An evaluation of deep learning achieved by students studying environmental science modules using the Wolverhampton Online Learning Framework (WOLF)
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AbstractThe Division of Environmental and Analytical Sciences uses the Wolverhampton Online Learning Framework (WOLF) for part of its module delivery programme at all 3 levels within all Awards. This initiative followed from the mission statement that the University of Wolverhampton is committed to broadening access to the widest range of students capable of succeeding in higher education. It is however difficult to assess the level of success achieved by WOLF-based modules in terms of the student’s true understanding of module concepts, although end-of-module evaluation forms completed by students have allowed some feedback on satisfaction of the way in which modules use WOLF. There has been limited information available on specific learning and teaching issues that might help guide the style of module delivery using the WOLF system. Indeed if WOLF-based modules are intended to be an alternative form of delivery for modules that are delivered by conventional methods, evaluations for the level of true understanding achieved by students (whatever their chosen platform for studying the module) would be very useful information to develop. The research involved canvassing the opinions of students on modules that are committed to the use of WOLF as part of the module delivery. Tracking facilities within the administrator’s role on WOLF gives feedback on the amount of time students spend on WOLF pages. However it is not possible to evaluate the level of learning or understanding that has been achieved by students from tracking statistics alone. There are therefore 3 main aims for this research: 1. To evaluate the level of deep learning achieved by students studying environmental science students who have accessed the modules via WOLF. 2. To study the quality and style of approaches to learning adopted by students that have accessed modules through WOLF. 3. To assess the effectiveness of module delivery by utilising WOLF.
CitationCELT Learning and Teaching Projects 2001/02
PublisherUniversity of Wolverhampton
TypeChapter in book
DescriptionReport of a CELT project on supporting students through innovation and research
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Electronic delivery in law: what difference does it make to results?Migdal, Stephen; Cartwright, Martin J. (Web Journal of Current Legal Issues, 2000)This article details research which attempts to assess what effect electronic delivery of law modules has on actual student assessment performance. The authors reviewed the assessment results of students who had taken both conventionally and electronically delivered modules and compared and contrasted individual student performances in all the modules studied by them in a particular semester. As far as the authors' researches were able to ascertain this was a relatively unique piece of research as far as legal study is concerned. We found that weaker students (those who might ordinarily fail or scrape a bare pass) were achieving a mark some 10% higher than that achieved in the conventionally delivered modules; pushing those students into the lower second category - the assessment criteria for such classification demanding evidence of deep as opposed to surface learning. However there was little or no difference in the marks achieved by upper second quality students. The authors acknowledge that many factors affect the quality of assessment performance and that, whilst the article addresses some of the variables, any specific conclusions based on results alone are open to question. Furthermore, we accept the limitations of a small and narrow statistical sample and that therefore this can only be a survey rather than a controlled experiment. Nevertheless we believe that as part of the debate on the role of C & IT it has a useful role to play. Inevitably an article such as this trespasses on many pedagogical issues deserving debate which goes beyond the objectives of this discussion.