Enhancement of active Enhancement of active learning: the role of VLEs in learning: the role of VLEs in

developing student developing student engagement prior to engagement prior to

fieldworkfieldwork

Dr John Hunt & Dr David MilanDr John Hunt & Dr David Milan

School of Environment, University School of Environment, University of Gloucestershireof Gloucestershire

                                                             

The Alpine Field Trip: The Alpine Field Trip: Background and IssuesBackground and Issues

• A high mountain field excursion to the Arolla covering students majoring in:

• Physical Geography

• Geography

• Environmental Science

• Water Resource Management

Fieldtrip timingFieldtrip timing• Traditional residential fieldweeks – e.g. UK-based,

Mediterranean & lower altitude northern European trips are scheduled in the Christmas to late Easter period

• Snow cover and general weather conditions impose practical and health & safety constraints

• A ‘Year 2/ ‘Level 2’’ field trip is only possible in– early Summer (post exam for students finishing 2nd

year)– late Summer (pre-semester for students entering 2nd

year)

Early summer: Early summer: advantagesadvantages

• Students have the experience of their second level modules behind them

• They are more intellectually advanced / academically prepared

Sitting on the shoulders of Sitting on the shoulders of giants?giants?

Early summer: Early summer: disdisadvantagesadvantages

• Field trip is too late to inform dissertation choice

• Students tired & need break

• Students want to earn money

• Students already have dissertation commitments

• De-mob happy…..

Late summer: Late summer: advantagesadvantages

• Students potentially may have a greater apreciation of the background to features seen on fieldwork when they encounter related lecture-based theory in their second year

• Students may be inspired to do dissertations related to subject matter covered in their fieldweek

Late summer: Late summer: disadvantagesdisadvantages• No face to face contact in the

months prior to departure

• Limited briefing opportunities

• Limited access to on-campus resources (library) for remote students

• Students do not have the depth of knowledge one would normally anticipate from a mid-year or near year end Level 2 student

A VLE to control the A VLE to control the ‘downsides’‘downsides’

• The late summer option was favoured as the ‘negatives’ were more within the control and influence of the academic staff

• WebCT used to ensure greater accesibility to pre-trip briefing outside term time

• WebCT used to enhance prior academic knowledge

Our principles for Our principles for WebCT pre-briefingWebCT pre-briefing

• To introduce as much of the academic, administrative and logistical information as early as possible

• To predict, wherever possible, all the difficulties and last minute questions before they were asked

• To respond to questions from students on the day that they were asked, or to prior warn students that there would be a specified delay

• To provide alternative back-up to the VLE in case of technological failings

• To enter into an e-relationship with the students with as light, enthusiastic and humorous approach as we could muster

WebCT was used to WebCT was used to ensure that the student ensure that the student

should be:should be:• Enthused into being a self-starter• Equipped with sufficient resources• Entered into learning networks unimpeded by

barriers and dead-ends caused by limited intellectual resources

• Encouraged into developing a sense of ‘ownership’

• Embraced into a culture of co-operative learning

• Energised at the outset

Active LearningActive Learning

• Learning in which the learner is the principal driving force, with the instructor as the facilitator of the process. Could include experiential learning, co-operative learning, and problem solving for example

Engaging students in active Engaging students in active learning: an E-enthusing learning: an E-enthusing

approach approach • Prior knowledge reduces

uncertainties & the unknown in the learners’ mindset

• Prior knowledge & pre-forged group identity enhances students team-learning & shared working skills

• Seeding of project & scientific ideas generates a more confident ‘hands-on’ approach

Entry point to the VLEEntry point to the VLE

VLE example 1: VLE example 1: research resourcesresearch resources

VLE example 2: types VLE example 2: types of practical informationof practical information

Health, safety & risk assessment Risk assessments of

sites & hazards

Health & safety forms to be completed

Insurance details & cover

Statement on plagiarism &

dishonest means

Assessment

VLE example 3: VLE example 3: practical informationpractical information

VLE example 4: VLE example 4: communicationcommunication

Staff advantagesStaff advantages• Provides focal communication point, unlike email• Enables early identification of ‘ghost’ students, or

students slow to engage

What were the best aspects What were the best aspects of WebCT?of WebCT?

• “It had the personal touch; It was nice to see what other people had been saying”

• “Being able to communicate with a large group (students and lecturers) and the speed of response”

• “Discussion allowed easy access to info”

• “The communications available with all students”

• “Obvious – reliable contact aid to both lecturers and other students”

What were the worst What were the worst aspects of WebCT?aspects of WebCT?

• “Loading time for large files from home (can’t be helped really)”

• “Sometimes trying to get onto it”

• “Access on some occasions”

• “I couldn’t get on it for ages; also lots of info took ages to download or wouldn’t download at all”

Did you enjoy the visual Did you enjoy the visual format and use of icons on format and use of icons on

WebCT?WebCT?• “Yes, it helped to make it more user friendly”• “Yes, it was easy to understand at first glance”• “ Yes, it was easy to view & find the info I needed”• “ Yes, it made it less effort to figure out what's what”• “Yes, very entertaining & informative”• “Yes, it was well structured and easy to find your way

around the site”• “Yes, almost amusing!!!”• “Yes, very funny”• “Yes, it was better than black & white text”• “Yes”, “Yes”, “Yes”, “Yes”

We think they liked it…

Has WebCT made you more Has WebCT made you more aware of research and aware of research and

research journals?research journals?• “Yes it’s a lot easier accessing journals this

way than in the learning centre”

Yes very much Not at all

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Did WebCT enhance Did WebCT enhance your enjoyment of the your enjoyment of the

module?module?• “Yes except when it doesn’t work”• “Made the trip smooth from the off”• “Have to see if it helps with the report write-up”

Yes very much Not at all

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Did you feel that WebCT Did you feel that WebCT made you engage more in made you engage more in

the module?the module?• “Boosted morale and made me look forward to it more”• “Yes, because it made me feel more prepared, not only having

research but also communicating with everyone else”• “Made communication easier”

Yes very much Not at all

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ConclusionsConclusions• WebCT has provided what one student termed a ‘crucial’

platform for delivering briefing and preparatory sessions in the build up to an out-of-semester residential fieldweek. Furthermore:

• It has developed a community of learners from students, many of whom had not met or did not know each other

• It has enhanced the student enjoyment of the module• It has enabled the student to engage more in the

module• It has enhanced the student’s awareness of academic

resources and the culture of reading and citing research journals.

From a staff From a staff perspective…perspective…

• Massively facilitated the management of fieldwork

• Facilitated a build-up of rapport with the students prior to fieldwork far greater than in years where conventional briefing lectures were the sole means of engagment

• Enabled logistical crises and uncertainties to be resolved early

• Encouraged the development of a resource centre with greater depth and breadth than we would have initiated without the ease of linkage between the www, on-line journals and the VLE

Questions remainingQuestions remaining

• Does the VLE change the philosophy of student learning?

• Is the staff use and positive student evaluation of the VLE a current, passing, fashion?