were there any bugs?”.
Individual resources were modified according to student and staff feedback. Many of these products were developed initially for use on the University Intranet but have now been launched on the Internet. Part of this current project is to determine the accessibility of these Internet resources to the students and when and how they are being used. Use of these resources within the learning process has been investigated by asking students for what purpose (tutorial, remedial learning, selfassessment) they are using the materials, and how the materials help them in their learning.
For this investigation it was considered more important to focus on the overall teaching and learning process rather than the effectiveness of individual resources. Third, the research agenda within instructional technology has gone beyond that of comparing resources to one of making them work better (Reeves, 1999). Over the past 25 years a vast quantity of research has been conducted to assess the comparative benefits of computerbased learning, with ambivalent results (cf Reeves, 1993; Russell, 1999). For this project the focus was not on the individual resources as effective learning tools, but on the perceptions of both students and teaching staff as to their importance in the overall teaching and learning process; this is particularly significant with the increased emphasis by tertiary institutions on online learning. Within this context, the project emphasised the student perceptions of their learning experiences as advocated by (Prosser, 2000) and so the focus was on the ways in which resources, based on
information and communications technologies (email, discussion groups, computer-based learning), had been effectively integrated into the curriculum.
Given the amount of time and money that had been spent on the development of all the teaching and learning resources and within the context of the three issues identified (increased heterogeneity of users, accepted mature materials, and making the resources work better), the aim of this project was to determine how the computer-based modules and information and communications technologies influence the learning process. The resources in question are being sustained within the curriculum and have been used by more than800 students each year for several years, and while this has been accepted as cost effective, the effectiveness of the materials has not beensufficiently demonstrated with respect to student learning outcomes.
First, the students enrolling in the course constitute an heterogenous group with widely varying academic backgrounds and interests in biology, a situation that now appears to be the norm for large first year science classes. Over the last ten years the increasing heterogeneity of the student group and an increasing awareness of animal rights issues has led to potential problems with the performance of some ethnic/cultural groups with respect to some biological procedures (e.g. dissections of animals and animal parts). During this period some changes in the practical structure have been implemented to take this into account, such as replacing animal dissections with computer-based simulation (“virtual” dissections). Second, the computer-based modules used within this course have already been demonstrated as effective (Peat, 1999; Peat, 2000a; Peat, Franklin and Mackay-Wood, 1997). They have been developed over a number of years and formative evaluation enabled each resource to be enhanced as it was being integrated into the curriculum. Students (and staff) were asked such questions such as “Was it easy to use?”, “…accessible?”, “…enjoyable” and “Were there any bugs?”.
Individual resources were modified according to student and staff feedback. Many of these products were developed initially for use on the University Intranet but have now been launched on the Internet. Part of this current project is to determine the accessibility of these Internet resources to the students and when and how they are being used. Use of these resources within the learning process has been investigated by asking students for what purpose (tutorial, remedial learning, selfassessment) they are using the materials, and how the materials help them in their learning.
For this investigation it was considered more important to focus on the overall teaching and learning process rather than the effectiveness of individual resources. Third, the research agenda within instructional technology has gone beyond that of comparing resources to one of making them work better (Reeves, 1999). Over the past 25 years a vast quantity of research has been conducted to assess the comparative benefits of computerbased learning, with ambivalent results (cf Reeves, 1993; Russell, 1999). For this project the focus was not on the individual resources as effective learning tools, but on the perceptions of both students and teaching staff as to their importance in the overall teaching and learning process; this is particularly significant with the increased emphasis by tertiary institutions on online learning. Within this context, the project emphasised the student perceptions of their learning experiences as advocated by (Prosser, 2000) and so the focus was on the ways in which resources, based on
information and communications technologies (email, discussion groups, computer-based learning), had been effectively integrated into the curriculum.
Given the amount of time and money that had been spent on the development of all the teaching and learning resources and within the context of the three issues identified (increased heterogeneity of users, accepted mature materials, and making the resources work better), the aim of this project was to determine how the computer-based modules and information and communications technologies influence the learning process. The resources in question are being sustained within the curriculum and have been used by more than800 students each year for several years, and while this has been accepted as cost effective, the effectiveness of the materials has not beensufficiently demonstrated with respect to student learning outcomes.
This paper examines the role of computerbased modules and communications technologies on the learning opportunities for a large group of first year students as viewed from the student perspective. In general terms it was found that a substantial proportion of students used the computer-based resources and reported that they were useful in their learning, although some resources were not actually used as much as students themselves expected to use them.
2. Available Online Resources
Since 1992 computer-based modules have been introduced into all the first year biology courses at The University of Sydney. There is a suite of modules used for a variety of teaching and learning scenarios: modules to be completed pre-lecture and pre-practical class; modules to be used within a practical class; and modules enabling revision, and selfassessment.
Students are directed to particular modules at given times during the course and many of these are accompanied by paper-based resources. Some of these modules are primary or core resources for the students, replacing other materials, whilst some modules are additional to help support the students in the absence of extensive face-to-face contact.
Tutorial modules provide a large amount of information for students to explore, at a variety of depths, to complete projects and laboratory exercises, and contain a quiz section for students to assess their understanding of the material. Tutorial modules enable biological processes to be illustrated in an animated manner not otherwise available. Pre-lab modules are introductions to the use of laboratory equipment and they allow the students to gain an understanding about how
the equipment works before meeting up with it in the laboratory session. This has proved an
effective way to help students learn to use equipment and one that is now used extensively in Chemistry classes around the higher education sector (Wilson, 1996; Wilson and Cavallari, 1995). Self-assessment modules allow students to take a series of formative tests and exercises aimed at helping them monitor their level of understanding of major biological concepts. Further descriptions of design and evaluations of all the modules can be found at http://fybio.bio.usyd.edu.au/SOBSFYB/fyb/tdg/FYBTDGhome.html and in Peat (2000a), and
Franklin & Peat (2001). It is considered that the use of these resources will possibly vary depending on the students’ perceptions of the usefulness of each resource.
In 1997, communications technologies in the form of email and chat were introduced as a resource for learning, enabling asynchronous electronic student/staff and student/student contact. These resources are available via the CyberTutor and discussion links from the first year biology Virtual Learning Environment (VLE ). The use of communications technologies as a resource was enhanced in 1999 when The University of Sydney provided all students with a free email account. The current communications links available via CyberTutor, CyberAdmin and
CyberTechSupport through the VLE allow students to contact staff about academic, administrative and technical matters.
3. The Students
The target population of students (n=800) is typically recent high school leavers enrolled in science-based degree programs. As noted earlier, the student body has become increasingly diverse over the years, with respect to academic achievements, literacy and science backgrounds and extra-curricular activities such as paid employment. A recent survey (Peat and Franklin, 2000) indicates that the majority of first year biology (full-time) students are undertaking a significant amount of paid casual employment to support their lifestyle (67% are in paid employment from 5-15 hours a week). For many students this increasing demand by part-time work is making it difficult for them to fulfil on-campus course expectations and is one of our reasons for developing online resources available anytime, anywhere. McInnis, et al. (2000)
indicate that this is common to all first year students Australia-wide.
2. Available Online Resources
Since 1992 computer-based modules have been introduced into all the first year biology courses at The University of Sydney. There is a suite of modules used for a variety of teaching and learning scenarios: modules to be completed pre-lecture and pre-practical class; modules to be used within a practical class; and modules enabling revision, and selfassessment.
Students are directed to particular modules at given times during the course and many of these are accompanied by paper-based resources. Some of these modules are primary or core resources for the students, replacing other materials, whilst some modules are additional to help support the students in the absence of extensive face-to-face contact.
Tutorial modules provide a large amount of information for students to explore, at a variety of depths, to complete projects and laboratory exercises, and contain a quiz section for students to assess their understanding of the material. Tutorial modules enable biological processes to be illustrated in an animated manner not otherwise available. Pre-lab modules are introductions to the use of laboratory equipment and they allow the students to gain an understanding about how
the equipment works before meeting up with it in the laboratory session. This has proved an
effective way to help students learn to use equipment and one that is now used extensively in Chemistry classes around the higher education sector (Wilson, 1996; Wilson and Cavallari, 1995). Self-assessment modules allow students to take a series of formative tests and exercises aimed at helping them monitor their level of understanding of major biological concepts. Further descriptions of design and evaluations of all the modules can be found at http://fybio.bio.usyd.edu.au/SOBSFYB/fyb/tdg/FYBTDGhome.html and in Peat (2000a), and
Franklin & Peat (2001). It is considered that the use of these resources will possibly vary depending on the students’ perceptions of the usefulness of each resource.
In 1997, communications technologies in the form of email and chat were introduced as a resource for learning, enabling asynchronous electronic student/staff and student/student contact. These resources are available via the CyberTutor and discussion links from the first year biology Virtual Learning Environment (VLE ). The use of communications technologies as a resource was enhanced in 1999 when The University of Sydney provided all students with a free email account. The current communications links available via CyberTutor, CyberAdmin and
CyberTechSupport through the VLE allow students to contact staff about academic, administrative and technical matters.
3. The Students
The target population of students (n=800) is typically recent high school leavers enrolled in science-based degree programs. As noted earlier, the student body has become increasingly diverse over the years, with respect to academic achievements, literacy and science backgrounds and extra-curricular activities such as paid employment. A recent survey (Peat and Franklin, 2000) indicates that the majority of first year biology (full-time) students are undertaking a significant amount of paid casual employment to support their lifestyle (67% are in paid employment from 5-15 hours a week). For many students this increasing demand by part-time work is making it difficult for them to fulfil on-campus course expectations and is one of our reasons for developing online resources available anytime, anywhere. McInnis, et al. (2000)
indicate that this is common to all first year students Australia-wide.
4. Method
The research model used was based on the more recent arguments of Reeves (1993) and Alexander and Hedberg (1994) which have led to a model involving a mixed approach to data production and analysis, with both quantitative and qualitative information obtained in the evaluation process. Described as the Eclectic-Mixed Methods-Pragmatic Paradigm (Phillips, et al 2000) this approach is considered more capable of handling the complexity of modern society and technology with a focus on practical problems rather than on issues, whilst acknowledging the weaknesses of current evaluation tools.
The overall study was based on the dynamic state of the perceptions of the major stakeholders involved in the course, but this paper focuses on the students’ perceptions of their use of computer-based modules and communications technologies within an integrated curriculum. Data were collected from all stakeholders at four separate intervals, using surveys, interviews and/or focus groups.
The first data collection point (DC1) was at the commencement of the course and consisted of surveys of students and laboratory teaching staff, and interviews of lecturers, courseware developers and technical staff. This established a benchmark of understanding and perceptions prior to any teaching and learning influences. A separate instrument was designed for each of the stakeholder groups such that the questions focused on similar course delivery issues and all stakeholder perceptions of learning resources and how they would be used. This will enable alignment of responses and the derivation of common themes in terms of the understanding, potential and use of learning resources within the program. It asked all stakeholders for their
expectations of the use of different learning resources (including educational multimedia).
Figure 14.1 shows the relationship between the data gathering activities from DC1 to DC4 associated with investigating the students’ views of the computer-based modules and communications technologies.
Student surveys, using both qualitative and quantitative instruments, were conducted at
each of the data collection points (DC1-DC4). Student survey S1 provided benchmark information about the student cohort, including demographic data and learning style, as well as
students’ expectations of learning resource usage. At S1 all students were surveyed, during the fourteen laboratory sessions of one week that accommodate this large group of students and the data collected are from this entire stakeholder group. Subsequent datacollection by survey was of a subset of this stakeholder group with S2, S3 and S4 each surveying half the total number of students but chosen at random. The information from S1 helped inform both S2 and the focus group. In particular students were asked further questions in S2 about their use of email and the
Internet in their learning, and ease of access to first year online modules. In addition S2 targeted their perceptions of the use of virtual versus real dissections in enhancing learning.
The focus group questions, relevant to this paper, concentrated on the use of online tutorial material. On the basis of the focus group material the third survey (S3) revisited some of the material from the second survey as it was felt that some of the S2 questions had been ambiguous and the data collected were not easy to interpret. It also focused specifically on students’ perceptions of the usefulness of the resources to their learning and understanding. Whilst survey S4 repeated much of the ground covered in the initial survey (S1), it did so by asking students what resources they had actually used and how useful they had found these resources. A focus
group was asked to comment specifically on the use of the self-assessment modules.
5. Results and Discussion
This section reports on the major factors emerging from this research process and examines student:
• demographics;
• use and perceptions of the Internet;
• access to online materials;
• views of communications technologies; and
• perceptions about using online tutorials in general.
The research model used was based on the more recent arguments of Reeves (1993) and Alexander and Hedberg (1994) which have led to a model involving a mixed approach to data production and analysis, with both quantitative and qualitative information obtained in the evaluation process. Described as the Eclectic-Mixed Methods-Pragmatic Paradigm (Phillips, et al 2000) this approach is considered more capable of handling the complexity of modern society and technology with a focus on practical problems rather than on issues, whilst acknowledging the weaknesses of current evaluation tools.
The overall study was based on the dynamic state of the perceptions of the major stakeholders involved in the course, but this paper focuses on the students’ perceptions of their use of computer-based modules and communications technologies within an integrated curriculum. Data were collected from all stakeholders at four separate intervals, using surveys, interviews and/or focus groups.
The first data collection point (DC1) was at the commencement of the course and consisted of surveys of students and laboratory teaching staff, and interviews of lecturers, courseware developers and technical staff. This established a benchmark of understanding and perceptions prior to any teaching and learning influences. A separate instrument was designed for each of the stakeholder groups such that the questions focused on similar course delivery issues and all stakeholder perceptions of learning resources and how they would be used. This will enable alignment of responses and the derivation of common themes in terms of the understanding, potential and use of learning resources within the program. It asked all stakeholders for their
expectations of the use of different learning resources (including educational multimedia).
Figure 14.1 shows the relationship between the data gathering activities from DC1 to DC4 associated with investigating the students’ views of the computer-based modules and communications technologies.
Student surveys, using both qualitative and quantitative instruments, were conducted at
each of the data collection points (DC1-DC4). Student survey S1 provided benchmark information about the student cohort, including demographic data and learning style, as well as
students’ expectations of learning resource usage. At S1 all students were surveyed, during the fourteen laboratory sessions of one week that accommodate this large group of students and the data collected are from this entire stakeholder group. Subsequent datacollection by survey was of a subset of this stakeholder group with S2, S3 and S4 each surveying half the total number of students but chosen at random. The information from S1 helped inform both S2 and the focus group. In particular students were asked further questions in S2 about their use of email and the
Internet in their learning, and ease of access to first year online modules. In addition S2 targeted their perceptions of the use of virtual versus real dissections in enhancing learning.
The focus group questions, relevant to this paper, concentrated on the use of online tutorial material. On the basis of the focus group material the third survey (S3) revisited some of the material from the second survey as it was felt that some of the S2 questions had been ambiguous and the data collected were not easy to interpret. It also focused specifically on students’ perceptions of the usefulness of the resources to their learning and understanding. Whilst survey S4 repeated much of the ground covered in the initial survey (S1), it did so by asking students what resources they had actually used and how useful they had found these resources. A focus
group was asked to comment specifically on the use of the self-assessment modules.
5. Results and Discussion
This section reports on the major factors emerging from this research process and examines student:
• demographics;
• use and perceptions of the Internet;
• access to online materials;
• views of communications technologies; and
• perceptions about using online tutorials in general.
Postingan
