Computer‐assisted learning as an alternative to didactic lectures: A study of teaching the physics of diagnostic imaging

A computer‐assisted learning (CAL) package entitled Physics of Diagnostic Imaging was developed in 1995 to replace five hours of didactic lectures at the University of Glasgow Faculty of Veterinary Medicine, and has been available as an additional learning resource for students in the other five UK veterinary schools for over three years. The package was reviewed by peer experts and the reaction of the students to its use gauged by post‐task questionnaire administration, informal discussions and observation. To assess the effect of integration into the curriculum, analyses of fourth‐year degree examination results over a six‐year period were carried out. Analyses of students’ examination results for pre‐ and post‐CAL delivery of the diagnostic imaging course showed that performance in the CAL‐based course was significantly higher than in other subjects. This confirmed that the courseware can be used to replace didactic lectures as part of a rich learning environment supported by other resources. Initial student resistance to lecture replacement with CAL occurred, but has lessened as the use of the package has become established in the curriculum

A Pilot Evaluation Study Using LectureTools to Enhance Interactivity in Classroom-Based Teaching in a Project Management Course

With students’ ownership of laptops and mobile devices increasing, there exists an opportunity to harness their use to support interactivity within the traditional classroom. Two educators, motivated to enhance interactivity in a two-day project management course at a UK university, trialled LectureTools, a cloud-based audience-response system. To assess potential benefits to learning and teaching, as well as identifying accompanying challenges, an evaluation study was carried out comprising a range of data sources. These included observation of a LectureTools-based lecture and a student questionnaire followed by a focus group discussion with a subset of students about their experiences throughout the two days. Interviews with both teachers were also conducted, adding to the evaluation research data and giving them an opportunity to reflect on their teaching practice. All participants recognised the benefits of LectureTools in promoting student engagement, learning and discussion while students acknowledged the distractive potential of having laptops in the lecture theatre. Efforts are required by educators to ensure that the interactive potential of laptops in classrooms to enhance learning and teaching is supported while controlling the potential for distraction. Future research is needed to ascertain the impact of using LectureTools on approaches to learning and teaching

Development of an institutional framework to guide transitions into enhanced blended learning in higher education

The rapidly changing digital landscape is having a significant influence on learning and teaching. Our study assesses the response of one higher education institution (HEI) to the changing digital landscape and its transition into enhanced blended learning, which seeks to go beyond the early implementation stage to make the most effective use of online learning technologies to enhance the student experience and student learning outcomes. Evidence from a qualitative study comprising 20 semi-structured interviews, informed by a literature review, has resulted in the development of a holistic framework to guide HEIs transitioning into enhanced blended learning. The proposed framework addresses questions relating to the why (change agents), what (institutional considerations), how (organisational preparedness) and who (stakeholders) of transitions into enhanced blended learning. The involvement of all stakeholder groups is essential to a successful institutional transition into enhanced blended learning

Performance standards for registered social landlords

SIGLEAvailable from British Library Document Supply Centre-DSC:99/20383 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Evaluation of student attitudes to cooperative learning in undergraduate veterinary medicine

Recent studies have demonstrated that collaborative or cooperative learning (CL) provides students and teachers with a variety of advantages over traditional instructional methods. To explore the possibility of introducing CL into the veterinary undergraduate curriculum on a larger scale-to facilitate the development of professional competencies-a cooperative learning assignment (CLA) was introduced into the fourth year Bachelor of Veterinary Medicine and Surgery (BVMS) degree course at the University of Glasgow. An evaluation was carried out as a basis for optimizing subsequent CL activities in the undergraduate course. Evaluation of student attitudes to the CLA was conducted using pre- and post-task questionnaires and a focusgroup discussion involving student representatives from several of the small groups. Quantitative questionnaire data were imported into SPSS and a statistical test was used to identify any significant shifts in student attitudes. Analysis of the quantitative questionnaire results indicates that students-who regarded themselves generally as team players rather than competing individuals-had few concerns before or after the CLA. There were some significant shifts (negative and positive) in response to some of the questions, but generally the results were encouraging. However, a number of issues emerged from the focus-group discussion with regards to the administration of CL and matching students' expectations to their experiences. In particular, students need to be adequately informed at the outset about the CL process and about how it will be assessed, have access to the required facilities, and be comfortable with learning different skills sets from those their peers are learning. Staff facilitators require adequate guidance on what they are expected to contribute to the CL process

Exploring student attitudes to directed self-learning online through evaluation of an Internet-based biomolecular sciences resource

In 2000, funding was awarded by the University of Glasgow's Learning and Teaching Development Fund (L&TDF) for the authors to develop an interactive, online learning resource for veterinary biomolecular sciences teaching. This course is a core component of the veterinary undergraduate curriculum at the university. Evaluations were carried out to gauge students' experiences of using the resource as a basis for exploring students' attitudes toward online, independent learning. Peers were asked to review the design and content of four modules, also evaluated by students using questionnaires and focus group discussions. Additionally, students were observed using the modules. Both first-year students and second-year direct-entry students (i.e., students entering the veterinary program with advanced training) participated in the evaluation, which allowed for some comparison between the groups. One cohort used the modules independently, and their responses were compared with the cohorts that used the modules in scheduled classes. The evaluations indicate that this is a useful resource that could act as a template for other courses within the veterinary undergraduate curriculum, particularly for learning of basic sciences. On average, first-year and timetabled students rated the program more highly overall, rated the program more highly in relation to previous instruction, and rated tutor presence as more important than second-year direct-entry and independent students did. The lower rating given to tutor presence by second-year direct-entry and independent students indicates that they are more confident using the modules without tutor supervision

Developing Our Postgraduate Researchers as Teachers: Evaluation of a PGTA Training Scheme

This session will present the findings of an evaluation of a schools-facing postgraduate training scheme delivered by CALT. Postgraduate teaching assistants (PGTAs) within the School of Laws, Arts and Humanities and Social Sciences (SLASH) are required to attend an ‘Introduction to Higher Education’ workshop, and are given the opportunity to participate in an extended training programme, which enables them to obtain Associate Fellowship of the Higher Education Academy (AFHEA). Semi-structured interviews were carried out with 14 PGTAs, representative of a range of disciplines and purposively selected to compare the experiences of individuals who fully, partly, or did not participate in the extended training scheme. The study revealed that ‘high agency’ individuals – who were motivated and felt able to facilitate student-led learning approaches – were able to put what they had learned into practice, and that this gave them confidence to try new approaches, boosted their identity as a teacher, and positively influenced student learning. In contrast, ‘low agency’ individuals felt constrained in terms of what changes they were allowed to implement in relation to teaching and assessment and they saw their role as mainly providing support to academics. Although participants recognised the value of generic teacher training, there was a sense that more discipline-specific training would be beneficial. This suggests a need for greater collaboration between CALT and individual departments to provide effective, targeted support for postgraduate teacher-researchers regarding their professional development. This may be achieved through the new ARENA scheme (Advancing Research-based Education in Academia)