Author: Carolyn Gibbon, cjgibbon@uclan.ac.uk

Author: Lindsay McPhail, lmcphail@uclan.ac.uk

JISC e-Learning Activity Area: Learning Resources and Activities

Higher Education Academy Subject Centre: Health Sciences and Practice

This case study illustrates...staff satisfaction with e-learning, a positive effect on recruitment, use of resources, an effect on social equality

Tangible Benefits

What tangible benefits did this e-learning approach produce?

'I have enjoyed it very much, it is a lot of new information and is intensive but I have got a lot out of it.' This comment typifies the satisfaction felt by students about the module content, and they were impressed with the level of information and resources and stated they have learnt much about diabetes care (some very good assignments were received which demonstrated meeting the learning outcomes). One student stated that they were very impressed by the web site itself and the way it was constructed and how it encouraged them to think, read and learn. They liked the systems of interaction via discussion board and e-mail and enjoyed the chat room events particularly on a social level. All students found the module challenging to their existing knowledge of diabetes care and practice. Another student noted 'the unit materials were very thorough, the diagrams and graphics were very interesting; I could complete it in my own time.'

Developing animations to explain visually, physiological processes, enhanced student learning and also aided further work in other e-learning courses. This has included the establishment of an 'animation repository', in collaboration with the Learning Development Unit. The processes of development and the animations themselves have been used in SONIC - a FDTL4 funded project.

External examiners, validation panels and service user forums have all commented positively on the e-learning courses and highlighted some as examples of best practice (B.Sc. Nursing Studies, online). Other outcomes have included the development of a Steering Group and subsequent University Strategy for e-learning, engaging other departments including Computer Services, the Library, and Business School. Now there is online library access, and Banner links to WebCT.

Students who have completed the course, indicated in their evaluation forms, that their IT and communication skills had improved, which adds to personal development and transferable skills. One student stated 'as online I could access when convenient to myself as and when I wanted. This benefited me as I had no travelling to UCLan on a day off and hence more time to devote to study'. It is hoped to assess imminently the influence the international students may have on their local practice e.g. the development of strategies at local and national level.

Did implementation of this e-learning approach have any disadvantages or drawbacks?

In the development phase, gaining understanding between academic and technological staff, on occasions was time consuming.

It required extra time of lecturers, more than allocated to module, particularly in chat room sessions (see above). Students were accessing the helpdesk, but not always with success. This has been referred to Library Services.

The module leader observed that the students were not using the discussion board. The module leader decided to re-name the case study exercises with more explanation of discussion boards in the introductory sessions.

Not all the students attended the Chat room events. The Module leader set chat room events in advance of module start and renamed the rooms.

The formative quiz not used, so more explanation of its use and the help available was given by the module leader.

The module leader observed the lack of contact by struggling students. So more explanation of the help available was made, as well as an explanation of in-classroom help.

Student feedback and module leader observation demonstrated that the video streaming server was not working externally (if not got broadband connection and PC spec). Referred to Learning Development Unit and Information Support Services.

How did this e-learning approach accord with or differ from any relevant departmental and/or institutional strategies?

UCLan has a committed e-learning strategy which has been in place since 2004. http://www.uclan.ac.uk/old/ldu/theldu/ELearningLeaflet.pdf

DEOL has run for 4 years to date and numbers are increasing and is an integral part of the diabetes teaching and learning strategy.