Volume Two - Academic Conferences

King-Sized eLearning - how Effective can an Online
Approach be for Large Module Groups?
Marie Sams, Mary Crossan and Kate Mottram
Coventry University, UK
edu083@coventry.ac.uk
m.crossan@coventry.ac.uk
k.mottram@coventry.ac.uk
Abstract: There are ever increasing challenges facing academics in introducing more innovative approaches to
learning, improving the student experience and ensuring resources are managed more efficiently. eLearning is
increasingly being used as a mechanism for the delivery and assessment of students, however this can present
its own set of challenges, particularly when delivering this approach to large groups of students. Additionally, it is
important on business programmes that students get used to and develop skills in online communications as
many will be required in employment to use email and web based technologies. Online discussion also provides
a platform for a truly student centred approach in exploring teamwork and collaboration (McLoughlin and Luca
2002). This paper explores the findings of a research study undertaken at a UK Higher Education institution
which delivered a new blended learning module (Management and Organisational Behaviour) and online
assessment to over 400 first year business undergraduates over 20 weeks. This included a range of technology
approaches such as online case studies, DVDs, discussion forums, voice boards, quizzes and mind maps. The
paper discusses the benefits and drawbacks of undertaking the programme as part of a group of over 400
students and will include recommendations that can be adopted across other institutions that are considering
online or blended learning to students within a given timeframe. The findings discuss a broad range of areas
including the importance of flexibility in online learning and promotion of independent learning, assessment, and
motivation to engage. It covers the first level of the research, in terms of perceptions of engaging with large
groups of students online; however has scope for further analysis of each of the themes discussed.
Keywords: eLearning, e-assessment, learning, large, groups, modules
1. Background
A new module entitled 'Management and Organisational Behaviour' (MOB) was developed ready for
delivery in 2010/11 to students on a range of business and applied management programmes at
Coventry University. Similar modules attracting student numbers of this scale would traditionally be
taught in face to face lecture/seminar style followed by either essay or exam type coursework.
At the time of developing MOB, The Centre for Excellence in Learning Enhancement at Coventry
University put a call out to fund a small number of research projects that were considering developing
an e-assessment approach within their teaching and learning strategy. It was believed this would be
an ideal opportunity to pilot a blended learning and e-assessment for a larger group of students that
would have previously not been possible due to lack of resources and technology support.
The focus of the research took the form of investigating:
The benefits and drawbacks of engaging online from the students perspective
The impact of online learning in large numbers
It was envisaged that by piloting this study, that best practice and lessons learned would be available
to share with the wider University and other educational establishments considering adopting similar
approaches.
2. Literature and development of the blended approach
A review of the literature provided the researchers with knowledge to help develop the online
approach based on current practices and methodologies.
Context
Recent changes in the higher education sector have seen an increase in student to staff ratios, and
additionally in seeking out new, innovative means of delivering modules to learners (Nicol 2007,
Roberts and Lund 2007). This has meant there have been less opportunity for formative feedback
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