The document summarizes research on students' use of e-learning tools and information technologies at the University of Ontario Institute of Technology (UOIT). A survey of 127 students found that they actively engaged with lecture recordings but did not prefer synchronous chat. There was a correlation between using self-tests and improved performance. Students demand flexibility in their learning and greater online options from faculty. The researchers recommend balancing flexibility with continuity of services.
Health Sciences only Why: - Professors are not using technology to increase interaction -Only use laptop to take notes in class - Prof only uses powerpoint slides in class no integration of technology into learning – Only 29% of students use more than 3 pieces of software (outside office suite) - Prof. have technical issues with videos, projectors, sound, etc. and waste class time - Problems with reliability of WebCT and organization of material on WebCT - 74% of students experienced at least 1 performance issue per week (printing problems, slow response/freezes, battery doesn’t last) - 81% of students end up at the help desk at least once per term, 24% of students were at help desk more than 3 times. Data from 2007-2008, 105 students surveyed, 42% 1 st year, 21% 2,3 year, 16% 4 th year. Note: 21% of students age >24.
Discuss split of students in hybrid vs traditional
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Use of lecture recordings both (video and audio or audio with powerpoint through camtasia) There was no correlation between the use of the lecture recordings and the increased performance of students.
Only 25% of students ever used the physical office hours offered by the professor When given an option, students prefer online communication to face-to-face office hours
We surmise that engagement in discussion forums may be affected by the cohort dynamics
56.7% of students use due to convenience and 52.8% since they are similar to exams/assignment expectations
Discussion boards are not used as students for obtaining content for the course. They use this medium for shorter discussions to clarify expectations for assignments and exams or as a reference for keeping track of the current pace of the course.
67.7% of students use self-test as they are similar to exams. This is the overwhelming reason as the next closest reason provided was past experience at 35.4%. This means that students can be motivated to complete self-test exercises if they perceive a direct link with improved performance on the exams.
