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Tuesday, 13 July 2004: 3:15 PM-4:00 PM | |||
Europe 2 (Walt Disney World Dolphin Hotel) | |||
D-7: Learning How To Learn At University Through WebCT | |||
| Detailed Description: | First year undergraduates require specific skills for learning at university (autonomy, self-reflection, teamwork, critical skills, research, writing and communication skills). These skills are vital to successful learning. We will demonstrate how running our Learning and Personal Development module online, provided students with an interactive, challenging and comprehensive environment for learning how to learn. We report on the benefits for students and faculty, as well as pitfalls and issues to be addressed for future development. | ||
| Presentation Format: | Hands-On | ||
| Topic: | Driving student success: Attracting, supporting and retaining learners | ||
| Target Audience: | Faculty and Other Instructors, E-learning Managers | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | This session demonstrates how faculty members across different disciplines at the University of Gloucestershire, UK, collaborated with the Learning Technology Support team to produce a comprehensive WebCT course for Learning and Personal Development. This course was adapted by each participating discipline and delivered to large numbers of first year undergraduates by teams of e-moderators. We will show how students used their course site to learn, discuss and reflect upon how to learn at university, covering key attributes such as autonomy, self-reflection, teamwork, critical skills, research, writing and communication skills. We will report upon how faculty supported this learning and development, evaluating the benefits and pitfalls for staff and students of using WebCT in this way. Through close analysis and evaluation of at least one Learning and Personal Development course site (its structure, narrative, links and discussion board) we conclude that metacognition, self-efficacy, self-reflection, autonomy and collaborative learning is transparently achievable online. Most importantly, we conclude that staff can learn more about their students than previously possible using this method. Having said this, attracting, retaining and supporting first year undergraduates had to be balanced with differences between e-moderating styles, lack of computer access and the need to assess students’ face-to-face communication skills. We recommend that Learning and Development-based courses efficiently and appropriately integrate online and face-to-face sessions in complementary ways. | ||
| Session Leader: | Joanne Pearson University of Gloucestershire | ||
| Co-Presenter: | Martin Jenkins University of Gloucestershire | ||
See more of The 6th Annual WebCT User Conference