Blog Authors: Tracey Howe, Anthony Adams, Angus Hynd-Gaw, John McVeigh, Sarah Janette Robertson, David Cullen, Lisa Shields, Claire Roberts.
Here’s what they did: The researchers conducted a case study project (using a case study approach) aimed at developing interactive digital skills E-tutorials as an integral part of selected under and postgraduate programmes. Nine interactive E-tutorials were devised collaboratively between instructors and students and these E-tutorials were then embedded within the curricula. The authors then sought to evaluate the students’ experience, perceptions and engagement with these E-tutorials and explore the respondents’ general attitudes to online learning. This was operationalised using the survey method and a 23 item questionnaire was delivered via Survey Monkey comprising of open and closed questions. The survey population consisted of 274 students from undergraduate (1st and 2nd year) and postgraduate programmes; 86 student responded (a response rate of 31%).
Here’s what they found:
Factors affecting user engagement with digital learning were highlighted. These included: challenges, such as browser incompatibility, uneven sound quality, and internet connectively issues – all of which disrupted learning.
Students’ perceptions of the role of online learning within their programme were identified: E-tutorials were perceived as being a valuable asset for reiterating classroom learning, notably for revision purposes. They were seen as a valuable resource to enable them to learn at their own pace and in their own time. They were accessible, easy to use and their duration was appropriate.
Overall, respondents expressed enjoyment of this form of learning but highlighted a preference for a blended learning approach. Respondents did not want to forego ‘face to face’ teaching within the classroom environment entirely.
The author/s concluded: Interactive digital learning should be strategically embedded within under/postgraduate courses at defined points of the programme. This would reinforce other forms of learning and skill development. Appropriate support is required for successful and effective online learning, for example the speedy resolution of any technical glitches, in order to avoid a detrimental online experience.
Our Journal Club’s views
Who are the authors of the paper and where do they work? Claire McGuinness, Assistant Professor, Deputy Head of School and Director of Undergraduate Programmes in the School of Information and Communication Studies, University College Dublin, Dublin, Ireland and Crystal Fulton, Associate Professor, University College Dublin, Dublin, Ireland. Our view is that both are credible researchers and authors.
What do we know about the journal? The journal, ‘Journal of information Technology Education: Innovations in Practice is an academically peer reviewed journal (thus papers published within it have undergone peer review) but it does not appear in the Impact Factor table (not part of Thomson Reuters) although is mentioned in other indices. This does not necessarily suggest that papers within this journal are not of importance. This journal seems to be a vehicle for the publication of ‘early’ work, i.e. new ideas, initial findings, innovations and pilot studies. It is also an international publication and is well established as this paper was extracted from volume 18. We therefore have confidence in the journal itself.
What about the methodology used? The title is attractive (encouraging people to read it), and informative making the content of the paper self-evident to the reader. The abstract is extremely comprehensive, and quite lengthy in comparison to other papers reviewed; this may be because there are no word count constraints with this journal. It is also well structured with the use of subheadings. The introduction and extensive literature review fully demonstrate that the development and implementation of the E-tutorial project were evidence based. The objectives of the study being clear and explanatory.
The case study research approach used was a pragmatic one as the study enfolded within the ‘real life’ context. Data were collected using a descriptive survey approach yielding both textual data and descriptive statistics. The questionnaire had undergone multiple iterations and revisions before being distributed showing that an attempt had been made to fully review and revise it accordingly. No detail provide as to whether an objective reviewer had also been used to verify its reliability and validity. Detail of analysis of the qualitative was provided (hand coded followed by a line-by-line constant comparative approach), but here also an independent reviewer could have been employed to verify findings. Ethical considerations and approval were achieved via the appropriate channels. In terms of the data collected however, full details about the number of respondents to different questions of the survey were not provided and it was not always clear as to the ‘make up’ of the respondents in relation to their respective courses.
Our conclusions are – that this evidence has a medium/low risk of bias.
Implications for our practice: From a City of Glasgow College perspective we need to consider how much experience and expertise our students have of online, multi-media learning, especially during the current situation.
Next steps: It would be useful to audit students’ digital literacy and online learning skill development to identify the skill base and level of competency they have. Checking the internet availability of our student population is also an important factor to ascertain. This would then provide an evidence based baseline on which to devise and deliver skill development and digital literacy training at the appropriate level.
View from
What do you think?
References: McGuinness, C. and Fulton, C. (2019) Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning Journal of Information Technology Education: Innovations in Practice Volume 18, 2019, pp. 001-028. https://doi.org/10.28945/4190
Keywords: blended learning, digital literacy, e-learning, e-tutorials, higher education, online learning, online tutorials
Our Blog Posts are written by staff at City of Glasgow College to inform and inspire our practice. We meet together at the Journal Club to consider the latest evidence to provide insights on hot topics related to learning and teaching, quality assurance and subject needs. It forms part of our activity for General Teaching Council Scotland registration and Professional Standards for lecturers in Scotland’s Colleges demonstrating that we are a self-critical staff community.
