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Comma chameleons: Lessons learned from studying engagement with an online academic writing toolkit
@hiberniacollege
hiberniacollege.com
Irene O’Dowd
Researcher, Digital Learning
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Image source: https://en.wikipedia.org/w/index.php?curid=8803867(Copyright: Virgin Records Ltd.; reproduced under fair dealing exemption in Irish and UK copyright laws)
Credit where it’s due …
O’Dowd, G., Moss, J., Craig, M., Hay, R., & Pickett, P. (1983) “Karma Chameleon”. [Recorded by Culture Club]. London: Virgin Records.
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▪ Professional masters degrees in primary and post-primary teacher education
▪ Two-year full-time programme
▪ Blended (45% online, 55% f2f)
▪ Moodle LMS
▪ Students are based all over Ireland
About Hibernia College
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Faculty feedback on writing standards
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The AWT
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Bite size principle
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Variety of activity types
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Findings from 2017 AWT study
▪ High level of student engagement with AWT during Orientation (required component)
▪ Very low level of engagement thereafter (<1000 events/day)
▪ Formative use was not in evidence
▪ Students’ response to AWT content was positive (non-compulsory online survey, n=50)
▪ Some students felt overwhelmed with volume of information
▪ Some faculty members were not aware of the AWT or could not find it in the LMS
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Improved engagement?
Model for AWT update
Communication
Positioning
Notifications
Updated content
Navigation
Head of Research
Academic staffDigital
LearningStudent Support
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1. Communication
▪ Three strategy meetings with Research staff
▪ Communication with faculty members, including research supervisors
▪ Faculty e-mail survey
▪ How can the AWT help you to address problems with students’ academic writing?
Students outlining the product of their research in a narrative manner without, at times, an effective engagement with this material that indicates an acceptable measure of synthesis and critical reflection
Writing that may be, in places, a little muddled and in need of greater clarity
Careless use of English, as in these following examples…
An overdependence on a narrow range of resources and work that does not always indicate evidence of wider reading
Sometimes students will pose opinion as fact, e.g. "Physical Education is the most important subject..."
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2. Positioning
▪ Buy-in at executive management level
▪ Dissemination of prior research on AWT
▪ Training presentation for supervisors and staff
▪ Mentioned AWT at student webinars
▪ Promotion of AWT as a useful resource
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3. Notifications
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4. Updated content
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5. Navigation
▪ Links to AWT displayed prominently in LMS areas frequently used by faculty and research supervisors
▪ Faculty Hub
▪ My Programme overview
▪ Research Methods module
▪ Dissertation module
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Research questions
RQ1. Does AWT engagement in the first five months indicate that students might return to the AWT over time?
RQ2. Has engagement with the AWT in this period improved since the update?
RQ3. What do students think of the AWT?
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Study methods
▪ Analysis of Moodle logs (n=334)
▪ Online survey (n=41)
▪ April to August 2019
▪ Primary and post-primary
Digital design
FacultyStudents
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RQ1: AWT activity levels
August bank holiday
Academic Writing quiz
Conference onsite day
Assessment release
Assessment submission
Calendar notification
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RQ2: Comparison with previous cohort in similar timeframe
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RQ3: Survey responses (n=41)
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RQ3: Survey responses (n=41)
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RQ3: Survey responses (n=41)
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RQ3: Survey responses (n=41)
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What do the results mean?
▪ Increase in AWT engagement compared with previous cohort
▪ Increase is statistically significant (p<0.001) and effect is moderately strong (r=0.4315)
▪ Engagement is more sustained over the period
▪ Increased engagement following notifications
▪ It is likely that faculty awareness and promotion of the AWT enhanced engagement
▪ Students consistently find referencing support most helpful
▪ Greater satisfaction (no changes) expressed in survey compared with previous cohort
▪ High percentage of respondents say they will revisit the AWT throughout their studies
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▪ Detailed study of student and faculty responses
▪ Regression analysis of variables
▪ Revisits in later modules
▪ Student behaviour and calendar notifications
▪ Detailed analysis of use patterns to identify where students need more support
▪ Is use of the Toolkit improving academic writing quality?
Future research paths
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Thank you!
Questions?