Track B Sund
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The document summarizes a presentation given at a teaching and learning conference by Dr. Simon Best and Dr. Kristian J. Sund. It discusses an online MBA program in shipping and logistics and oil and gas, including the program structure, student profiles, student feedback on their experience, and initial results from a research project analyzing factors that influence student satisfaction and achievement. Key points discussed include the importance of tutor involvement, feedback, and response time based on student comments, as well as preliminary findings that variables like the number, length, and type of tutor posts may impact student outcomes.
Track B Sund
- 1. Teaching & Learning Conference Dr. Simon Best & Dr. Kristian J. Sund 26 June 2012
- 2. Agenda 11.15-11.20 Welcome 11.20-11:25 Programme Structure and Student Profiles 11:25-11:35 Experience and Student Feedback 11.35-11.45 Research Project and Initial Exploratory Results 11.45-12.00 Wrap-Up. Q&A.
- 3. Welcome • Who we are • What we do • What we aim to achieve today
- 4. Agenda 11.15-11.20 Welcome 11.20-11:25 Programme Structure and Tutor Role 11:25-11:35 Experience and Student Feedback 11.35-11.45 Research Project and Initial Exploratory Results 11.45-12.00 Wrap-Up. Q&A.
- 5. Programme Structure • MBA in Shipping & • MBA in Oil & Gas Logistics • "Spin-off" • Collaboration with • Collaboration with IBC Lloyd's Maritime Global Academy Academy (Informa) (Informa) • Launched 2009 • Launched 2011 • 70-80 students per • 20-40 students per cohort cohort • Online distance learning • Average participant age is 40. Mature learners.
- 6. Learning Process Ind Mod 1 Mod 2 Mod 3 Mod 4 Mod 5 Mod 6 Mod 7 BTP Sequential Ind Mod 1 Mod 2 Mod 3 modules over 2 years
- 7. Module Tutors Syndicate Module 1 24 students Tutor 1 Syndicate 2 Syndicate Module 3 Module 24 students Tutor 2 Syndicate Leader 4 … … 12 students 10-15 students per … … syndicate group
- 8. Tutor roles • Initial introduction prior to the start • Best Practice: of the module • Monitor syndicate discussion forums at least once every 48 hours • At least 1-2 interventions on discussion boards per week, even • Based on activity reports, identify and if not solicited by students contact by email any student who has not been online for the past 2 weeks • At least 3 visits each week to discussion boards to review and • Respond to any student email or queries on discussion forums within 48 hours monitor postings • Mark any assessment within 3 weeks • Response to a reasonable degree of questions from students, within • Provide enough feedback to allow students 48 hours to understand the strengths and weaknesses of their work, and how they • Marking of coursework and exam could improve
- 9. Agenda 11.15-11.20 Welcome 11.20-11:25 Programme Structure and Student Profiles 11:25-11:35 Experience and Student Feedback 11.35-11.45 Research Project and Initial Exploratory Results 11.45-12.00 Wrap-Up. Q&A.
- 10. What the students have told us about their experience FEEDBACK RECEIVED
- 11. General Satisfaction O&G: O&G: 100% 85.7%
- 12. Comments: Positive • "The research material supplied was very interesting" • "Really enjoyed working on this module" • "I rate the over-all experience excellent thus far." • "In general, I can say nothing but THANK YOU to all the staff involved in the MBA." • "I am enjoying the course and learning a great deal."
- 13. Comments: Negative • "Disappointed with the contribution to syndicate discussion from module tutor and module leader. Was expecting some contribution in terms of critical comment on discussion. Had the impression that we were "flying solo"." • "I would prefer that our tutors got more involved in our discussions and activities" • "The beginning of the module was devoid of full syndicate activity participation and interaction."
- 14. Comments: Negative (2) • "Lack of structure, quality of feedback or weekly discussion" • "Very minor input from tutors" • "The tutor was very timely with the introduction of each unit, but feedback in discussion and activities was limited." • "Unfortunately the tutor was rarely around and was very slow in responding to any questions that myself or other members of the group had."
- 15. Key Success Factors • Tutoring • Quantity, Quality, Timeliness • Administration • Timeliness, empathy, "customer focus" • Materials • Variety, up-to-date, multimedia • UniHub/VLE • Accessibility (down time), ease of use and navigation, login • Learning Resources • Accessibility, ease of use, availability of resources ©
- 16. Agenda 11.15-11.20 Welcome 11.20-11:25 Programme Structure and Student Profiles 11:25-11:35 Experience and Student Feedback 11.35-11.45 Research Project and Initial Exploratory Results 11.45-12.00 Wrap-Up. Q&A.
- 17. Research Project • Explain student satisfaction and achievement (dependent variable) by looking at quality of tutoring (set of independent variables) • Number of online discussion posts • Total words (sum of tutor posts) and average words per post • Regularity of posts • Response time to questions asked online • Type of post — Simple task/informative posts — Active tutoring (proactive in response) — Passive tutoring (reactive in response with simple answer)
- 18. Initial Results: example O&G Module Active Total Longest Shortest Average Passive Total Longest Shortest Average posts words post post post Posts words post post post 1 22 12307 868 92 559 4 130 48 4 32 2 32 2783 101 4 86 71 2555 100 2 35
- 19. Task 52 Task 46 Task 129 Active 12 Active 85 Active 51 Passive 86 Passive 392 Passive 165 Words 7105 Words 24297 Words 22953
- 20. Next steps • Finish compiling and verifying the data, including student grades • Construct variables • Run multiple regression analysis to test for significance of independent variables • Look at actual posts
- 21. What do you think would explain student satisfaction and achievement in the case of online learners? QUESTIONS?