Realising e-Learning matters in a Bioscience Cohort

Figures & data

Table 1 Age profile of students taking part in the study. Students at Level 3 of their studies included an increased number from non-traditional groups when compared to those at Level 1 and 2 of their studies

Student group	<21 yrs	21–24 yrs	>25 yrs
Level 1 (n=71)	89%	8%	2%
Level 2 (n=33)	73%	16%	11%
Level 3 (n=20)	61%	9%	28%

Table 2 Details of the e-learning activities and subsequent follow up by year group. Each year was provided with an e-learning activity to replace a standard 2 hour teaching slot

Student group	Activity	Feedback/ Follow up
Level 1	Students were asked to access a short lecture; they were then required to access interactive, online web materials. Alongside they were required to complete a series of short answer questions requiring both knowledge and application of the e-material	Questions were submitted within a short time frame. Feedback was detailed but formative. Subsequently students were required to show engagement with feedback through summative submission of the work in a portfolio.
Level 2	Students were provided with an annotated lecture which they were required to read and understand before completing an online interactive worksheet prepared commercially.	The materials were discussed at the next class session and feedback given on a group basis. Subsequent material required engagement with the e-learning activity.
Level 3	Students were required to complete a detailed short course prepared by another HE provider but freely available on the Web and fully interactive.	The materials were discussed at the next class session and used as a foundation to facilitate delivery of complex materials in subsequent sessions of the module.

Table 3 Themes of the questionnaire designed to evaluate students’ e-learning experience

Theme	Associated Questions
level of engagement with the activity	‘did you complete the e-learning task’
time(s)/ place(s) accessed	‘where did you access the task’
	‘when did you access the task’
	‘how many times did you access the task’
	‘how long did you spend on the task in total’
value of the approach as part of a blended learning strategy	‘did you find this task to be a useful learning experience’
	‘would you like us to use more e-learning activities’
students personal study practices	‘which of the following teaching strategies do you find most useful’
	‘in a normal week how long to you spend on independent study related to this module’

Figure 1 A significantly increased number of level 1 students completed the required e-learning task at home or at another off-campus location compared to both Levels 2 and 3 (χ² = 7.55; p<0.05). Error bars represent 95% confidence limit of the mean

Figure 2 Students in Level 1 accessed the e-learning significantly more times than Level 2 students but no significant difference was noted when comparing Level 1 students to Level 3 students. (χ² = 6.87 p< 0.05) Error bars show 95% confidence limit of mean.

Figure 3 Level 3 students, when questioned, responded less positively to the offer of more e-learning compared to both Level 1 and Level 2 students (χ² = 11.56 p<0.05). Error bars show 95% confidence limit of mean

Figure 4 Level 3 students reported that they completed more independent study than students at either Level 1 or Level 2 of their studies (χ² = 8.75, p< 0.05). Error bars show 95% confidence limit of mean