The Impact of E-Learning Material on E-Students and a Consideration of Lecturers delivering lectures via Videoconference

Contact: Steve Mvalo

I am one of the 2006 PGPLT participants at the University of Derby. My main subject area is computing – Computer Networks as a speciality.  Having undertaken PGPLT programme, there are a number of things I have learnt and indeed changed in my way of delivering lectures. Bearing in mind that my lectures I deliver at the University of Derby are 90% via videoconference to Israel I thought I should do a small research on:

The Impact of E-Learning Material on E-Students and a Consideration of Lecturers delivering lectures via Videoconference

My research hypothesis is that the success of the implementation of E-learning programme will depend on the satisfaction of the following factors: prior knowledge and experience of using ICT; attitude towards technology; the design of e-learning lectures; and the calibre of the lecturers selected.A small survey was conducted to find out if the hypothesis holds. A sample of 20 out of 35 PGPLT participants was taken, of which 15 responded.  There were a mixture of findings and the results were analysed and presented in the form of graphs as highlighted in the synopsis of the project.The literature review was carried out to provide a sound theoretical opinion and further provide a focused research about the hypothesis drawn. The impact of e-learning; lectures via VC and lecturer on VLE provide the literature review explored.

You will notice that somewhere videoconference is used interchangeably with e-learning. The truth of the matter is that both provide an environment via which lectures can be delivered electronically.

I hope you will find the website educative and inspiring in fostering Continuing Professional Development (CPD) in Higher Education through e-learning. 

Introduction and a synopsis of the project

Introduction

The introduction of ECDL should not be overlooked as it provides practical competence and skills in IT. ECDL is therefore one of the training programmes that can help equip a lecturer whose background is not in IT. Suffice to say that these ICT skills gained can further enable the lecturer or course facilitator to handle basic technical problems hence building up confidence in controlling technology. Examples and scenarios have been discussed here for more details.

From the students’ point of view, a prior face to face familiarization with the courseware and technology used should certainly overcome the issue of prior experience since not all students have a strong IT background. More details are explored here.

Synopsis of the project

Throughout the survey it was revealed that almost all the lecturers had good ICT skills which they were comfortably using in their teaching as shown and detailed in here. However, according to the results shown here, they indicate that the university has to readdress its staff development to make sure that most members of staff (lecturers) are aware of and knowledgeable enough on how to deliver lectures via videoconference. Otherwise the university’s main emphasis has been the traditional face to face delivery of lectures as reflected here.

On the other hand of the hypothesis that says attitude towards technology has an effect in the implementation of e-learning, the survey has shown that most of the lecturers feel technology would enhance their teaching practices. This reveals that most of them have a positive attitude towards technology which contradicts the hypothesis. The results shown in the ECDL graph indicate that most of the lecturers are aware of ECDL and how it can enhance their ICT skills. This could also explain why most of the lecturers’ attitude towards technology is positive.

Lectures via Videoconference (e-learning)

Let’s look at what videoconference (VC) mean in the context of interactive communication to achieve knowledge sharing from different locations. In simple terms as you might have already noticed, videoconference refers to a vehicle for interactive communication. However, to put it in a detailed and clear context, Arnolds et al (2004) defines videoconference as 

“a tool which allows users to see and hear the person they are communicating with....... live video conference differs from other multimedia resources, such as video recordings or television presentations, because they are interactive. You are meeting and talking face to face with someone else in “real time” but in a different location”.

VC brings in a lot of benefits to the teachers and students as a whole in a number of ways. According to Arnold et al (2004), some of the benefits to the teachers are as follows:

• Team Teaching - from different geographical locations.
• Impact on cultural awareness.
• Lesson observation – lectures in classroom can be observed anywhere in the country. Teachers can comment on a lesson while it is in the progress without causing disruption and talk with the teacher or student afterwards.
• Opportunity for CPD – There is a considerable value in links between teachers to share ideas and disseminate effective practice.
• Opportunity to share expertise about special educational needs.
• Assessment – lessons can be observed remotely and recorded for assessment purposes.
• Trainee teacher support – trainee teacher on school placement can use VC to discuss their lessons, share ideas, plan work together and discuss resources.

In view of such a modern “real time” interactive communication, VC provides conducive environment to deliver lectures to different institutions like the way the University of Derby is currently doing. The use of e-learning has therefore triggered off global market to most of the institutions which are using this technology to deliver their program anyway in the world. However, the extension of the institutions brand is no doubt with risks attached. Its difficult to monitor the standard of students registered for the program who may later damage the reputation of the university. Nonetheless, the lecturers, the quality of lectures, technology infrustructure and the attitude towards technology need to be delt with before the institution "jump in the wagon" of new technology (e-learning).

The risks here as Pollock and Conford (2000) suggest would be to destroy the processes that offer important forms of student support. Despite the technological obstacles that are difficult to overcome as they can rise at anytime, successful VC in the classroom requires the technology to take a backseat and allow a lecturer to concentrate on the content and delivery of lesson. Day by day the list of resources and equipment based on new technologies are changing and available to the teachers in the classroom and becoming more sophisticated. The technology advancement is extending the ability to communicate and collaborate with great ease. However, it is in the interest and ability of the teacher to embrace such technologies with positive attitude to determine the success of videoconference in the classroom. It is in view of such “complexity” that lecturer delivering lectures via VC have to be of certain calibre. Read here for more details.

Lectures to be delivered via videoconference

Considering the fact that lectures that are delivered via VC are exposed to students from different background and certainly different languages there are some considerable amount of skills that such lectures should be designed on. However, the confusion and misunderstanding come in where some of the e-learning advocates argue that too much lecturers are fooling themselves, and being fooled into believing that all they need to do to be part of this revolution is to convert existing courses to web-page format and be prepared to answer email and conduct “real-time” seminars. This realisation as O’Neill et al (2004) suggest should not be just ‘cut and paste’ lectures worked in the lecture theatre to be used in virtual and technology based learning environments. Let there be ‘pop up’ boxes to provide direction and instructions when students are stuck bearing in mind that there is no physical contact with a lecturer. Such a design is obviously ideal if lectures delivered are via online which is equally in the form of e-learning. However, if lectures are to be delivered in the form of VC, it’s the lecturer's skills in using his or her ICT skills that matter most. Other additional factors that could contribute to effective delivery of such lectures are attitude towards technology and the control of technology which have been covered here.

Calibre of Lecturers delivering

E-learning lectures (especially through videoconference) Following the gradual changes of technology lecturers are posed with the task of developing a new model of effective teaching style. E-learning does not, in anyway, replace the normal traditional teaching but it represents a change in the teaching style in line with the technological advancement. McFadzean (2001) reports on cognitive approaches to a humanist approach; in which case, lecturers control the learning while learners take control of their own learning respectively. In view of such approaches, lecturers’ attitude towards the control of learning has a significant impact on students’ ability to embrace learning. The idea is endorsed by Webster and Hackley (1997) who suggests that students' performance is dependant on the lecturer's attitude towards technology, teaching style and control of the technology. For instance, those lecturers whose background is not in IT will tend to have negative attitude towards the use of technology in their teaching style. Besides, if such lecturers are allocated in an environment which can not avoid the use of technology they would often times blame technology for the failure of their teaching style. This will automatically affect the students’ performance hence have negative attitude towards technology as well. As a result of this, according to O'Neill et al (2004) lecturers should be selected based on their attitude towards technology, teaching style and ability to control technology. This is a clear exposure that often times has been overlooked in selecting lecturers to deliver lectures via a virtual learning environment.

Scenarios of Negative attitude

A typical scenario of negative attitude towards technology has been highlighted by Shafika (2004) where South African Institute for Distance Education (SAIDE) conducted a research on the use of ICT in 21 schools in South Africa. The outcome of research indicated that computers were not generally regarded by most teachers as the most important resource for their work, even where considerable support was given in the use of ICT in schools. Another scenario is exposed by Unwin (2005), who claims that much as there is a notable exception to such a generalization, computer laboratories in educational institutions across Africa are underutilised as much of their computers stand idle for much of the time. Lecturers rarely make use of such laboratories when students are not using them.  Much as the negative attitude towards technology has been highlighted in Africa, the same perception has been noted in Europe hence the introduction of European Computer Driving Licence (ECDL) which its main objective is to provide practical competence and skills in IT. ECDL has helped a lot in developing the basic skills used in many professions and students in school, Shafika (2004). ECDL is one of the typical training skills courses that would develop confidence and enthusiasm in using IT in the teaching styles. A pedagogical ICT Driving License has been developed for primary and Secondary school teachers in Denmark for the integration of ICT in education. It is interesting according to Shafika (2004), to note that in Singapore no lecturer or teacher is appointed unless s/he has undergone an ICT skills training which indeed enforces the use of technology in teaching styles in HE.

Consideration of Lecturers

Videoconference teaching environment is very challenging hence needs a lot of patience, creativity and determination. Technology obstacles like slow or down servers, busy signals, lack of access, intermittent broadband internet connection which are all difficult to overcome as they can arise at any time can frustrate teachers resulting in developing negative attitude towards technology. Prior knowledge to such obstacles may not affect lecturers should such obstacles surface in the middle of lectures. Often times, such obstacles may result in delivering lectures to students who can hardly see a lecturer and vice versa. However, verbal communication becomes the only medium of communication. In view of that, O’Neill et al (2004) suggest that lecturers or course facilitator should be trained at a basic technical level to resolve elementary hardware and software issues. Other important aspects to bear in mind in delivering lectures via virtual environment are culture and languages other than political forces which are not much of emphasis on this report. Some students require a total translation of lectures from English to their local language. Much as it provides a clearance approach to communication, it automatically dilutes the originality of the lecture content. Typical instance, are some of the lectures that are delivered via the University of Derby to Israel through Interwise (videoconference). As such there is a great need of creativity and innovation in delivering such lectures so that they remain rich of their originality. Typical examples are enforcement of tutorial work and interactive sessions through questions which should cover areas that have been diluted or missed during lectures.In summary as already highlighted by O’Neill et al (2004), Webster and Hackley (1997) and Volery and Lord (2000) attitude towards technology; teaching style and control of technology are some of the factors to be taken into consideration in identifying suitable lecturers.

Impact of E-learning Materials to E-students

Positive Impact

Likewise anything in the universe there are a number of positive and negative aspects that come along with E-learning material to e-students. Some of such aspects have been perceived with different perception presumably because of lack of knowledge or attitude towards technology. A glance positive aspect of e-learning that has been debated upon by researchers is the impact it has on enforcing students to do their own extra research to achieve their academic goals. Knights (1996) reports that e-learning will benefit those students that are used to being spoon fed to the point that they can no longer be passive about their learning. The idea is supported by Hawkes and Cambre (2000) who suggests that students must take responsibility for their own learning in order to gain results. The views of Knight are equally noted by Caudron (2001) who suggests that online students have to be more disciplined and work extra harder to achieve their goals. In view of such ideas e-learning has a great deal of enforcing deep learning to students. Such kind of ability to enforce deep learning provides a good basis for research work in students mind as they further up with their academic career. Suffice to say that e-learning in the form of Videoconference improves students in their speaking and listening skills besides their presentation skills as they work with different audience in different location. On the world of business, according to Hoare (2001) e-learning has provided a significant impact on meeting the needs of those that can not be out of office for some days whilst running their business.

Negative Impact

However, Cooper (1999) arguably points out that some students lack the skills to study independently as such would not react positively to virtual learning environment. On the other hand Volery & Lord (2000) suggest that students who have prior experience of using information technology will arguably be more successful in a virtual learning environment. In such a predicament blended learning would be ideal to accommodate the deficiency of virtual learning environment. Blended learning would certainly accommodate students with little prior experience in information technology. As O’Neill et al (2004) suggest this could be in an initial form of face to face teaching sessions on how to access and use courseware electronically. This could be supplemented with additional pop up boxes in the electronic course material providing extra help and advice on how to use course material electronically.

In view of the doubted quality assurance of e-learning lectures, O’Neill et al (2004) reports that employers and Human Resources professionals have indicated concerns over the quality of e-qualification. According to O’Neill et al, in September 2000, a study of 269 Human Resources professionals indicated that online degrees were not as credible as the traditional qualification. The unknown source of the degree, the lack of students’ interaction and the high potential for low admission standards into the degree courses were among the concerns of the employers. However, on the other hand Caudron (2001) argue that e-qualification must be of high quality because students must have worked hard to attain them. The psychological perception that is being exhibited here is the unknown fear of accepting “change”. Naturally people are always sceptical to change; as such employers have always felt qualifications acquired through the traditional classroom learning environment (face to face) are the only legitimate. This literature exposure is bringing awareness to institutions and Human Resources professionals to consider the impact of e-learning on the employment prospects of students. Suffice to say that the quality of e-learning will remain questionable unless otherwise because it lacks sufficient immersion and interaction to develop interpersonal skills which are usually better developed in a high quality traditional setting O’Neill et al (2004).

Figures

Figure 1

Figure 2

The results shown in fig 1 indicate that a good number of lecturers have got good ICT skills which means most of the lecturers can use their ICT skills in their teaching without problems.

The graph in fig 2 supports the findings in fig 1 which reveals that most of the lecturers use their good ICT skills in their day-to-day teaching practice. According to the survey, some lecturers, much as they have good ICT skills as reflected in fig 1, they do not make use of them – hence poor rating (fig 2). This is mainly because of the nature of the lectures delivered and the type of students who are given such lectures. One of such a scenario was a law lecturer who endorsed that most of law lectures are not IT related. Therefore the conclusion drawn is that most of the lecturers would comfortably use their ICT skills in their teaching given the “right” audience of students and the nature of lectures delivered.

The graphs illustrated below reveal a significant gap that the University of Derby needs to be aware of and sort it out as suggesed below.

Figure 3

Figure 4

Results shown in Fig 3 and Fig 4 reveal that most of the lecturers are not aware how lectures are delivered via videoconference. Others didn’t even know what videoconference means. It was therefore very difficult to outline what they like and dislike about lectures delivered via Videoconference. Most of the lecturers were certainly not sure as indicated in fig 4 how to distinguish between the pros and cons of lectures delivered via videoconference. Otherwise very few lecturers were aware, knowledgeable and experienced enough about how lectures are designed and delivered via videoconference. The results show a major problem which the university need to look into as explained here.

In view of such a disclosure, we can conclude that most of the lecturers don’t know how to design lectures to be delivered via videoconference. A coverage of how such lectures are designed and delivered is covered here.

The graph below indicates that most of the lecturers at the University of Derby deliver their lectures via the traditional face to face. Looking at the higher participation of the university in HE as explained below, there is a great need of staff development in other methods that the university is using to achieve its mission statement and participation.

Figure 5

However, fig 5 is a contrast of results in fig 3 and 4 in the sense that most of the lecturers are well aware and experienced enough in delivering lectures via face to face compared to lectures via videoconference. However, the University of Derby is heavily engaging in widening its participation in higher education. This is why the university, through staff development programmes, has involved its members of staff (lecturers) on online discussions and learning through work based. However, very few members of staff (lecturers) know about lectures delivered via videoconference. The university seem to be theoretically involved in a number of ways in delivering its lectures to national and international students however, practically few lecturers are involved in.

The graphs below contradict the hypothesis that attitude or prior knowledge to ICT has a contributing factor in effective implementation and delivery of lectures via VC. However, the results may not substantially hold the contradictory to the hypothesis as the sample taken was not a true reflection of the entire university as explained in the synopsis of the project.

Figure 6

Figure 7

The graph in fig 6 contradicts the hypothesis that negative attitude towards technology can affect the delivery of lectures via videoconference as far as the University of Derby’s lecturers are concerned. Majority of the lecturers had indicated that technology can enhance their teaching while few lecturers were not certain as they felt technological problems can bring in a lot of frustration. Others indicated that it all depends on the nature of lectures delivered – an instance of law which may not require the use of technology.

The graph in fig 7 indicates a good match with results exhibited in fig 1, 2 and 6 that most of the lecturers have got good ICT skills. However, very few lecturers had indicated that they were not aware of ECDL. Nonetheless the reasons behind it all was that the lectures which these lecturers deliver are non-IT.

Summary of the Survey

“The University of Derby aims to be the leading provider of high quality accessible and flexible further and higher education for regional, national and international communities".

To achieve such a goal the university needs to make sure that its members of staff (lecturers) are aware of all the means through which the university intends to embark on. Besides the University of Derby is in the forefront of widening its participation in HE and AimHigher. A typical example is the university’s effort to promote its members of staff through staff development like PGPLT. In module three of PGPLT programme participants are engaged in the collaboration through online discussion and then on the negotiated module, participants do their independent studies through work based learning. The idea behind it all is to make sure that all lecturers have a feel of all the learning resources and methodologies that the university is embarking on. However, e-learning through videoconference is not emphasized as such most of lecturers are not aware how lectures are delivered via VC. See results in fig 3 and 4.  Though limited with time, the small survey revealed that most lecturers are not aware of lectures delivered via videoconference.

Some lecturers are just aware that indeed the University of Derby runs some lecturers via VC to Israel but they don’t know how. While others think that it is very difficult and cumbersome as compared to the traditional delivery of lectures via face to face (see fig 5). The survey has shown that there is a misconception that lectures delivered via VC are very difficult and unfeasible. The problem here is that most of the lecturers have not been involved in delivering lectures via VC other than face to face as such they dont have a feel of how such lectures are delivered. This link will take you to the synopsis of the project conducted.

Recommendation

This survey has therefore exposed a staff development gap that the university needs to make sure it seals. Let seminars, short courses or workshops be provided and organized to its (UOD) members of staff (particularly lecturers) on how lectures are delivered via VC. PGPLT programme may also need to incorporate the design and delivery of lectures via videoconference.

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