Use of blended learning environments in developing digital library skills of ESL Students

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Use of blended learning environments in developing digital library skills of ESL Students. Garry Hall Supervisor, Library Dubai Women’s College United Arab Emirates. Presentation. Context Country Education system College Students Bachelor Courses and Research Skills. Context. - PowerPoint PPT Presentation

Transcript of Use of blended learning environments in developing digital library skills of ESL Students

  • Use of blended learning environments in developing digital library skills of ESL StudentsGarry HallSupervisor, LibraryDubai Womens CollegeUnited Arab Emirates

  • PresentationContextCountryEducation systemCollegeStudents

    Bachelor Courses and Research Skills

  • ContextCountryRapid change in 30 years2003

    Sheikh Zayed Road


  • Context

    Education systemPoor quality of secondary schooling Rote learning, memorisation, no critical thinkingTaught in ArabicVery limited exposure to technologyLimited exposure to librariesDoes not encourage reading or independent learning

  • ContextCollegeOne of 11 in the Higher Colleges of Technology2200 students in range of programsIntroduced laptops in 2001 now all students own their personal laptopInstruction is in EnglishNew learning model adopted outcomes based

  • ContextStudentsWide variety depending upon school attended, wealth of parents, degree to which parents are educated and/or progressiveMajor determinant of student entry to programs is English language proficiencyMany have illiterate mothers, have learned through rote learning

  • ContextHome life Islam pervasiveLimited rights for womenMarriage and childbearing a major responsibilityPrayer times strictly observedSchooling segregatedWomen cover Abeya and Shayla

  • Bachelor Courses and Research Skills

    Need for improved research skills at bachelor level (and on to Masters)Exposure to range of resourcesOnline searching Write literature review

    ITEC 415 in 2002; HLTH 420 introduced in 2003

  • Bachelor Courses and Research SkillsMoved course online in WebCT Used blended (hybrid) modelGraduate students; many working; part-time studyManaging expectations vitalHigh grades previously do not necessarily mean high grades at Bachelor level.

  • Case Study Applied Research SkillsTwo elements investigatedCurriculum and level of information literacyStudent reaction and academic performance in a blended learning course

  • PresentationCase Study Applied Research SkillsDigital library skillsPBLWebCTBlended learningStudent Performance and perceptions

    Discussion and Conclusions

  • Advanced research skillsDiscipline areas coveredHealth Sciences (Medical Imaging, Pharmacy)Information TechnologyResources secondary researchLibrary catalogue, online databases, e-books, Internet resourcesProductsResearch logReflective logLiterature Review

  • Reaction to PBL approachFrustration initially Internet sources served to confuse (scientific research through to genealogy)Reiterated increased in complexity in moving to Bachelor level studiesExposed the limitations of the Internet as their primary resource at Bachelor level.Proved ideal introduction to remainder of course (increasingly online)

  • Blended LearningStudents generally enthusiasticFull-time; travel and flexibility issuesImpact of Ramadan Same contact hours for the two course HLTH ran over 8 weeks; ITEC 415 over 20 weeks.

  • Student Performance and Perceptions of the courseData availableGrades (formative and summative)WebCT logs and management informationStudent survey resultsComments from reflective logs

    Grades Balance of group and individual workOnline performance significant

  • Grades

  • WebCT discussion board

  • WebCT discussion board

  • WebCT Management InformationTracks Number of times a student postsNumber of pages readNumber of hits on the site

    Quantitative data available to students, available for self assessments.Especially useful for verifying Attendance

  • Student Survey resultsAnonymous survey conducted, based on questions previously used for evaluation of laptop pilot project.

    Topics chosenTutor enthusiasm and encouragementWebCT environment and student learningPerceived benefits now and future

  • ResultsOverwhelmingly supportiveAgreement or strong agreement = positive reaction to an element of the course

  • Reflective LogsAgain overwhelming endorsementLikedFlexibilityIncreased access to class mates, instructor and materialsOpportunity to be responsible for their own learningSome teething problems

  • Blended vs Face-to-faceSuited these students relational learners who work or perform well in groupsResults mirror HD1 laptop project better motivation, produced extra work.Initiative demonstrated students supported one another exceptionally well.Contrasted sharply to previous year minimum requirements met for both literature review and reflective logs.

  • Blended vs Face-to-faceVaried opinions Two factors in encouraging participation in online coursesInvolvement of the tutorUse of assessmentImportance of tutor involvement borne out by all ITEC415 students agreeing or strongly agreeing with the statementthe teacher demonstrated his own enthusiasm for the subject.

  • In conclusion, the blended learning environment has been shown to suit these students in their journey down the Information superhighway.

    May this be more successful that much of the driving exhibited in Dubai itself!