eSTEeM Seminar Series: Scholarship Showcase - February 2023

Location: Via MS Teams
Contact

eSTEeM continues its seminar series with presentations from project teams. February's seminar will explore the methodology and findings of the following two eSTEeM projects.

Measuring the Impact of Learning Design and Course Creation (LDCC) Workshops

Tom Olney

This project aims to measure the impact that a professional development offering for academics tasked with designing open, online and distance learning called the ‘Learning Design and Course Creation (LDCC) Workshop’ has had. The LDCC Workshop has run since 2014, has been designed and facilitated by Tom Olney, Duncan Banks and Mark Endean, and to date has had around 900 participants. This evaluation project was split into 3 phases. Phase 1 evaluated impact data from around 30 staff from six Belarussian HEIs who participated in the BELL Project in a mixed method analysis. Phase 2 evaluated impact data collected from 136 Chinese OU staff via an online feedback instrument. Phase 3 evaluated impact data from 14 in-depth qualitative interviews with Chinese OU staff. To date, outputs include the publication of 3 academic papers, with two more planned, and presentations at several conferences. This presentation will provide an overview of the LDCC Workshop, the evaluation project, and a discussion of the findings so far.

Perceptions, Expectations and Experience of Group Tuition: towards a shared understanding amongst stakeholders (part II: the student perspective)

Mark Jones

This project explores student expectations and experiences of tuition in groups in both face-to-face and online settings. The study cohort was drawn from Stage 1 students on five modules from across the STEM Faculty. The project involved a large scale survey, conducted in April/May 2019 followed by in-depth interviews with a sample of students. In 2022 the student survey was repeated on a similar cohort of students to establish whether online experiences during the pandemic have changed student attitudes to online tuition. The findings on student perceptions of tuition in groups are presented with reference to the findings of an earlier project that examined tutor perceptions (Walshe & Gallen).