T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Effective use of WebCT in a PBL course for dual mode delivery Dr Thiru.

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d

www.usq.edu.au

Effective use of WebCT Effective use of WebCT in a PBL coursein a PBL course

for dual mode deliveryfor dual mode delivery

Dr Thiru AravinthanDr Thiru AravinthanA/Prof John WordenA/Prof John Worden

Faculty of Engineering and SurveyingFaculty of Engineering and Surveying

University of Southern QueenslandUniversity of Southern QueenslandAustraliaAustralia

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n dT h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d

OutlineOutline

• IntroductionIntroduction

• How did we use WebCT in ENG2102? How did we use WebCT in ENG2102?

• How Effective were the Tools?How Effective were the Tools?

• Concluding RemarksConcluding Remarks


About WebCTAbout WebCT

• E-learning systemE-learning system

• Introduced in USQ in 2002Introduced in USQ in 2002

• Currently Version 3.0 Currently Version 3.0


ENG2102ENG2102

• Team based PBL courseTeam based PBL course

• Over 215 students (ONC and EXT)Over 215 students (ONC and EXT)

• Over 33 TeamsOver 33 Teams


• TeamworkTeamwork

• Critical thinkingCritical thinking

• Communication skillsCommunication skills

• Independent learningIndependent learning

• Problem-solving skillsProblem-solving skills

Key graduate attributesKey graduate attributes


• StatisticsStatistics

• PhysicsPhysics

• GIS and mappingGIS and mapping

Technical content focusTechnical content focus


Main delivery via WebCTMain delivery via WebCT• Survey formsSurvey forms

– AssessmentsAssessments

• Project delivery Project delivery – Content files, organisersContent files, organisers

• Report submissionsReport submissions– Assignments Assignments

• Team meetingsTeam meetings– Discussions and ChatDiscussions and Chat



Initial survey formInitial survey form• 210 responded by end of two weeks (out of 210 responded by end of two weeks (out of

225 odd students)225 odd students)• 150 responses by first two days of S2150 responses by first two days of S2• External students were active in the first week External students were active in the first week

of releaseof release


Student teamsStudent teams• Most teams with 7 membersMost teams with 7 members

• Multi-disciplinary teamMulti-disciplinary team

2 - 4 Agriculture/Civil/Environmental2 - 4 Agriculture/Civil/Environmental

1 - 2 Electrical/Electronic 1 - 2 Electrical/Electronic

1 - 2 Mechanical/Mechatronics 1 - 2 Mechanical/Mechatronics

1 - 2 Survey/GIS/Land Information1 - 2 Survey/GIS/Land Information

• Diverse teamDiverse team

2 - 4 BENG/BSUR (4 years)2 - 4 BENG/BSUR (4 years)

2 - 3 BTech (3 years) 2 - 3 BTech (3 years)

2 - 3 AD (2 years) 2 - 3 AD (2 years)



Team CommunicationTeam Communication

• Discussion toolDiscussion tool

• Chat and Whiteboard Chat and Whiteboard

• Other online chatOther online chat

Course mailbox:Course mailbox:

[email protected]@usq.edu.au


Online QuizzesOnline Quizzes

• Serves dual purposeServes dual purpose

– Give hints/directionsGive hints/directions

– Check mastery of conceptsCheck mastery of concepts

• Short quizzes with varying difficultiesShort quizzes with varying difficulties

• Formative assessmentFormative assessment

• Very high rate of participationVery high rate of participation


Electronic submission and Electronic submission and marking of Assessmentsmarking of Assessments

• Electronic submissions via WebCTElectronic submissions via WebCT

– Only one team submitted late by one dayOnly one team submitted late by one day

• Electronic marking and moderationElectronic marking and moderation

• Marks and Feedback via WebCTMarks and Feedback via WebCT

– Accessibility by all team membersAccessibility by all team members

– Completed within two weeks of submission Completed within two weeks of submission

• Publication of selected team reportsPublication of selected team reports

– Useful for collaborative learningUseful for collaborative learning


Effectiveness of toolsEffectiveness of tools (overall usage)(overall usage)

0

400

800

1200

1600

2000

2400

-1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Week No.

To

tal

us

er

se

ss

ion

s p

er

we

ek

0:00:00

0:02:53

0:05:46

0:08:38

0:11:31

0:14:24

0:17:17

av

era

ge

se

ss

ion

le

ng

th (

hh

:mm

:ss

)No. of sessions

Session length

Average of 190 sessions/day Average of 190 sessions/day (daily logon by each active student)(daily logon by each active student)


Effectiveness of tools Effectiveness of tools (overall usage)(overall usage)

32%

25%

13%

9%

6%

4%

4%2%

5%Organizer

Discussion

Assignments

Assessment

Content File

Login

Announcement

Chat

Others

Based on no of sessionsBased on no of sessions Based on total session timeBased on total session time


Effectiveness of toolsEffectiveness of tools(discussions)(discussions)

0

10

20

30

40

50

No

of

po

sts

per

tea

m

ONC 7.6 43.9 36.7 46.2

EXT 35.6 46.7 36.9 37.6

Intro P1 P2 P3


Desirable Enhancements of WebCTDesirable Enhancements of WebCT

• Reduce number of mouse clicksReduce number of mouse clicks

• Make navigation easyMake navigation easy

• Improvement to chat facilitiesImprovement to chat facilities

• Mail tool has limitationsMail tool has limitations

• Better backup facilitiesBetter backup facilities


Students feedbackStudents feedback“The use of WebCT to submit assignments is a very

good idea. This cuts down on the amount of paper flying around for each project and ensures that On-Campus and External Students are treated the same.

Also the use of the discussion boards for asking project related questions is great because it enables us to receive quick answers from the proper technical advisors. This was a great help because if other groups had similar questions, then the question was only asked once and answered once.”


Students feedbackStudents feedback“I would have to say that the biggest improvement ..

was that our marks are now individualised. Also the electronic submission setup adopted by you guys is brilliant.”

““Electronic lodgement of our reports provided an Electronic lodgement of our reports provided an excellent way of submitting our assignments, it excellent way of submitting our assignments, it ensures that assignments are received on time and ensures that assignments are received on time and without any dispute.”without any dispute.”

““I found web based submitting of assignments easy I found web based submitting of assignments easy (user friendly) and convenient with work (user friendly) and convenient with work especially being able to submit after hours. This especially being able to submit after hours. This saved a lot of travelling for me.”saved a lot of travelling for me.”


Concluding RemarksConcluding Remarks

• Very high student participation using a Very high student participation using a wide range of WebCT toolswide range of WebCT tools

• Widespread acceptance by both ONC and Widespread acceptance by both ONC and EXT student cohortsEXT student cohorts

• Enables distance students to experience Enables distance students to experience PBL experience in a virtual environmentPBL experience in a virtual environment

• Some enhancement to WebCT is desirableSome enhancement to WebCT is desirable– Hopefully addressed in Vista 4.0??Hopefully addressed in Vista 4.0??


The ENG2102 Course Team (2004)The ENG2102 Course Team (2004)

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d

www.usq.edu.au

Thank you!Thank you!

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Effective use of WebCT in a PBL course for dual mode delivery Dr Thiru.

Documents

t h e u n

n d slide

n d students

n d eng2102 team

n d online quizzes

n d student teams

n d electronic submission

n d main delivery