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Supporting online, non-traditional

students through the introduction of

effective e-learning tools in a pre-

university tertiary enabling programmeGeorge Lambrinidis

a

aCharles Darwin University, Casuarina, Australia

Published online: 29 May 2014.

To cite this article:George Lambrinidis (2014) Supporting online, non-traditional students

through the introduction of effectivee-learning tools in a pre-university tertiary enabling

programme, Journal of Higher Education Policy and Management, 36:3, 257-267, DOI:

10.1080/01587919.2014.899053

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Supporting online, non-traditional students through the introductionof effective e-learning tools in a pre-university tertiary enabling

programme

George Lambrinidis*

Charles Darwin University, Casuarina, Australia

The increasing number of external students enrolling at Charles Darwin University hasled to the university investing in new technologies to provide better support forstudents studying online. Many students, however, come from non-traditional back-

grounds and lack some of the skills and confidence to participate successfully in an e-learning environment at university. This article discusses the findings of a pilot studyconducted in a pre-university tertiary enabling programme. Three e-learning tools weredeveloped for external students to enhance their understanding of the learning materi-als and create a greater sense of connectedness between students, staff and the learningmaterials. Academic staff implemented the use of video clips and synchronous onlinetutorials and also refined their use of discussion groups to facilitate interactive engage-ment with learning materials.

Keywords: diversity; e-learning; enabling; flexible delivery

Introduction

Background to the e-learning environment

There are many reasons why implementing technology in tertiary institutions for teaching

purposes has become more and more important, particularly in distance education and

flexible delivery using the online environment. The growth of e-learning around the world

is developing incrementally, and higher education institutions need to become more

competitive for funds and for students (OECD, 2008). Bates (2000) lists some of the

reasons, relating them to the cost of education, widening access, providing technology

skills required in future work life and improving the quality of learning.

Technology can be used to motivate students to continue in their studies if studentsfind it interesting and engaging. Richardson and Swan (2003) argue that a better model

for online courses is one that not only presents information and materials to students, but

also incorporates social aspects of learning in both their design and instruction of online

courses. They noted that students with high overall perceptions of social presence also

scored high in terms of perceived learning and perceived satisfaction with the instructor.

For students from non-traditional backgrounds, social presence in particular is vital to

creating a learning environment conducive to students feeling connected to each other and

their respective tutors. Salmon (2005, p. 214) states that teaching online has almost

nothing to do with computers and everything to do with time, motivation, knowledge and

the new agency of cyber-experience, as well as good, appropriate teaching. Given these

*Email:[email protected]

Journal of Higher Education Policy and Management, 2014

Vol. 36, No. 3, 257267, http://dx.doi.org/10.1080/01587919.2014.899053

2014 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and

Management


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circumstances, it is imperative that more research is conducted to determine whether

introducing new learning technologies will be beneficial for students studying online.

Improving the academic performance and success of students in the Programme

Charles Darwin University (CDU) is a dual sector institution that provides higher educa-

tion and vocational training courses. It is situated in the Northern Territory, Australia, and

attracts domestic students from across the country as well as international students. Its

student demography is significantly different from many other Australian universities.

About 62 per cent of students study online, rarely if ever visiting the Universitys

campuses (CDU, 2011, p.11). Seventy-three per cent of the total student population is

female and mature age with only 5 per cent being younger than 20 years of age (CDU,

2010a).

The Tertiary Enabling Programme (hereafter referred to as the Programme) is a 12-

week pre-university programme that enables students, who may have had an educationally

disruptive or disadvantaged background, to become familiar with the expectations ofuniversity culture and acquire the academic skills necessary for further study. If students

pass all four units in this programme, they are offered a place in an undergraduate course.

The majority of students in the programme can be categorised as equity students (low

socio-economic backgrounds, students from rural and isolated areas, students with dis-

abilities and students from non-English-speaking backgrounds) and as such it plays an

essential role in fulfilling the universitys obligations for providing access and equity to

students from non-traditional backgrounds. A market research survey conducted in 2010

sampled 2000 students. It was noted that 47 per cent of those sampled were the first in

their family to attend university, 61 per cent were working more than 30 hours per week

and 90 per cent worked more than 10 hours per week. The research also indicated that48 per cent of the respondents had dependent children (CDU, 2010b).

Research into CDU students motivations to attend university shows they want a

second life: a changed life through education. Tertiary education is also seen by students

as a means of acquiring a better level of economic and personal control in their lives. Not

surprisingly, many of these students lack confidence in computing skills and online

literacies.

As new Commonwealth funding models put universities on notice to increase reten-

tion, it is important that CDU continues to implement new strategies to increase retention

(Department of Education & Employment and Workplace Relations (DEEWR), 2012).

The current dropout rate for the programme students is high at approximately 65 per cent,

which has affected the success rate. When grades for all six TEP units were aggregated,

only 32 per cent were a pass or higher (CDU,2010a). This low pass rate is a reflection of

this high drop out. Additionally, the fact that 75 per cent of these students enrolled in

external mode highlights the need for interventions to be focused on this mode (CDU,

2010a).

In 2011, the following e-learning tools were introduced via CDUs learning manage-

ment system, Learnline:

Video clips: Camtasia is a screen recording programme that also enables the user to

be video recorded and included as a talking head on screen. Synchronous online tutorials: Wimba Classroom is an online communication based

programme that provides a live virtual-based environment for the students to

interact with their lecturers and their peers in real time tutorials. It includes audio,

258 G. Lambrinidis


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video, application sharing and content display (e.g., students can view their lec-

turers screen). Tutorials can be recorded and archived so that students can view the

sessions at a later time. Online discussion boards: Discussion boards are available via the learning manage-

ment system, and most of the units in the programme include some discussion board

tasks. These discussion boards are analogous to the discussions boards available on

the web; however, they are only available to students enrolled in the unit. Students

can post a thread in forums posted by the lecturer and respond to students posts.

E-learning tools utilised in the study

The video clips were used as a tool to introduce students to their lecturer or unit

coordinator and help them to become familiar with ways in which they could navigate

around the Learnline site. They also provided information to students about the unit they

were enrolled in, thus giving students a clear understanding of the units aims andobjectives.

Students were also connected to other students through the synchronous online

tutorials (Wimba), where they were able to discuss issues of concern and further their

understanding of the expectations of lecturer. These tutorials also helped to ameliorate

their feelings of isolation and encourage a sense of psychological closeness amongst

students.

While the discussion boards were previously used by some unit coordinators for

assessable and non-assessable activities, in 2011, all unit coordinators in the programme

were asked to ensure that they regularly utilised the discussion board facility on Learnline.

Through the active involvement of the lecturers in directing and promoting productive

discussion of topics by students, students gained a better understanding of the topic and

the level of academic input expected.

This study investigated whether the use of three online technologies, video clips,

synchronous online tutorials and Learnline discussion boards, could be effectively used to

facilitate students engagement and learning.

Methodology

Ethics clearance was obtained to conduct three surveys over two semesters in 2011, in

which participants provided feedback on the synchronous online tutorials and the online

videos (Figure 1). Some students also volunteered to participate in a telephone interview,

which further investigated these online tools and also provided an opportunity to obtain

some feedback about the students experience with the Learnline discussion boards.

During the first semester of 2011, external students in the programme were invited to

participate in two online surveys to investigate the impact of the two specific online tools

(video clips and synchronous online tutorials) on their engagement and learning. In

addition to this, 10 students were selected at random and invited to participate in a

15 minute telephone interview to develop a more fine grained understanding of the effect

that these tools has had on student engagement and learning. Students were informed that

the surveys would be anonymous and that they would not be identified by anything that

was written in subsequent publications. Those students interviewed by telephone signed aconsent form. Students were asked to volunteer their time to complete the surveys and

participate in the interviews.

Journal of Higher Education Policy and Management 259


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Semester one: Survey 1

A link to Survey 1 was e-mailed to all 300 students enrolled in a unit externally in the

programme during week 5 of the semester. The survey sought to determine how well the

first video assisted in providing the students with a clear understanding of the unit and to

ascertain to what degree aspects of the video clips helped them to establish a connection

with the lecturer and the unit. The survey consisted of two sections: the first section

related primarily to the students consent and included questions to ensure that the student

was aware of the background to the survey, as well as their rights with respect to ethics. It

also gave them the opportunity to request a copy of the project summary report. Thesecond section contained 12 questions. The first four related to demographic data, while

questions 512 specifically referred to the video clips.

All the collated data for Survey 1 was evaluated to determine how the strategies used

in semester one of 2011 were of assistance to students engagement and learning pro-

cesses and to what extent they could be improved. The information was disseminated to

teaching staff and formed the basis of an earlier paper (Lambrinidis & Silburn, 2011).

Semester two: Survey 2

Survey 2 was administered during week 11 of semester one and sought to determine theextent to which students understanding of assessment tasks had been enhanced by the

subsequent video clips, where the lecturer provided students with information on

expectations for assessments and ways in which the tasks could be addressed This

survey also sought to determine whether synchronous online tutorials held during the

semester were valuable to students in terms of connecting them to other students and the

lecturer and working through any academic issues, which they might have encountered

in their units.

Semester two: Survey 3

In semester 2 of 2011, students were invited to complete a single survey (Survey 3),

which was essentially equivalent to Survey 2, except that there were some extra questions.

Survey 1Week 5

Survey 2Week 11

InterviewsWeek 12/13

Survey 3Week 8

InterviewsWeek 11

Semester 1

Semester 2

Figure 1. Timeline of Surveys 1, 2 and 3, and student interviews for semesters one and two, 2011.

260 G. Lambrinidis


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The first additional question aimed to determine why students who had missed the

scheduled online tutorial may not have accessed the archives. Three more questions

were also added to determine whether students found the synchronous online tutorials

useful overall as an online learning tool and to explain why they did or did not find them

to be useful.

It is important to note that the questions were not made compulsory, and as such the

number of responses for each question may differ. It is also relevant to note that the

response rate is likely to be affected by the high attrition rate of students enrolled in the

enabling programme (CDU,2010a).

Findings

Response rates

The response rates for the three surveys that were e-mailed to all external students

enrolled in the Tertiary Enabling Programme are low but consistent with web-basedsurveys (Cobb, 2009). For Survey 1, 91 (30.3 per cent) of the 300 students responded;

for Survey 2, 41 (13.7 per cent) of the 300 external students responded; and for Survey 3,

143 (22.3 per cent) of the 640 external students responded.

It was anticipated that as the semester progressed, the greater the likelihood of a lower

response rate due to attrition, and this was observed for semester one. As a consequence,

Survey 3 was introduced in week eight in order to capture the students that were likely to

have been exposed to both the videos and online classes before attrition became too high.

Unfortunately, there was a poor response from students invited to be interviewed

during semester one, and a decision was made to open the invitation to all students for

both semesters one and two. Four students accepted the invitation in semester one and

seven students in semester two. In depth, interviews with the students who consented to

be interviewed were undertaken to increase the understanding of the student learning

experience and which, if any, of the tools (video clips and synchronous online tutorials)

were useful to them and in what ways they assisted/detracted from the learning experi-

ence. Students use and experience of the discussion boards were also included in the

interviews. This was conducted by week 12 of both semesters before the revision and

exam weeks.

Feedback from the first survey indicated that external students had been engaging with

the online tools. This feedback helped to motivate staff to prepare additional videos and to

develop the synchronous online tutorials. The implementation of new technologies

required staff training and support, which would have been much more difficult to providewithout some positive initial feedback. The results of all three surveys indicate that

students engaged with both the video clips and synchronous online tutorials.

Synchronous online tutorials

Towards the end of semester one and two, all external students in the programme had the

opportunity to either attend a synchronous online tutorial in each of their units or view the

archived recording of that session. The second and third surveys investigated students

perception about the usefulness of synchronous online tutorials for better supporting their

learning. There was a positive response by those who attended the synchronous onlinetutorials, and this is evident in their responses to question one of Surveys 2 and 3

(Figures 2and3).



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For Survey 3, a new question was included to determine whether students found the

Wimba online tutorials useful overall as an online learning tool. Forty-five (33.6 per cent)

of the 134 students indicated that they had participated in a Wimba online tutorial, and of

these 36 (81.8 per cent) found the Wimba online classes useful overall as an online

learning tool. Eighty-nine respondents (66.4 per cent) did not participate.

The reasons why students who attended the synchronous online tutorials found themuseful in their learning can be identified in the open-ended responses to question three of

Survey 3 (Figure 4). This question was also a new question that was not previously

included in Survey 2. It was added to Survey 3 to try to determine the reasons why

students felt that they had benefitted from the synchronous online tutorials. Of the 35

respondents, a large number of students (22 respondents) stated that the Wimba classes

helped them to feel more connected to their tutor and/or other students. The ability to ask

questions and get answers was the next most common response (11 respondents). Students

also noted that the synchronous online tutorials helped them to clarify or reinforce

concepts (10 respondents). Students also noted that the synchronous online tutorials

helped them to feel less isolated (seven respondents) and others found the visual oraudio medium stimulating (four responses).

0 per cent 20 per cent 40 per cent 60 per cent 80 per cent 100 per cent

(a) I found the Wimba online classes helpful in connecting

with other students and staff.

(b) I found the Wimba online classes useful in helping me

to understand the task or skills being addressed.

(c) By participating in the Wimba online c lasses I gained additional

information about the assignment/s and how to structure my response.

(d) The Wimba online classes helped me to understand that

other students were experiencing challenges in their studies.

(e) The Wimba technology was simple to use and

accessible.

(f) I felt satisfied with the information provided in the

Wimba online classes.

1. Strongly agree 2. Agree 3. Slightly agree

Figure 2. Students responses to questions on synchronous online classes (Wimba) in Survey 2(15 responses).

(a) I found the Wimba online classes helpful in connecting with

other students and staff.

(b) I found the Wimba online classes useful in helping me to

understand the task or skills being addressed.

(c) By participating in the Wimba online classes I gained additional

information about the assignment/s and how to structure my response.

(d) The Wimba online classes helped me to understand that

other students were experiencing challenges in their studies.

(e) The Wimba technology was simple to use and accessible.

(f) I felt satisfied with the information provided in the Wimba

online classes.

0 per cent 20 per cent 40 per cent 60 per cent 80 per cent 100 per cent

1. Strongly agree 2. Agree 3. Slightly agree

Figure 3. Students responses to questions on synchronous online classes (Wimba) in Survey 3(44 responses).

262 G. Lambrinidis


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Respondents to Wimba question four of Survey 3 identified that poorly planned or

presented classes was one of the main reasons why they did not find the synchronous online

tutorials useful. However, on average for students who attended synchronous online

tutorials and viewed the video clips, a greater number indicated that the synchronous online

tutorials were more helpful in increasing their understanding of their units (Figure 5).

Students interviewed in semesters one and two also favoured online classes as a more

effective tool to support their learning. An example of the studentsviews can be seen by an

answer to the question, Why did you find synchronous online classes more effective?

I found it better to actually hear somebodys voice. I learn better that way and because I aman external student, you dont get that because youre not in a classroom. Just sitting,listening and having a different type of media was fantastic... It gives you the opportunityto ask a question if you have one. (Interviewee one, semester one, 2011)

Wimba online

classes, 43, 70%

Camtasia video clips,

18, 30%

Figure 5. Students preference of online tools in increasing their understanding of the unit/s(n = 61).

Opportunity to ask

questions and get

answers, 11, 19%

Clarified or reinforced

concepts or provided

extra information, 10,

18%

Felt connected to the

tutor and/or other

students, 22, 39%

Visual/oral interactive

medium was

engaging/stimulating,

4, 7%

Felt less isolated; felt

like it was face to face,

7, 12%

Other/uncategorised,

3, 5%

Figure 4. Pie chart indicating the useful aspects of synchronous online classes (Wimba), groupedinto five broad categories, as perceived by students.



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Student feedback indicated that synchronous online tutorials could be improved by

ensuring that the sessions are well planned and have direction and focus that relate to

either the unit content (formative) or summative assessment items. Importantly, they need

to be effectively managed by the lecturer who must be in control of who is able to talk or

write on the whiteboard. There were also ongoing technical issues, which in some

instances prevented student attendance; however, it is anticipated that the universitys

upgrading to a new asynchronous online programme called Collaborate will help to

reduce the technical issues identified by students.

Video clips online

It is clear from all three surveys that the respondents who viewed the video clips felt that

they were a useful resource to support their learning overall (Survey 1 = 96.5 per cent;

Survey 2 = 93.9 per cent; Survey 3 = 90.2 per cent). The studentsresponses to the open-

ended questions (Survey 1, question eight; Survey 2 and 3, question nine) also support theargument that the videos were useful for improving the learning processes (Figure 6).

Student responses to this question were grouped into three broad categories including

understanding the assessments/learning tasks, navigating the learning management system

or gaining a better understanding of the aims and/objectives of the unit. Interestingly, the

graphs clearly show a greater number of respondents found that the videos were helpful in

understanding the unit aims and navigating the learning management system for Survey 1

compared to Surveys 2 or 3, which were both undertaken later in the semester. This may

be because of the timing of Survey 1 by which time most videos were created to introduce

the lecturers and learning management system to the students. By the time Survey 2 was

e-mailed to students, more videos may have been created to support students with their

assignments or weekly learning tasks. Hence, the studentsresponses for Survey 2 show a

very high number of respondents stating that videos aided in their understanding of the

assessment or learning tasks. By this time, the respondents did not identify that the videos

were as useful for understanding the aims of the unit as in Survey 1. This may also be

7

17

23

2

8

21

03 2

13

63

3

31

1

26

0

10

20

30

40

50

60

70

Understand tasks Navigate LMS Unit Aims Connected to Uni Contact with

lecturers

Numberofrespond

ents

Survey 1 Survey 2 Survey 3

Figure 6. Student perceptions about the benefits of the video clips over two semesters, grouped intofive broad categories, as perceived by students. Survey 1, n = 44; Survey 2,n = 41; Survey 3,n = 144.

Note: Students may have provided more than one response.LMS, learning management system.

264 G. Lambrinidis


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because students had gained the necessary understanding of the unit aims and objectives

by this time.

Students were surveyed in semester two (Survey 3) at a time where they had the

opportunity to have experienced both introductory videos and videos relating to weekly

tasks or assessment tasks. It is interesting to note that navigating the learning management

system was not rated as high as understanding the learning or assessment tasks or the unit

aims (Figure 6). This may also be a result of the timing of the survey. By week eight of

the semester, most students should have had adequate experience of using the learning

management system, and as such understanding the learning and assessment tasks would

be more important for them as this stage of the unit.

Discussion boards

Interviews were used to gauge students feedback on the effectiveness of the discussion

boards. The discussion boards were used by all students interviewed; however, there were

differing views in their usefulness as a learning tool. For example, some students felt thatsome discussion boards were used only to submit learning assessments and were not

promoted as a discussion tool.

Students commented that in some units, the discussion boards were used effectively to

provide an opportunity to either discuss unit content or assessment tasks or to provide a

social setting to discuss their unit. It is clear that to make the discussion boards effective, it

is important that staff continue to make an active and regular contribution to the discus-

sion boards and that activities are designed to promote discussion about the coursework

and to promote student-to-student and students-to-teacher interaction.

While there were varying views by interviewees about the discussion boards, some

students stated that they felt connected to other students. An example is provided byInterviewee five: I really felt we were discussing the subject and felt as though I knew

these people.

Comparison of synchronous online tutorials and video clips

Students were more likely to watch the video clips (average 80.3 per cent of respondents)

than they were to attend an online tutorial (average of 35.1 per cent of respondents).

Students who watched the video clips and attended the synchronous online tutorials found

them to be useful online learning tools overall (average 92.8 per cent for the videos and

81.8 per cent for the synchronous online tutorials).

Most students who accessed the archives found them useful (average 96.3 per cent).

Of the students who accessed both synchronous online tutorials and video clips, it was

evident that they preferred the synchronous online tutorials (seeFigure 4).

Respondents to the open-ended question eight in Survey 1 and question nine in

Surveys 2 and 3 identified that the videos helped them to feel connected to their

lecturers and that this was a useful aspect of the videos (Figure 5). They also responded

positively to the synchronous online tutorials in being helpful in connecting with other

students and staff (Figures 2 and 3). The open-ended question three of Survey 3

provided further evidence that students appreciate the feeling of connectedness with

the lecturer and/or other students. One of the main benefits of the synchronous online

tutorials was that students were able to ask questions and get immediate feedback. Thisis consistent with the current research in which student learning and satisfaction with

online courses is related to their perceptions of social presence and the degree of



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interaction with the instructor and fellow students (Wuensch, Aziz, Ozan, Kishore, &

Tabrizi, 2009).

The reasons students provided for not being able to attend the online classes included

that they did not have the time, the timing was not appropriate, they did not know how to

attend, were not aware they were available, had technical difficulties or thought they could

not attend because they did not have headphones or a microphone. Only a very small

proportion of students stated that they did not feel that they needed the classes in both

Surveys 2 and 3.

The surveys identified similar reasons for students not accessing the videos to that of

the synchronous online tutorials. It is possible that the students who did not view the

videos found them difficult to access as 10 of the 26 respondents in Survey 1, who had not

viewed any videos, answered no to question ten, Were the video clips easy to use and

accessible?The reasons that the students may not have found the videos accessible were

stated as; not being aware that they were available, simply did not have time to watch

them or simply did not realise their value.

Conclusion

Feedback from students indicates that each of the tools is perceived as a useful

learning tool and has the capacity to promote engagement. The Camtasia videos

were accessed more readily than the Wimba online classes and students found them

useful in helping to connect with their lecturers and to learn more about the units

aims and objectives as well as providing further information about assessments. Of the

students who participated in both the video clips and the synchronous online tutorials,

a majority preferred the synchronous online tutorials as they were able to ask ques-

tions and get immediate feedback. Of concern, however, is the low participation ratefor students in the synchronous online tutorials. Students indicated that this was due to

a lack of time or the timing not being suitable for them to attend. Those who did not

attend the synchronous online tutorials did, however, feel that they benefited from

having access to the archived sessions, which they could access at a time convenient

to them.

This research indicates that students benefit from online learning tools, and further

development of these enhance student engagement and learning. It is recommended that

academics working in an online environment develop a regular schedule for synchronous

online tutorial sessions so that students can plan these into their timetable. It is also

suggested that high quality video clips are developed to support students

learning.Furthermore, with regards to discussion boards, staff should direct students learning in

more active ways by providing prompt feedback, which addresses students needs. To

achieve these aims, teaching staff require targeted training so that they are able to use

online pedagogies effectively.

References

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Northern Territory [Restricted access].

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Apoyo en Línea a Estudiantes Universitarios

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