Author: Dr. Deirdre Burke, deirdre.burke@wlv.ac.uk
JISC e-Learning Activity Area: Technology-enhanced Learning Environments
Higher Education Academy Subject Centre: Philosophical and Religious Studies/History, Classics and Archaeology
This case study illustrates...an effect on learning an effect on student personal development student satisfaction with e-learning innovation in learning and teaching an influence on educational research staff satisfaction with e-learning staff personal development a positive effect on recruitment a positive effect on retention an influence on policy use of resources modifications to learning spaces management of learning assets an effect on social equality
Background & Context
This case study explores the development of a website Religions in Wolverhampton to support student learning, specifically in an introductory module and generally throughout their course. Materials were developed within the VLE but formatted as a website to allow wider access.
Why did you use this e-learning approach?
This approach was taken to allow students easy access to electronic resources through which they could explore the rich variety of religious communities in Wolverhampton.I wanted to develop a resource to support and stimulate student learning, and in addition for the project to be one that students themselves could contribute to. Thus, the decision was taken to develop a website and embed it in WOLF (Wolverhampton Online Learning Framework). Mudge's guidance was implemented to "Provide the information in such a fashion that students feel they have some control over the way they learn." (1999, 15) The website can be accessed through a Google search for Religions in Wolverhampton, or at http://asp2.wlv.ac.uk/hlss/Religion%20in%20Wolverhampton/index.html
What was the context in which you used this e-learning approach?
Religious Studies is an undergraduate option for students within the Combined Awards framework in the School of Humanities, Languages and Social Sciences. Student recruitment reflects the general diversity of intake at the University of Wolverhampton, and our success in widening participation. There are two main features to note in the Religious Studies intake, firstly, a wide range of religious and ethnic backgrounds, and secondly, a significant percentage of students with a minimal academic profile. An analysis of student perceptions of their skills on starting their degree course in 2006 revealed that 62% of Religious Studies students were considered to be at risk, set against an average of 32% for the school. Thus, within the subject we recognize the need to support student learning, and have identified e-learning as an important part of such support.Some of our students find the opportunity to access materials between sessions enables them to develop their knowledge and confidence in a non-threatening manner. In addition Religious Studies aims to provide students with a learning experience which utilises up to date technology to support and enhance learning and improve employability.
This report focuses on developments within a level one module Religions in the West Midlands. The module aims to provide students with an understanding of the religious map of the West Midlands, its character and the main religious historical developments. This covers problems of adaptation and interfaith relationships. Field visits are an integral element of this module. The academic study of religion requires access to suitable materials for students to gain knowledge and develop their theoretical understanding. This has been a major challenge for this module due to the lack of published academic materials on religions in the locality. In previous years this module was taught via folders in WOLF, the University's Online Learning Framework.
What was the design?
The pedagogic principle that underpinned the approach, set out by Grimmitt (2000), offered students an experiential encounter with religion through a synchronic and diachronic study of religious communities. The e-learning approach through the website supported this encounter through the provision of learning materials, and also encouraged greater interaction through e-activities such as WebQuests and treasure hunts.
The theoretical foundation for this approach is based on the work of Biggs, 2003, who identified metacognitive skills as a third level of skills, which goes beyond generic and study skills. Metacognitive skills are in essence involved with 'what a learner does in a new context' (2003, 94). Thus, the provision of electronic resources allowed students to interact with each religion, to learn facts, figures, and practical issues such as pronunciation of key terms through the sound glossary.
This foundation was important in preparing students for their own visits and report on a particular religious community. Whilst students are prepared for field visits in the first weeks of the module through whole class visits, they often find themselves in a situation where they need access to information on the religion to understand their findings. Thus, resources provided an important backup for students.
In addition, e-learning supported interaction with the wider community, and thus contributed to community cohesion. The website was used as a portal to provide access to publications by the Wolverhampton Inter Faith Group and local community websites. Ongoing work by students in the module contributes to this process through the posting of their reports on visits to local communities in the website. One strand of reporting contributes to social justice by exploring the experience of congregants and their interaction with other communities.
How did you implement and embed this e-learning approach?
Staff training was an incremental mix of general ICT development through Learndirect and ECDL which provided a sound platform for the use of and understanding of ICT. In addition a range of specific sessions on aspects of e-learning offered through the corporate staff development programme were used. Links with central ICT support, e-materials developers and the school ICT co-ordinator were all important in developing an understanding of what new technologies could offer, and then working out how to implement developments.
The design of the website developed through attempts to include features such as sound and flash elements. In each case I was able to either show something similar or describe it to the e-materials developers, who were then able to develop a template within Dreamweaver for me to use.
Particular learning activities included were treasure hunts and WebQuests, both of which were introduced during the technology retreat by e-learning consultants. Further support was available in staff development sessions and individual discussion with the consultants. A major challenge was the development of a book format for student reports, to allow a book to open and pages to turn.
Teaching and learning sessions took place in a modern computer lab which also has three data projectors and an interactive whiteboard. This enabled students to have hands-on use of computers in each session, which allows for the development and consolidation of basic ICT skills. This worked best where students had to use technology to complete assigned tasks, fulfilling the guidance offered by Grandgenett et al: "Perhaps the most important key to the successful integration of technology into the teaching and learning process... is to carefully modify the curriculum to include specific technology appropriate activities." (1997, 254) Tasks required students to download material from WOLF and then upload completed tasks back into WOLF, supporting an incremental development of confidence and competence.
Student evaluation of the hands-on approach was generally positive, recognising the benefit of instant access to materials, and enabling students to 'do it instead of watching on the board.' However, some students struggled at the start as they found it difficult to concentrate in a computer lab, and they also had to develop a new paperless style of learning. In addition some students lacked confidence in the use of ICT and struggled to keep up during sessions. This was overcome within all groups by a collegiate approach, whereby students talked about what they were doing, and showed other students how to access materials. This approach empowered many students who had ICT skills but lacked confidence in Religious Studies, and allowed for them to link up with students with a good knowledge of religions.
