Summary of results from evaluation survey

On second thoughts it is probably best to view this document on google docs as I have lost most of the formatting of the tables below.

Summary of all results
The learning styles survey showed up a preference by students for visual learning as opposed to verbal. Other learning styles were evenly spread. A visual learning preference may be considered at odds with the traditional teaching style being predominantly verbal (Fielder, index of learning styles, 1988). The proposed new resource does lend itself towards a more visual presentation.
Results from the technology usage survey indicates a high level of computer/web competencies by students. They all have access to computers and use them almost daily. Student felt confident with using email, searching the web, word processing and using spreadsheets. A little less confidence in the use of library resources, on line chat or discussion boards. Students had little or no experience with web pages or blogs. With respect to introducing the interactive resource it appears that student can be expected to have the skills necessary to do so, but some caution and possible extra training or help will be required if discussion boards are to used
The survey on Trial interactive learning resource showed up that students were able to use the resource, but that not all felt that it was a good way to learn. This finding is probably reflective of the range of learning style in a classroom. With approx 50 to 75% of survey students either strongly liking or non committal to the resource there is still a case for the introduction of such a learning resource as part o a blended learning delivery.
Three interviews were carried out, one with Diane Tamiti the elearning specialist in the IT department, a second with Patsy Deveral as someone how has done some work with e- portfolios and thirdly with Adel Awaan
Fielder, R. m. (n.d.).
Fielder, R. m. (1988). index of learning styles. Retrieved May 10, 2009, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html
an engineering tutor as someone who maybe using the resource for teaching. (Due to scheduling and time constraints, the interview with an industry person, a future employer of engineering graduates did not take place)
Diane Tamiti supported the use of the resource, commenting that it was of good quality and graphics. She did warn that students would be wary of the resource until they got familiar with it. It will help in creating interest and enthusiasm. She also pointed out that this type of resource could be put together using power point, and hence features can be tailored in house by tutors. As tutors get used to using Power point more and more can be achieved. She suggested other types of elearning resources that can be used and emphasized that today’s students are familiar with audio and video by virtue of their mobile phones.
Patsy Deveral showed how a e portfolio could be used as part of teaching – suggesting that it may be appropriate in engineering as in other disciplines to help students to keep a record of the work they do and the progress they make throughout their time on the program. She said it would change the way we looked at assessing.
Adel Awaan was supportive of the use of the resource as part of a blended delivery, but reservations about the level and type of support that student or tutors may get. He was also concerned that students attendance may fall as students think they can get the information in other forms.
Results as they assist towards answering the questions proposed
TD3 How does the e-learning encourage a realistic progression towards self direction and recognises varied starting points in levels of confidence and motivation?
Sub Questions
· Will students be suitably skilled to use the technology?
From the students surveys it appears that students are computer/web literate. There may be some unfamiliarity with discussion boards but there overall computer skills indication was high.
· How do students feel about using web based interactive learning resources.
Students were mixed in their feeling towards using the resource, Since the resource was never intended to be the only teaching resource, the fact that some students like it and that maybe those that did not may still get used to; still support the use of the resource.
· Will there be sufficient technology support
The peer teacher expressed that there is some question as to the adequacy of the support available, in both the setting up the hardware, and in helping students.

· Will tutors embrace the new technology and the use of e-learning for teaching.
The tutors interviewed were all supportive of the use of the elearning interactive resource, but did foresee some difficulties including time, upskilling and support services. In addition a number of other methods of using elearning were suggested

TD3 How does the e-learning encourage a realistic progression towards self direction and recognises varied starting points in levels of confidence and motivation?
It appears that all students consider themselves skilled in the use of emailing, web surfing, word processing and excel spread sheets, along with this students have a good knowledge of web applications. Students entry skills are high. Dianne suggested that as students become more aware of the use of the electronic resource, they would become more independent. Given the high skill level of the students it is envisaged that students technology skill progression should not impose an undue usage of their time. The resource needs to be made to accommodate increasing skill level, but not to progress so much as to add extra learning burden onto students

Note
Unfortunately this following second Question (Do students gain knowledge relevant to employment and/or current thinking in their field?) did not get answered as the main contribution, the interview with the industrial expert, did not occur.
Appendix 1 to 4 are the summary of the results of the surveys and interviews


Appendix 1 Learning styles survey
The learning style questionnaire used is on line at http://www.engr.ncsu.edu/learningstyles/ilsweb.html . It is a 44 item questionnaire that can be submitted and automatically scored on the web. It was design by Richard M Felder (Fielder) (Fielder, index of learning styles, 1988). The paper arose out of trying to explain learning styles in Engineering education, where he grouped 4 categories of skills. The following are brief descriptions of each for further descriptions and how each affect learning refer to Fielders web site. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm .
Active and reflective learners Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first
Sensing and intuitive learners Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.
Visual and verbal learners Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
sequential and Global learners Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."
The web questionnaire gives students a result on a scale of 0 to 11 towards one type of learner or the other. To fully quantify results, one learner preference has been awarded -11 while the other is awarded 11, hence a score of -6 in the visual/verbal category indicates a moderate preference towards Visual.
A score of
· 1-3 indicates fairly well balanced,
· 5-7 a preference for one dimension
· 9-11 a strong preference for one dimension
Two classes of students were surveyed – one of prospective engineering students (10 in number) and the second class was of prospective Information technology students( 9 in number).
Results
1. There does not appear to be a large difference between the groups of students
2. Looking at the average for the total number of students, the only outstanding trend was for visual learners as opposed to verbal learners. The other learning styles showed up as fairly well balanced. The visual preference is very significant given that our traditional face to face learning has a large component of verbal instruction. Visual learners remember best what they see – pictures, diagrams, flow charts, films and demonstrations

Appendix 2 Results from student survey Technology usage and comment on trial resource
The students surveyed were from a class of prospective engineering students, made up of 4 males all of 18 to 91 years old, 4 electrical engineers and 4 mechanical engineers.
The results showed that students have access to computers, and use them for approx 28 hours per week. The all use email almost every day, synchronous and asynchronous communication was used by about half of students while only a few made use of web pages or blogs. Overall students usage of computers and the internet was high.

Summary of results as follows.
Q1: Approximately, for how many years have you been using a computer for: Answers ranged from 3 to 12 years with an average of 7.63. So all students have had computer use.
Q5 Approximately, how many hours a week do you spend at home or somewhere else on the internet. The answers ranged from 14 to 40 hours per week, with an average of 28.8 hours; there is a high usage of the net. This corresponds with the frequency per week question where 75% of students said they used the computer daily
Q3: I have access to a networked computer All students had access to the net from home and 5 considered they had access also at the polytechnic
Q7: I use social networks and web 2.0 tools . 50% of the students did
Q9: I use messaging and discussion tools All students use the for messaging
Q10: I play online games or use virtual worlds and talk to other players (E.g. World of War Craft, Battlefront 2, Sims Online, Second Life) Approx 38% played online games, with a wide variety of games being played
Q11: I have an online personal space other than a social network (E.g. Web pages, blogs No students had made their own blogs or web pages
Q12: I use other social networking and communication tools online (E.g. Online dating, Friends Reunited No students involved here – may reflect their age and culture
Q2: I normally use a computer: 75% use it daily
Q4: I normally access email and/or the Internet: . 75% use it daily
Q8: How often do you use synchronous (At the same time) text chat or voice over tools? 50% of students use synchronous communication tools , but 38% did not use it .
Q9: How often do you use asynchronous messaging and discussion tools? All students were at least familiar with this tool
Q10: How often do you play online games or use virtual worlds the weighted average corresponded to occasion use only
Q11: How often do you use your online personal space? All student answered never
Q12How often do you use your other social and communication tools online close to never

Appendix 3 Technology Skill Level
The results showed that 100% felt they were skilled and very skilled with email, web surfing and word processing, and 92% felt confident with Excel spread sheets. The confidence decreased as for presentation software, video and audio, searching for online library resources and course management tools. The interesting result was that there were still some that felt they had high degree of skill in each of these tools. Figure 1, shows a definite cluster towards the very skilled and skilled end.
Figure 1


Appendix 4 Section B Survey on Trial interactive learning resource
Results showed that only 1 student had difficulty with the instructions (with a comment to match), and no student had any problems with navigation around the resource. When it came to learning from the resource, 38% of students strongly disagreed and comments about that were expressed – “very technical” and “prefer to be taught by someone not something”. There was defiantly a negative reaction towards the resource by some students, but on the other side more than half of students were either neutral or for it - Figure 2 shows this result from the survey graphically.
Figure 2
As the resource is not intended to replace traditional face to face teaching, only to supplement it, those students that do like it can still benefit from it. A point to note is that this type of teaching resource does not suit everybody.


Appendix 5 Raw Data

Learning styles survey
Results
Engineering students
IT students
Active and reflective learners
Sensing and intuitive
visual and verbal
Sequential and global
Active and reflective learners
Sensing and intuitive
visual and verbal
Sequential and global
1
-3
-7
1
-5
-11
3
-11
3
2
3
1
-3
1
-7
3
-11
7
3
-5
-3
-9
1
-5
-3
-9
-1
4
-3
-1
1
-5
5
-3
3
-7
5
7
-9
-3
1
-5
-3
-9
-5
6
-5
7
-11
9
-5
-3
-7
1
7
-5
9
-11
1
-3
-1
-9
7
8
7
-3
-9
-1
-5
-3
-5
-3
9
-5
7
-11
9
3
-3
-5
3
10
3
1
-7
3
Average
-0.6
0.2
-6.2
1.4
-3.7
-1.4
-7.0
0.6
Total for both engineering and It students
-2.1
-1.6
-6.6
1.0
















Results from student survey
Technology usage and comment on trial resource
Q1: Approximately, for how many years have you been using a computer for?
Average
=
7.67
Q5 Approximately, how many hours a week do you spend at homw or somehwere else on the internet
28.8 hours
At home/ student residence
At work
At University/ College/ Learning Centre
Q3: I have access to a networked computer (please tick all that apply)
8
0
5
Q7: I use social networks and web 2.0 tools (E.g. MySpace, Flickr, Facebook)
yes
4
No
4
Q9: I use messaging and discussion tools (E.g. Email, forums, phone texting
yes
8
No
0
Q10: I play online games or use virtual worlds and talk to other players (E.g. World of War Craft, Battlefront 2, Sims Online, Second Life)
yes
3
No
5
Which?
9dragons, lords of evil, call of duty4, GTA4, counter strike, book work and Star grab
Q11: I have an online personal space other than a social network(E.g. Web pages, blogs
yes
0
No
8
Q12: I use other social networking and communication tools online (E.g. Online dating, Friends Reunited)
yes
0
No
7

4
3
2
1
Every day
A few times a week
Occasionally
Rarely/never
Weighted average
Every day
A few times a week
Occasionally
Rarely/never
Q2: I normally use a computer (please tick one)
6
1
1
0
3.6
75%
13%
13%
0%
Q4: I normally access email and/or the Internet (please tick one)
6
2
0
0
3.8
75%
25%
0%
0%
Q8: How often do you use synchronous (At the same time) text chat or voice over tools?
4
0
0
3
2.7
50%
0%
0%
38%
Q9: How often do you use asynchronous messaging and discussion tools?
2
5
1
0
3.1
25%
63%
13%
0%
Q10: How often do you play online games or use virtual worlds
1
2
1
4
2.0
13%
25%
13%
50%
Q11: How often do you use your online personal space? (please tick one)
0
0
0
7
1.0
0%
0%
0%
88%
Q12How often do you use your other social and communication tools online?
0
0
1
6
1.1
0%
0%
13%
75%
Skill levels Fill out the following table, place a tick in the skill level you feel you have for each of the computer programs listed

Very skilled
Skilled
Unskilled
Very unskilled
Do not use
Weighted average
Very skilled
Skilled
Unskilled
Very unskilled
Do not use

5
4
3
2
1
5
4
3
2
1
Actual student number
% of students
Email
2
6
0
0
0
4.3
25.0%
75.0%
0.0%
0.0%
0.0%
Web surfing
4
4
0
0
0
4.5
50.0%
50.0%
0.0%
0.0%
0.0%
Word processing
2
6
0
0
0
4.3
25.0%
75.0%
0.0%
0.0%
0.0%
Excel spreadsheets
1
6
0
1
0
3.9
12.5%
75.0%
0.0%
12.5%
0.0%
Presentation software (Power point)
1
4
3
0
0
3.8
12.5%
50.0%
37.5%
0.0%
0.0%
Creating and editing video/audio
2
1
3
0
2
3.1
25.0%
12.5%
37.5%
0.0%
25.0%
On line library resources
1
2
3
1
2
2.9
12.5%
25.0%
37.5%
12.5%
25.0%
Course management systems (moodle, black board, web-CT)
1
3
0
1
3
2.8
12.5%
37.5%
0.0%
12.5%
37.5%


Section B Survey on Trial interactive learning resource
Strongly agree
Average
Strongly disagree
Weighted average
Strongly agree
Average
Strongly disagree
Number label
3
2
1
3
2
1
(Actual student numbers)
% of students
instructions for using the resource were easy to follow
3
4
1
2.3
37.5%
50.0%
12.5%
Was it easy to navigate around the site
4
4
0
2.5
50.0%
50.0%
0.0%
Was the resource a helpful way to learn.
1
4
3
1.8
12.5%
50.0%
37.5%
Did you feel that you succeeded in learning what was intended
0
5
3
1.6
0.0%
62.5%
37.5%
How would you feel to use this type of learning resource as part of your course
2
2
4
1.8
25.0%
25.0%
50.0%
Do you think this type of interactive resource could be fun to use
2
4
2
2.0
25.0%
50.0%
25.0%
Comments
instructions for using the resource were easy to follow
Instructions not clear
Was it easy to navigate around the site
Was the resource a helpful way to learn.
It was difficult and very technical
I prefer being taught by someone not something
I have no background in Mechanics of Materials so things were hard
Did you feel that you succeeded in learning what was intended
I need to learn basic things and terminology
I learned some of it with difficulty
How would you feel to use this type of learning resource as part of your course
if I was advanced
I do that
Not affective
Do you think this type of interactive resource could be fun to use
it could be fun if refined and made in a easier more user friendly way
Yeah why not
not fun
no interaction with humans
Section C: Personal Details


Age
Average
18.5

Gender:
Male
8
Female
0

Which program do you intend to study
Engineering Electrical
4
Engineering mechanical
4









Interview with Diane Tamiti, the elearning specialist in the IT department.
summary
The following is a summary of an interview I held with Diane Tamiti[1]. The trial resource was shown and explained to her briefly.
Do you think this is an appropriate resource for students for a blended delivery course
This is great, its of good quality, nice graphics, and interactive, good navigation too. There may be some resistance to using the resource in the early stages and require extra time form the tutor as you get students used to the idea of using it. After that initial period you could use it to do section or topics of teaching by just getting them into a computer lab. And telling them which web page to go to.
Definitely good to be used in a mixed/blended learning situation. Students need have face to face, elearning is good as variety, and you may need some form of a ‘hook’ to get them started to use it. Maybe assessment marks or if using moodle make it the way you present your notes or answer to exercises to them.
Advantages in using elearning -create interest, enthusiasm, get collaboration going if you use some form of discussion board, and variety
Can this resource be prepared by us at Bahrain polytechnic.
You can use power point to duplicate it, you can add action buttons to link up pages, add sound, graphics etc. Make it available on moodle (I don’t like moodle but that’s what we have.) The power point part of it would be relatively quickly done and we have the expertise here at the polytechnic, the difficult part is preparing what you actually want to put into the resource, that will take the majority of the time.
Any other type of elearning resource that could be used
Try audio and video – you could get students to make videos, they will know how to do it, they will all have cell phones, they could even upload them up to moodle. Students like to look at themselves. You could explain some topic to them and then get them to make a video of it, present it to the class.
Have a FAQ section on moodle
Allow emailing of tutors.
What about the idea of video recordings of lectures?
Keep them short. Good for revision. Make a video of FAQ.
What about discussion boards –how can they be used for engineering – a primarily maths based /analytical course
I don’t know what is in your course, but I’m sure that there must be some discussion questions that must be asked. Or give them a situation and then ask them to comment is it true/ why might it not be true?
You would have to make a certain time when all were available on Moodle and get them all to sign in during that time. You will need some form of hook to catch their interest, but these students as I have seen them are very keen to use discussion boards

Expert Interview with engineering tutor.

This is a summary of an interview I had with Adel Awaan[2], a mechanical engineering tutor.
What is your opinion on the introduction of elearning into engineering programs
It is a good thing but it needs to be done in line with tradition class room teaching, as an extra resource. Students seem to like using the computer, so this may appeal to them, but they do not like to read too much, so it needs to be interactive. They certainly are good at using the computer.
Do you feel you have the skills, time to use e-learning software
The skills will improve as we use it more, but I can foresee that it will take a lot of time to set up, and there will be hiccups with the technology. That can take up a lot of time, be nice if we could have it all set up before classes start
How much e-learning should there be %?
I would guess about 25%
Do you feel that there is sufficient technology support to be able to deliver e-elearning in a blended course?
Support can be a problem here, the technicians are under pressure from the start up of new projects and they are not always up to date with versions of software. Added to that there is the problem that we do not have an IT helpdesk which student can access.
What drawback or difficulties do you foresee
The support side of things and secondly to get student to come to class, if they find they can get what they need via the internet or computer then that may give them another reason for not coming to class.
Bibliography
Fielder, R. m. (n.d.).
Fielder, R. m. (1988). index of learning styles. Retrieved May 10, 2009, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html

[1] Interview held 7-6-2009 at 2:30 Bahrain Polytechnic.
[2] Interview held at Bahrain Polytechnic on 18 June 2209, at 1.30 pm