1. The use of technology promoting
self-learning in a PGT cohort: a pilot
study
Luciane V. Mello
School of Life Sciences
2. Scenario
• 2 M level modules, second semester
• Small cohort: 10 - 11
▪ Diverse cohort:
-cultural background
M1: 11, 7 nationalities
M2: 10, 5 nationalities
-academic level
1st to 2.2: PhD, Master, MRes, MBiol
http://www.scan.ncl.ac.uk/navigation/internationalstudents.html
3. Aim and e-learning resources
Aim E-learning resources
• Provide opportunities for • Lowering barriers using e-
self-learning learning resources:
– Do they need to catch up? – – Lecture & workshop on Vital
bring class up to the same
level – Podcast
– Do they have language – Online test – formative
difficulties? assessment
– Would they benefit from self- – Collaborative work –
monitoring? synchronously
– Blog
Would these collectively help
them with motivation and
engagement?
http://www.nus.org.uk/
4. Case 1: Students’ difficulties & e-
learning resources
Scenario:
– 1 hour lecture
– 2 hours workshop – hands-on
Student diversity (academic level, language & individual
style) & workshop pace - talked just before last session
• Podcast -
– Forthcoming in-class work
– Direct students to:
• Pre-reading
• Online tests
5. Case 1: Students’ difficulties & e-
learning resources
• Online test – formative assessment
– Prior knowledge required for the work: an
opportunity to ‘catch up’
– New knowledge from reading material
Available before and after the sessions:
self-monitoring
Academic level
Reinforcement
6. Case 1: Results
– Podcast: 3 days before the session
• 10 students watched it! 100%
– Online test: 1 day before the session
• 9 students took the test before session (no answers
released. Feedback only right or wrong)
• 2 students took the test after session (answers released)
(self-monitoring). One student told me she retook the test
before the module final exam.
– Workshop pace: MUCH improved, positive feedback
from students: native & foreign
• Students found podcast helped them to better prepare for
the lecture and workshop (much better than just PowerPoint
on vital)
– Students felt motivated to do the pre-reading!
10. Case 3: Group work & e-learning
resources
• Collaborative work & scientific environment
• Collaborative writing
– synchronously (and asynchronously) using Googledoc (within
group)
• Introduction of new tools
• Introduction of self and peer assessment (summative assessment)
• Collaboration
• Final work
Academic level: peer discussion, active participation, motivation (Crosby,
1996) self-learning
Cultural differences: widening participation through different skills
(Crosby, 1996)
11. Case 3: Results
• 11 students
– 2 groups of 2 students
– 2 groups of 3 students
– 3 individual work
• 9 feedback (3 individual work)
Improved learning Would like another group Prefer to work
work individually
5 out of 6 3 out of 6 3 out of 6
Enjoyed working with Worked synchronously Worked asynchronously
Googledoc
6 out of 6 1 group out of 4 3 groups out of 4
12. Case 3: Results
Improved learning Would like another group Prefer to work
work individually
5 out of 6 3 out of 6 3 out of 6
• Collaborative writing
– Mark fairness – despite of the peer assessment:
participation time vs participation effectiveness
Gibbs (2003) – In group work, some students can not perceive the achievement of deep
learning in order to be able to transfer knowledge. Instead the non-gain feeling prevails,
generating dissatisfaction.
Self-learning “I needed to study more in order to participate
in the work”
13. Conclusions
• Podcast
– Students felt better prepared for lecture/workshop
– Helped overseas students – language
– Students really appreciated the personal interaction
• Online formative assessment
– In combination with podcast, encouraged pre-reading and
helped with the workshop pace issue: self-learning
– Failed to promote self-monitoring
• Blog
– Promoted motivation and engagement
– Promoted self-learning through peer discussion
• Collaborative writing – Googledoc
– Promoted interaction between students – peer and self-
learning
