ENGAGE IN RESEARCH: Reflections on a new interactive resource for bioscience undergraduates

Gillian A. Fraser, Julian R. Park and Anne C. Crook

Abstract

Engage in Research, an undergraduate-focused website, was launched in 2007. Now regularly accessed by over100 Universities and 52 countries, the authors reflect on their experience in constructing, using and marketing this resource. The paper provides practical advice and tips to others considering the production of this type of online resource.

Introduction

Engage in Research ( is an online resource for students, providing information on the major aspects of research, from ‘What is Research?’ through to ‘How can I publish my work?’. Developed by CETL-AURS[1], the website is aimed at bioscience students, although it is currently being used across a much wider range of disciplinary areas.

In this paper we reflect, as a team of contemporary academics without high technical computing skills, on the design, construction, use and marketing of a learning website.

The Concept, early developments and team working

E-learning is the electronic provision of learning materials through a computer (Zhang et al. 2004), the aim of which is to encourage students to take responsibility for the development of their learning and understanding rather than relying on the teacher to provide the information (Hamid 2001). In addition, the flexibility of accessing e-learning resources 24 hours a day from any location appeals to students who cannot conform to Library opening hours due to work and/or family commitments (Hejmadi 2007). In support of this, 80% of students enrolled on an on-line course (module) chose to do so because they could access the teaching materials at a convenient time for them (Nakos, Deis and Jourdan 2002). The authors of this paper had originally constructed two websites (Guidance for Student Projects and Scientific Training by Assignment for Research Students) in 2000 whose target audience was primarily final year students embarking on their research dissertation. Advances in IT and e-learning had left both websites out of date, and after widespread review of these resources by students and staff it was decided to amalgamate them to provide one comprehensive resource.

With such a large project, it was important to develop clear boundaries and to establish where the priorities for the website lay. Three main boundaries were identified – content, audience and subject area.

The Target Audience

Before developing content, it was important to identify the target audience for the website. This was a relatively easy decision and since the primary target of CETL-AURS is undergraduate students, the target audience of Engage in Research was determined to be undergraduate students. Many post-graduate students, however, currently access the website, including MSc students engaged with research projects and first year PhD students. As teachers, however, the authors were keen that the site should also be of use, and provide resources for lecturing staff. Thus, the site also includes exercises, examples and quizzes designed to be used as teaching resources, either as in-class exercises or for independent study.

Subject Area

Initial discussions centred around creating a general science website, however the time and labour commitments required for such an in-depth resource exceeded the scope of the project and the expertise of the project team. A general science website would require significant input from colleagues in other disciplines which would ultimately delay the proposed launch of the website. Research suggests that website user satisfaction, and therefore the likelihood of users to return, is related to the degree of customisation (Dholakia et al. 2000) and relevance to their field of study (Overfield and Bryan-Lluka 2003). It was decided that students would interact more with a website that contained examples and exercises that they could relate to on an individual basis. Following further consultation with staff from several institutions and the HEA Centre for Bioscience, the team decided that it was of greatest potential benefit to design the site with Bioscience students in mind. Defining the subject area helped to tailor the content of the interactive elements (Figure 2), with examples taken from the author’s knowledge and experience in the subject.

Figure 2. A screenshot of a Bioscience-focused interactive exercise

Developing Content

In addition to a graphical update, the over-riding opinion of staff and colleagues was that the scope of the new website should be broadened to include the process of research rather than the product. The resultant website now consists of 8 sections that support students throughout the research process:

  • Getting Started in Science
  • Reviewing Literature
  • Planning your Research
  • Step-by-Step Statistics
  • Writing Scientifically
  • Presenting Science
  • Going Professional
  • How Do I…?

In addition to the content, the authors were keen to create an interactive website rather than an on-line text book. This was achieved through the inclusion of (Figure 3):

-A large number of external links that allow users to explore a subject in more detail

-Podcasts by students and staff giving a personal account on a topic e.g. a student discussing how she chose the research question for her final year dissertation

-Exercises, examples and quizzes that users can complete to test their knowledge in a particular area

Figure . A screen shot of a page demonstrating the interactive elements including external links (underlined words), Podcast and interactive Exercise.

On reflection these were clearly the correct decisions, however the team (consisting of 3 people already heavily committed to other activities) completely under-estimated the time and workload requirement for such a project.

Naming the website and the URL

Long-term success of a web-based resource is dependant on a recognisable brand name (Clauser 2001). Initially the authors attempted to develop a catchy acronym for the website, but the full titles were often long-winded and unexciting. Many websites have single-word names that do not correspond with their content e.g. Profile, Google, Amazon and using this mindset, the name Engage was chosen for the website. Although an initial search suggested the url was available, the application to JANET(UK) was declined because the correlation between the website content and the name was deemed to be too vague. Although other pre-fixes for were available, the prefix .ac.uk indicates that the website is related to academia and therefore users should identify it as being a trustworthy resource. After further discussion, the aim of the website is to engage students in the research process, therefore the name Engage in Research was chosen and the url was accepted.

Designing the website

The technological knowledge of the authors did not extend to website design and construction, therefore an external company were contracted for this task. The web team were involved from the very early stages of writing the website’s content to ensure the resultant material was suitable for the online format and that the website complied with SENDA legislation. This early involvement proved to be a critical decision - the design and construction of the website turned out to be a lengthy process and employing the web team at an early stage was necessary to ensure the project was completed before the start of the new academic term. To date, the web team have spent over 1000 hours constructing the site, and the academic team have invested approximately 1500 hours developing the content.

Writing and Evaluating

Although a team of 3 academics were available to develop content, differences in writing style between the authors would require the original material to be re-written to ensure continuity. It was therefore decided that one primary author would write the content which would be proofed by the other authors. This arrangement worked well although high work loads of the proof reading authors resulted in a small delay to the process.

The draft website was evaluated by staff and students to ensure the content was of a high quality and relevant to the target audience, the physical appearance was appealing and that the navigation of the website was intuitive. The students were asked to find specific information and to record how long it took them to find the information, and what route they took. Generally, the desired section of the website was found at the first attempt:

‘10 seconds, 2 clicks of the mouse, Section 1 ‘Getting Started’, sub section ‘Choosing your Research Topic’

All respondents appreciated the colour scheme, particularly the colour-coded sections and the level of content was deemed appropriate.

Launching the site, marketing, monitoring and updating

The website was launched summer 2007 and the url registered with the major search engines. Through targeted emails, presentations and links on other websites, a wide audience including librarians, student support officers and lecturers were made aware of Engage in Research. HEA Centre for Bioscience provided a wide range of dissemination opportunities via their website, regular bulletins and short presentations at their workshops. Although this was a time-consuming process, the profile and awareness of the website was raised throughout the education community. In addition, marketing materials (posters, fliers, pens and a roller banner) were used toraise student awareness during the University’s Freshers and Re-freshers fairs. Usage statistics are collected daily and indicate the website is used globally. Since its launch, approximately 20000 visitors have accessed the website from over 52 different countriesand it is regularly accessed by over 100 Universities/institutions. There are plans to frequently update the site, particularly the exercises, quizzes, podcasts and examples although this has raised the question of resource availability.

Concluding comments

If you’re embarking on a similar project, involving students and staff in the design and drafting phase ensures that the final product is attractive to the users. It is important to consult widely at the early stages and have a clear vision of the finished product, its scope and timeframe. Be realistic about the time it requires to produce high quality materials and start talking with a web designer at the earliest possible stage. Think to the future and consider updating and sustainability issues. Most importantly, actively market your website whenever and wherever possible.

Acknowledgements

The authors would like to thank Black Book Services Ltd. For designing and constructing the website, and colleagues and students who reviewed the website.

References

Clauser, R.C. 2001. Offline rules, online tools. Journal of Brand Management, 8: 270-287.

Dholakia, R.R., M. Zhao, N. Dholakia, and D.R. Fortin. 2000. Interactivity and revisits to websites: A theoretical framework.

Hamid, A.A. 2001. E-learning. Is it the ‘e’ or the learning that matters? The Internet and Higher Education 4: 311-316.

Hejmadi, M.V. 2007. Improving the effectiveness and efficiency of teaching large classes: Development and evaluation of a novel e-resource in Cancer Biology. Bioscience Education e Journal, 9.

Overfield, J.A., and L. Bryan-Lluka. 2003. An evaluation of factors affecting computer-based learning in haemostasis: A cultural experience. Bioscience Education e-Journal, 1.

1st July 2008

[1] Centre for Excellence in Teaching and Learning in Applied Undergraduate Research Skills at the University of Reading