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

Lessons Learned

Summary and Reflection

In essence the design of the web resource aimed to provide an easy to access resource, which provided basic information, visual and electronic resources and exemplars of student work. Resources were presented to support interaction with each religion, providing a map showing location of places of worship, a summary of main beliefs and practices and an explanation of denominational structure. Particular electronic resources included a sound glossary, virtual tours of places of worship, video clips of main prayers/ reading from scripture, video clips of explanations and being a portal for Wolverhampton Inter Faith Group publications.

Student responses to interactive e-learning from the 2005-6 cohort and their overall module results compared to the more traditional approach taken by a visiting lecturer in 2006-7, suggest that this e-learning approach helped students learn more effectively.

Despite school encouragement we do not really have a subject e-learning strategy for the approach to fit within. Whilst the current approach enables staff to follow and develop their interests, students may become confused by too much diversity. There is clearly a benefit for students to get used to a particular format and use that platform to support their learning within a subject.

My main refection on this experience is to value the opportunities I have had to develop my awareness of the possibilities of e-learning and to develop my proficiency in developing electronic materials. However, I am still struggling to develop a comprehensive pedagogy for e-learning which will blend with face-to-face sessions and visits. I am committed to an approach which empowers students through subject research and the development of skills to present their knowledge and understanding to others, and feel that aspects of this e-learning approach have great value for both Religious Studies as a subject and for engaging students in active learning.

Bibliography:

Biggs, J. (2003) Teaching for Quality Learning at University. Second Edition. Open University Press

Grandgenett, D. Topp, N. Fluckiger, J. Ostler, E. & Martenson, R. (1997) Integrating Technology into Teaching and Learning: The Three Keys to the Kingdom. Innovations in Education and Training International, 34.4

Grimmitt, M. (Ed) (2000) Pedagogies of Religious Education: Case Studies in Research and Development of Good Pedagogic Practice in RE. Great Wakering, McCrimmon Publishing

Heppell, S. (1993a) 'Eyes on the horizon, feet on the ground?' in Latchem, C., Williamson, J. and Henderson-Lancett, L. (1993) Interactive Multimedia: Practice and promise, pp97-114 London: Kogan Page

Mudge, S (1999) Delivering Multimedia Teaching Modules via the Internet. Innovations in Education and Training International, 36.1