Volume Two - Academic Conferences

Marie Sams et al.
MOB was set up in a way in which the teaching team could pick up and action any issues by
discussing the online delivery informally at face to face teaching sessions to get a feel for how it was
being received and what students were getting from it. The main points of focus for the team were the
flexibility in changing resources online, encouraging debate and discussion amongst students,
facilitating student led learning and implementing an assessment reflective of the learning outcomes
of the module.
3. Research approach
The research has been undertaken adopting both quantitative and qualitative methods of data
collection. The rationale for this was to better understand and interpret the current perceptions and
feelings of those participating in the module.
Full ethical approval was granted, and an online survey was developed and piloted for students
following completion of the e-assessment, which was approximately ten weeks into the module. The
students did not have automatic access to their marks on completion of the e-assessment to minimise
bias of responses. The online survey was made available to 419 students. 286 completed the
questionnaire, over 68% response. It should however be noted that respondents were not required to
answer all questions, and could opt not to answer a survey question if they wished.
Please see table 1 to show the profile of responses.
Table 1: Profile of responses
Male 61%
Female 39%
Full time students 91%
Part time students 9%
Initial analysis of the questionnaire findings were thematically analysed and from this a focus group
schedule was drawn up to further investigate some of the themes that had arisen from the survey
results. Two focus groups ran with a total of 11 participants.
Due to the nature of the research, the need for reflexivity was acknowledged (McGhee et al 2007) to
minimise the risk of subjectivity. It was recognised that the researchers were part of the process and
ultimately brought previous experiences, beliefs and values to the study. To acknowledge this helped
to back track from initial reactions to maintain and validate an objective view.
4. Findings
Benefits and Drawbacks Perceived By Students
Throughout the research into MOB, quantitative data and qualitative comments from students have
been collected through both an online survey and focus groups. From this, several key themes
demonstrating benefits and drawbacks perceived by the students studying the module, have been
gathered and collated.
Benefits:
Flexibility and Ease of Use; both full and part time students in focus groups suggested that
flexibility was one of the major advantages to MOB, allowing them to study at a time and place
which was most convenient for them. Owens and Price (2010) found that lecturers also had
increased flexibility when considering eLearning, compared to more traditional teaching formats.
This is something that will be discussed later in the paper, but is an idea that is also reflected by
lecturers and practitioners involved in MOB.
Development of Transferable Skills; 63% of participants who responded indicated that studying a
module via blended learning would contribute to their employability skills, with just under half of
students stating that they had developed entirely new skills when using technology. Focus group
participants discussed the benefits of online engagement as a good way of managing self
directed learning (time management), and developed skills in online discourse.
Assessment; Overall it appears that students were satisfied with the type of assessment used
within MOB. Many commented that they found an online assessment less stressful than
traditional written exams. Comments also extended to suggest that students found the online
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