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Students’ Perceptions of the Value of the Elements of an Online Learning Environment: An Investigation of Discipline DifferencesTRANSCRIPT
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin UniversityInstitute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Students’ Perceptions of the Value of the Elements of an Online Learning Environment: An Investigation of Discipline Differences
Dr Stuart Palmer and Dr Dale HoltInstitute of Teaching and LearningDeakin UniversityAustralia
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Introduction
Online learning environments (OLEs) are perhaps currently the most widely used and most expensive educational technology tool
Research into the ways of knowing and ways of teaching suggest fundamental differences between discipline areas, yet much of the research into online learning seems to assume no influence from discipline context or other demographic characteristics of system users
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Context – OLEs at Deakin University
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Context – OLEs at Deakin University
Eventually settled on WebCT LMSBranded as DSO – ‘Deakin Studies Online’2003 – trialled2004 – all online activity moved to LMS2004 – all taught units to have a basic online presence2004 – all programs to contain one wholly online unit
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Project rationale
This investigation focuses on the 2526 responses obtained from students at Deakin University, seeking to identify what elements of the OLE were valued and used most by students
The investigation seeks to provide a quantitative analysis of the perceptions of an OLE from a comparatively large sample of students, and to highlight any influence of discipline variables on these perceptions
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Methodology
The DSO evaluation survey sought responses from students relating to:• demographic and background information• perception of importance and satisfaction with a
range of OLE elements• a number of overall OLE satisfaction measures• open-ended written comments about the OLE
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Response rate and demographic informationSample Population
No. of Respondents 2526 32354GenderFemale 61.5% 57.3%Male 38.5% 42.7%Mode of studyOn-campus 61.8% 64.7%Off-campus 38.2% 35.3%Level of studyUndergraduate 75.1% 73.7%Postgraduate 24.9% 26.3%FacultyArts 16.0% 20.0%Business and Law 34.4% 36.9%Education 12.0% 13.7%Health and Behavioural Sciences 17.6% 14.2%Science and Technology 20.1% 15.2%Campus†Burwood 52.5% 58.3%Toorak 6.8% 5.5%Waurn Ponds 25.8% 19.6%Waterfront 7.5% 6.3%Warrnambool 4.7% 5.3%Offshore 2.7% 5.0%†In 2008, Deakin divested itself of the Toorak campus, with all Toorak operations moving to the Burwood campus
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Mean Importance and Satisfaction ratingsOLE Element/Function Importance Satisfaction
9. Accessing Unit Guides/unit information 6.32 (1.11) 5.19 (1.52)
10. Accessing lecture notes/tutorial notes/lab notes 6.51 (1.02) 5.01 (1.58)
11. Contacting your lecturer via internal unit messaging 5.63 (1.58) 4.63 (1.73)
12. Contacting other students via internal unit messaging 4.73 (1.78) 4.60 (1.68)
13. Using calendar 3.08 (1.83) 3.94 (1.78)
14. Interacting with learning resources 5.62 (1.40) 4.68 (1.49)
15. Contributing to discussions 5.08 (1.64) 4.82 (1.61)
16. Reading contributions to discussions 5.62 (1.46) 5.05 (1.61)
17. Using chat and/or whiteboard 3.59 (1.90) 3.70 (1.73)
18. Working collaboratively in a group 4.67 (1.88) 4.00 (1.75)
19. Completing quizzes/self tests 5.36 (1.76) 4.68 (1.75)
20. Submitting assignments 6.30 (1.34) 4.58 (1.91)
21. Receiving feedback on assignments 6.36 (1.19) 3.86 (1.90)
22. Viewing my marks 6.42 (1.12) 4.27 (2.01)
23. Reviewing unit progress 5.96 (1.34) 4.17 (1.76)
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Mean Importance and Satisfaction ratingsOLE Element/Function Importance Satisfaction
9. Accessing Unit Guides/unit information 6.32 (1.11) 5.19 (1.52)
10. Accessing lecture notes/tutorial notes/lab notes 6.51 (1.02) 5.01 (1.58)
11. Contacting your lecturer via internal unit messaging 5.63 (1.58) 4.63 (1.73)
12. Contacting other students via internal unit messaging 4.73 (1.78) 4.60 (1.68)
13. Using calendar 3.08 (1.83) 3.94 (1.78)
14. Interacting with learning resources 5.62 (1.40) 4.68 (1.49)
15. Contributing to discussions 5.08 (1.64) 4.82 (1.61)
16. Reading contributions to discussions 5.62 (1.46) 5.05 (1.61)
17. Using chat and/or whiteboard 3.59 (1.90) 3.70 (1.73)
18. Working collaboratively in a group 4.67 (1.88) 4.00 (1.75)
19. Completing quizzes/self tests 5.36 (1.76) 4.68 (1.75)
20. Submitting assignments 6.30 (1.34) 4.58 (1.91)
21. Receiving feedback on assignments 6.36 (1.19) 3.86 (1.90)
22. Viewing my marks 6.42 (1.12) 4.27 (2.01)
23. Reviewing unit progress 5.96 (1.34) 4.17 (1.76)
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
3.5 4.0 4.5 5.0 5.53.0
3.5
4.0
4.5
5.0
5.5
6.0
6.5
7.0
23
2221 20
19
18
17
16
15
14
13
12
11
109
Satisfaction
Importance
The Importance-Satisfaction grid
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
A
B
EH
S
A BEH
S
AB
E
H
S
AB
E
HS
A
B
E
H
S
A
B
E
H S
A
BEH
S
2.5
3.0
3.5
4.0
4.5
5.0
5.5
6.0
6.5
7.0
3.5 4.0 4.5 5.0 5.5
Impo
rtan
ce
Satisfaction
Importance-Satisfaction - Faculty comparison (1)
23
22
19
17
12
11
9
A – ArtsB – Business and LawE – EducationH – Health & Behavioural SciencesS – Science & Technology
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
AB E
HS
A
B
EHS
AB
E
HS
A
B
E
HS
A
BE
H
S
A
B
EH
S
A
B
E H
S
A
B
E
HS
2.5
3.0
3.5
4.0
4.5
5.0
5.5
6.0
6.5
7.0
3.5 4.0 4.5 5.0 5.5
Impo
rtan
ce
Satisfaction
Importance-Satisfaction - Faculty comparison (2)
21
14
20
18
16
15
13
10
A – ArtsB – Business and LawE – EducationH – Health & Behavioural SciencesS – Science & Technology
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Comparisons of equality of mean ratings between disciplinesOLE element Importance Satisfaction
9 (F4,884 = 1.93, p > 0.103) (F2209 = 4.61, p < 0.002)10 (F4,864 = 9.78, p < 9.710-8) (F2164 = 3.91, p ≈ 0.01)11 (F4,849 = 8.31, p < 1.410-6) (F4,839 = 7.27, p < 9.310-6)12 (F2005 = 5.77, p < 1.310-4) (F2005 = 9.43, p < 1.610-7)13 (F1677 = 2.28, p > 0.057) (F1677 = 1.18, p > 0.317)14 (F4,850 = 5.33, p < 3.110-4) (F2062 = 3.77, p ≈ 0.01)15 (F4,831 = 8.72, p < 6.910-7) (F2059 = 5.94, p < 9.510-5)16 (F4,851 = 9.65, p < 1.310-7) (F2107 = 7.00, p < 1.410-5)17 (F1485 = 2.23, p > 0.063) (F1485 = 4.78, p < 7.910-4)18 (F1567 = 16.2, p < 5.110-13) (F1567 = 2.93, p > 0.019)19 (F4,528 = 9.99, p < 8.510-8) (F1625 = 2.74, p > 0.026)20 (F4,492 = 25.8, p < 2.010-19) (F1743 = 4.17, p < 0.003)21 (F4,615 = 2.28, p > 0.059) (F4,629 = 0.60, p > 0.660)22 (F4,707 = 4.60, p < 0.002) (F4,731 = 10.5, p < 2.810-8)23 (F4,728 = 1.67, p > 0.155) (F1921 = 5.13, p < 4.210-4)
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Comparisons of equality of mean ratings between disciplinesOLE element Importance Satisfaction
9 (F4,884 = 1.93, p > 0.103) (F2209 = 4.61, p < 0.002)10 (F4,864 = 9.78, p < 9.710-8) (F2164 = 3.91, p ≈ 0.01)11 (F4,849 = 8.31, p < 1.410-6) (F4,839 = 7.27, p < 9.310-6)12 (F2005 = 5.77, p < 1.310-4) (F2005 = 9.43, p < 1.610-7)13 (F1677 = 2.28, p > 0.057) (F1677 = 1.18, p > 0.317)14 (F4,850 = 5.33, p < 3.110-4) (F2062 = 3.77, p ≈ 0.01)15 (F4,831 = 8.72, p < 6.910-7) (F2059 = 5.94, p < 9.510-5)16 (F4,851 = 9.65, p < 1.310-7) (F2107 = 7.00, p < 1.410-5)17 (F1485 = 2.23, p > 0.063) (F1485 = 4.78, p < 7.910-4)18 (F1567 = 16.2, p < 5.110-13) (F1567 = 2.93, p > 0.019)19 (F4,528 = 9.99, p < 8.510-8) (F1625 = 2.74, p > 0.026)20 (F4,492 = 25.8, p < 2.010-19) (F1743 = 4.17, p < 0.003)21 (F4,615 = 2.28, p > 0.059) (F4,629 = 0.60, p > 0.660)22 (F4,707 = 4.60, p < 0.002) (F4,731 = 10.5, p < 2.810-8)23 (F4,728 = 1.67, p > 0.155) (F1921 = 5.13, p < 4.210-4)
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Number of high and low ratings by discipline area
Importance SatisfactionFaculty / Discipline area High Low High LowArts 0 7 0 4Business and Law 6 0 4 1Education 5 3 2 1Health and Behavioural Sciences 4 1 9 0Science and Technology 0 4 0 9
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Number of high and low ratings by discipline area
Importance SatisfactionFaculty / Discipline area High Low High LowArts 0 7 0 4Business and Law 6 0 4 1Education 5 3 2 1Health and Behavioural Sciences 4 1 9 0Science and Technology 0 4 0 9
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Number of high and low ratings by discipline area
Importance SatisfactionFaculty / Discipline area High Low High LowArts 0 7 0 4Business and Law 6 0 4 1Education 5 3 2 1Health and Behavioural Sciences 4 1 9 0Science and Technology 0 4 0 9
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
10. Accessing lecture notes/ tutorial notes/lab notes
A – ArtsB – Business and LawE – EducationH – Health & Behavioural SciencesS – Science & Technology
AB E
HS
2.5
3.0
3.5
4.0
4.5
5.0
5.5
6.0
6.5
7.0
3.5 4.0 4.5 5.0 5.5
Impo
rtan
ce
Satisfaction
Importance-Satisfaction - Faculty comparison
10
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
11. Contacting your lecturer via internal unit messaging
A – ArtsB – Business and LawE – EducationH – Health & Behavioural SciencesS – Science & Technology
A BEH
S
2.5
3.0
3.5
4.0
4.5
5.0
5.5
6.0
6.5
7.0
3.5 4.0 4.5 5.0 5.5
Impo
rtan
ce
Satisfaction
Importance-Satisfaction - Faculty comparison
11
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
15. Contributing to discussions
16. Reading contributions to discussions
A – ArtsB – Business and LawE – EducationH – Health & Behavioural SciencesS – Science & Technology
A
B
E
HS
A
B E
H
S
2.5
3.0
3.5
4.0
4.5
5.0
5.5
6.0
6.5
7.0
3.5 4.0 4.5 5.0 5.5
Impo
rtan
ce
Satisfaction
Importance-Satisfaction - Faculty comparison
16
15
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
18. Working collaboratively in a group
A – ArtsB – Business and LawE – EducationH – Health & Behavioural SciencesS – Science & Technology
A
B
EH
S
2.5
3.0
3.5
4.0
4.5
5.0
5.5
6.0
6.5
7.0
3.5 4.0 4.5 5.0 5.5
Impo
rtan
ce
Satisfaction
Importance-Satisfaction - Faculty comparison
18
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
20. Submitting assignments
A – ArtsB – Business and LawE – EducationH – Health & Behavioural SciencesS – Science & Technology
A
B
E H
S
2.5
3.0
3.5
4.0
4.5
5.0
5.5
6.0
6.5
7.0
3.5 4.0 4.5 5.0 5.5
Impo
rtan
ce
Satisfaction
Importance-Satisfaction - Faculty comparison
20
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Observations
A number of significant differences were observed between discipline areas in the mean student ratings of importance and satisfaction with elements of an OLE
The most systematic differences were observed in the mean ratings of importance, suggesting that these are the ‘real’, or at least espoused, differences between the discipline areas
Institute of Teaching and Learning – Driving excellence in teaching and learning at Deakin University
Thank you for your time