Realising e-Learning matters in a Bioscience Cohort

Abstract

The use of blended learning, face-to-face contact alongside e-based activities, provides academic staff with an opportunity to match their teaching strategies with the changing student cohort. This study report students’ perceptions of e-learning activities early in bioscience modules; students from all three levels of undergraduate study were included. Students in their first year were most receptive to e-learning, using the opportunity to access learning resources from an ‘off-campus’ location and welcomed more blended learning. Students in their third year engaged to the same level as first year students but valued the task less, preferring face to face contact with staff. Second year students seem to be the key; they valued the task more than third year students but their qualitative comments indicated that they too were placing value on campus based activities. E-learning provides first year students with an opportunity, at ‘high risk’ times, to draw on familial support and to ‘process’ knowledge. Third year students should also be encouraged to take time for ‘off-campus’ learning, enabling them to ‘process’ learning. In the same way that a lack of slow-wave-sleep sleep inhibits ‘off-line’ memory consolidation, third year students may be losing a valuable opportunity to enhance their learning experience.

Keywords:

• e-learning
• institutional habitus
• off-campus processing

Acknowledgements

The authors would like thank Dr Penny Haughan for her expertise, support and advice when producing the questionnaires for use in this preliminary study.