Facilitators and Barriers to Developing Learning Communities

Facilitators and Barriers to Developing Learning Communities

E. Lucy Mathers, and Mike Leigh

Faculty of Computing Sciences and Engineering

De Montfort University, Leicester

Abstract

The widening participation agenda in higher education has seen a growing problem with the issue of retention. In order to encourage students into deep learning and to improve their motivation by providing a rich learning environment, this project investigates the facilitators and barriers to developing on-line learning communities (LCs).

The study aims to produce a set of guidelines for fostering LCs at a modular level that include student and staff actions that facilitate student participation and improve student motivation.

There is no agreed consensus for a universal definition of a learning community. However, the main idea is that a group of individuals cooperate in building an environment in which members work together to achieve common goals (e.g. Bickford and Wright, 2006; Palloff and Pratt, 2005; Rasmussen and Skinner, 1997). Much of the literature relating to on-line learning communities is focussed on the use of discussion boards (e.g. Palloff and Pratt, 2005; Hew and Cheung, 2003; Wilson and Ryder, 1996). While discussion boards can be a useful tool to develop students’ thinking skills, to view different perspectives and to debate a topic, there are limitations governed by the nature of their implementation. Blogs and wikis, however, are more flexible in the way they can facilitate the students to both individually and collectively construct their own learning space and enhance their understanding. This may be achieved by providing flexibility in the way that the students can organise and incorporate information with increased ease and as a mechanism to allow the use of an extended range of external media. Work with blogs and wikis is not as widespread as that with discussion boards. Doolan (2007) documents their use for enabling learner-learner communities where “the emphasis is on a self-directed approach”. This study differs by adopting the well-established e-moderating approach of Salmon (2004).

LCs have been developed for (and by) students on three different 30-credit modules on a range of computing science and engineering courses. The LCs are facilitated by the use of wikis and blogs within the BlackboardTM Virtual Learning Environment (VLE) and supported by face-to-face activities in lectures, computer lab sessions and tutorials. The aim is to build participation levels and increase student enthusiasm within an institutional space. Additionally this develops peer feedback skills, promotes active learning (Bonwell and Eison, 1991) in their selection and use of learning materials and allows the adoption of diverse assessment strategies.

Results from an initial questionnaire (before students started using the wikis and blogs) indicate 65% of the students think it is important to agree a set of ground rules to cover appropriate use of the wiki and to respect the other students in the LC. Where ground rules have been developed they have mostly been adhered to. The students’ reaction to and use of the wikis and blogs has been positive. There is a wide variety in the presentation of information, reflecting their individuality in learning. It has been found that within the wikis students are commenting on and providing constructive criticism of others’ work, and are also very encouraging towards their peers.

Wiki use was observed to be most prolific when students were working on the assessment tasks but general discussion about module topics has been limited.

This paper will start with a brief overview of the study and of the research tools adopted within an action research approach. The main focus will be on the facilitators, barriers and transferability of the LC model, resulting in guidelines for pedagogically sound wiki use. This will include a discussion on the different assessment strategies adopted, including the integration of self- and peer-assessment on one of the modules. Feedback collected via the blogs & wikis and results of two dedicated questionnaires provide the student perspective. The staff perspective has been collated through questionnaire and the use of an electronic voting system at an e-learning symposium. The paper will conclude with a discussion on the important elements for good use of wikis: ownership, content, interaction and synergy.

Introduction

This research project stemmed from the aims to find new ways to engender a deep learning approach by students and to enrich the student learning experience through the use of technology. VLEs such as BlackboardTM are often used as a content management system and, as such, are often blamed as the cause of poor attendance at lectures. With the addition of new Blog and Wiki tools into VLEs, the opportunity was taken to explore their capabilities in developing online LCs within modules.

This study considers online LCs as mechanisms to:

• provide a forum for discussion with student provided content
• facilitate peer feedback
• provide a space for students to build a “personal learning landscape”, i.e. construct their own knowledge.

The main aims of the project are to:

• engender a deep learning approach
• enrich the student learning experience

The objectives of this paper are to communicate the work of the project in terms of:

• the facilitators and barriers to developing online LCs within modules
• guidelines for good use of wikis underpinned by pedagogical approaches
• the transferability of the online LC model
• appropriate assessment strategies that can be used with online LCs

Module Information

Multimedia Animation Production 2 (Level 2, 30-credit module)

The learning outcomes for the module are:

• to be able to design and evaluate multimedia interfaces for implementation of a multimedia production.
• to be able to produce a time-based multimedia production incorporating animation techniques.

The module is based around the coursework assessment: individual production of a multimedia application. The students are guided through stages of the multimedia production process (e.g. England and Finney, 2007) supported by lectures and computer laboratory sessions. The students were randomly allocated into “review” groups to provide peer feedback and support throughout the coursework process, specifically during the design stages (Figures 1a, b).

Figure 1. a) The coursework process (draft, review, revise, evaluate & reflect cycle); and b) The coursework assessment process for the module Multimedia Animation Production 2.

Object-Oriented Systems Analysis & Design (Level 2, 30-credit module)

The main learning outcome for the module is:

• to be able to adopt a process to produce analysis and design models (UML) from a given case study.

This module incorporates two coursework assessments based upon a case study: one focuses on analysis and the second on design, adopting an industry standard development methodology. After the first coursework, a specimen set of analysis documents are provided so that students are all working from the same starting point for their design phase. The coursework is a group submission, so the students work in a team environment that mirrors system development teams commonly found in industry. It was intended that the wikis would be used to discuss module topics, prepare system models and documents and as a project management tool for the coursework assessment (Figure 2).

Figure 2. The coursework and assessment processes for the modules Object-Oriented Systems Analysis & Design and Information Systems Development.

Information Systems Development (Level 1, 30-credit module)

The learning outcomes for the module:

• to be able to apply appropriate techniques to produce a requirements specification and design for a constrained case study, based on supplied information about user requirements
• to be able to apply practical systems development skills to implement a prototype system.

The coursework and assessment processes are the same as those described for Object-Oriented Systems Analysis & Design, shown in Figure 2.

While there are module-specific implementations that result in different use of wikis and blogs, there is a common philosophy underpinned by the 5-stage e-moderating model (Salmon, 2004). This describes the role of the e-moderator at various stages of the wiki development. This approach may be used to develop the higher-order skills in the cognitive domain of Bloom’s taxonomy (Bloom, 1956; Anderson and Krathwohl, 2001).

Methodology

An action research approach incorporating:

• a longitudinal study of students’ views using two questionnaires distributed at the beginning and end of the academic session, resulting in quantitative and qualitative data;
• a one-off survey of staff views (within the Faculty), the questionnaire contains some parallels to the student survey resulting in quantitative and qualitative data;
• use of the same staff questionnaire during a wiki session at an e-learning conference (Leigh, et al., 2008), resulting in quantitative data;
• observation / experience study resulting in both quantitative and qualitative data obtained from running the modules.

Wiki and blog implementation

At the outset, stages 1 and 2 (access, motivation and online socialisation) from the Salmon (2004) model were combined. Lectures provided the introduction, explaining the rationale for using wikis. Small group sessions (labs or tutorials) were used to introduce in more detail what wikis are and how they may be used (Lefever, 2007). Introductory tasks (introduce yourself, establish a group identity in the wiki, discuss topics for coursework) were set for the students to carry out on the wiki. Technical support was provided through the use of example wikis and short guides (e.g. how to upload an image), as well as face-to-face support when problems arose. Students were also encouraged at this early stage to think about developing a set of ground rules for wiki use within their group.

Student tasks for stages 3 and 4 (information exchange and knowledge construction) related either to initiating discussions on the module topics, or the coursework tasks. Tutor support was provided mainly by feedback lectures, where information from the wikis was downloaded by the tutor and discussed, and by demonstrating examples of good practice of wiki use.

Stage 5 (development), where participants become more responsible for their own learning, was mainly in evidence on students’ individual reflective blogs. As stated by Salmon (2004), “… stage five often results in a return to more individual pursuits”. Individual evaluation and reflection was specifically designed into the assessment process.

Additionally, wikis that can be accessed and modified by all students enrolled on the module were also created for a variety of reasons, including for exam revision. In comparison to the small group wiki use, little or no instruction, guidance, encouragement or marks were provided to the students for their use.

Results and Discussion

The student perspective

To balance the observational study based around implementation of the wikis, as described above, a longitudinal study using two questionnaires of the students participating on the modules was conducted. The first questionnaire (see Appendix 1) was completed early in the session, while students had little or no experience with using wikis or blogs in an academic environment. The second questionnaire utilised the same questions (the tense of the questions were reworded) and was conducted towards the end of the session. Quantitative results from the questionnaire responses are provided in Appendix 1. Students were invited to make further comments about the use of wikis on the questionnaire forms. For the first questionnaire 31 comments were obtained out of a total of 143 returns, representing approximately 22% of the sample. For the second questionnaire 23 comments were obtained from 86 returns, representing approximately 27% of the sample.

Based upon the use of the wikis by the students and the results of the questionnaire, the discussion has been structured according to the following themes:

• Access to wikis, technical skills and issues
• Use of the wikis (ground rules, monitoring, frequency)
• Use of the wikis as an organisational tool
• Use of the wikis as an aid to learning / academic skills

Access to wikis, technical skills and issues

The majority of students felt satisfied that they had good access to the wikis. However, a number of comments were received on their use. A minority of students felt that the tools provided in BlackboardTM were limited, especially relating to the interface and the uploading of different media types and their quota. A few students also required technical help using the wiki throughout the module, even though this was provided both in an example wiki for the students to investigate, and in online user guides. However, most students were technically capable and presented content on their wikis using a wide variety of methods and media.

Demonstration of good practice during face-to-face sessions gave other students knowledge of what is technically possible; modifications to wikis were undertaken after these sessions.

Use of the wikis (ground rules, monitoring, frequency)

Students agree that a set of ground rules is important for appropriate use of the wikis. A few students believe that they already know how they should behave in a public forum and as such to explicitly state ground rules on the wiki is not required. Quite a few comments were received via the questionnaires relating to frequency of use. Many students believed that wikis are of limited use unless they are regularly updated. Students want to know that the wikis are monitored, especially for accuracy of the content.

Use of the wikis as an organisational tool

Students commented on the usefulness of the wiki as a tool to organise group work, manage meetings, place content and receive feedback. Very few negative comments about this aspect of wiki use were received. A few students preferred to conduct their group work “as they had previously”. The interaction and synergy may have taken place at face-to-face meetings, yet the wikis were updated following the meetings with the resulting content and decisions.

Use of the wikis as an aid to learning / academic skills

Collaborative knowledge construction mostly took place in relation to the coursework tasks, suggesting that many students maintain a relatively shallow learning goal, i.e. what they need to do to pass the module. This is supported by the questionnaire results (Appendix 1) where > 40% of the students think marks should be awarded for wiki use.

Towards deadlines wikis were enhanced in order to improve chances of a better mark. However, many tasks along the way were completed as a means to an end, with no immediate specified mark. Assessment is constructively aligned with learning outcomes rather than specific activities. In this way we have encouraged deep learning in our students: especially “teaching and assessing in a way that encourages a positive working atmosphere, so students can make mistakes and learn from them.” (Biggs, 2003, p17). Despite different assessment approaches within modules, they focussed on students’ use of the wikis in terms of:

• Ownership – establishing a group identity and ground rules
• Content – choice of materials, presentation of content, quality of the content
• Interaction and synergy – communication methods and evidence of enhanced learning.

Module summary statistics for the level 2 modules (Appendix 2) appear to support this view, at least for the Object-Oriented Systems Analysis and Design module. Results for Multimedia Animation Production 2 are inconclusive, primarily due to the small number of students undertaking the module during 2006-2007.

The work contained in the evaluation and reflection was not of outstanding quality. However, many students had never written reflectively before and did articulate their thinking about important aspects of their learning. It is anticipated that introducing reflective writing at level 2 will result in higher quality evaluation in level 3 modules, especially the dissertation. In fact, it could be argued that reflective writing should be introduced earlier, at level 1 (Hay and Mathers, 2008).

Cohort-level wikis resulted in very little use by the students and this brings up two points. The first is that students appear more comfortable in using the wikis in small groups where they are very encouraging of each other, and lack of knowledge is not seen as a problem. Secondly, the importance of the e-moderator role in providing suitable instructions and motivational factors in wiki use is highlighted.

The staff perspective

Staff opinions about the use of wikis and blogs in an online learning community environment have also been solicited through the use of a survey undertaken at an e-learning symposium (Leigh, et al., 2008), during a session on wikis and blogs. It should be noted that staff attending this session are either currently engaged in e-learning activities or motivated to engage in e-learning activities, and will have interest in the educational use of wikis and blogs. The survey questions were also distributed in questionnaire form to staff within the Faculty of Computing Sciences and Engineering (CSE) who would consider themselves to be technically literate. Quantitative results from the survey and questionnaire can be found in Appendix 3. Nine comments (Appendix 3) were obtained from the CSE staff questionnaire out of a total of 21 returns, representing 43% of the sample.

43% of (non-CSE) staff feel they lack the technical skills to implement the wikis and blogs, yet are enthusiastic about including them in their teaching (76%). CSE staff feel they have the technical skills (71%), but are less sure about using the tools in their teaching (only 52% of the sample intend to).

Many staff incorporate activities in their teaching that would be easily transferable, using wikis and blogs, yet 57% of the staff attending the symposium appear to be unsure of the pedagogy when it comes to the use of technology in this way. CSE staff are more confident with the pedagogical use of technology (only 38% are unsure). The majority of staff (>85%) believe that pedagogical support should be available when designing learning activities that utilise blogs and wikis.