As far as materials are concerned, Mayes (1995) suggested a three-fold
classification of online courseware based on the level of interactivity –
primary, secondary and tertiary. Primary materials “support the
presentation of content” which can take the form of third party products
or websites, course notes, handouts and presentations. The further
dimension incorporated in secondary materials “provide resources for the
doing of learning tasks”. Students are encouraged to explore their
understanding of (primary) materials provided through questions and
quizzes. Mayes states this encourages a more reflective engagement with
the materials (see definition below). Whilst students generally welcome
easy access to such materials, Mayes suggests that primary and secondary
materials add little to the learning process. Mayes maintains that it is
only with tertiary materials that learning occurs because they “support
learning dialogues, through communication”. This can involve genuine
interaction through simulations and online discussions (Mayes, 1995).
For analysing the broad range of e-learning developments, I have developed
a similar three stage process to Southampton's although with a different
sequence:-
1. STORAGE - The first use that many institutions make of a VLE is as a
repository or store of information. Making such simple resource material
available on the web is generally seen as adding value for students to
the 'traditional' elements of the course. In particular, students value
the availability of resources at times that fit their preferred work
patterns and other commitments (Appendix 13 refers).
2. INTERACTION - Beyond storage, however, e-learning provides the
opportunity for interaction. In addition to developing interactive web-
based course materials (or integrating the use of multimedia resources
such as CD-ROM), VLE features such as communications and computer assisted
assessment (for formative or summative assessment and feedback online
tests or surveys) can be used (after Bains 2000 – Appendix 10 refers).
These still add value to, rather than transform, the course. The
introduction of such interaction equates to the secondary and (at its most
developed) tertiary level interaction in Mayes’ (1995) terms.
3. INTEGRATION - In order to integrate e-learning into the curriculum, the
VLE elements used may not change but their roles do. Rather than
supporting existing modes of delivery, they become an integral part of
course planning. The transformed 'blend' of the course uses e-learning
and traditional elements where they best fit purpose. Such integration
equates to the tertiary level in Mayes’ (1995) categorisation. There are
two items relevant to integration in Bains’ categorisation (2000). First,
it involves creating an integrated, online learning experience which
incorporates several of the elements outlined. Second, it involves
integrating web-based activities into a programme making them an integral
part of the delivery of the curriculum.
I'm currently researching the impact of such developments on teaching and
would be happy to sure thoughts with anyone doing similar work.
Cheers,
Tony Churchill
Educational Developer
Phone: 0116-2231876
Mobile: 07748-677724
Fax: 0116-2231815
Staff Development Centre
9th Floor, Charles Wilson Building
University of Leicester
University Road
Leicester
LE1 7RH
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