Dan Riordan

March 3, 2004

In January 2004 faculty and staff indicated that teaching and learning at UW-Stout were changing after the introduction of course management tools. Thirty-three instructors in four sessions indicated that changes in teaching included changes to more class room interactivity, greater feedback, use of more materials and greater accessibilty. Changes in learning focused on more student discussion, initiative, cooperation and preparation for class.

In order to assess changes in teaching and learning caused by the widespread use of course mangement tools (Blackboard and e-Scholar), the Teaching and Learning Center sponsored a focus group session on January 13, 2004, during professional development week. Originally invited to the session were approximately 300 teachers who have been identified as using Blackboard or e-Scholar in their classes. Thirty-three teachers participated in the session.

The thirty three were broken into four groups, each with a facilitator and recorder. The either facilitators and recorders had met previously to coordinate the handling of the hour and to insure some consistency in the way sessions were conducted.

In all the participants responded to three questions

1. Why did you decide to come to this session? Do you have any other thoughts?

2. Has using Blackboard or e-Scholar changed the way you teach?

3. Has using Blackboard or e-Scholar changed the way your students learn?

A preliminary reading of the recorded answers reveals these patterns:

Participants focused on these items as the reason for taking part in the session:

• They came because they were asked
• They wanted to share what they have learned using these tools
• They wanted to hear what others are doing, hoping to derive a sense of best practice
• They wanted to participate in something that would help guide the campus

Participants' comments on "other thoughts" included:

• They would like more sessions like this
• They would like the sessions to be at least two hours long
• They felt "OK" with e-Scholar

Respondents indicated a wide range of changes. These changes tended to be put in operational (i.e. describe actions) rather than theoretical (i.e. change to role as guide on side). The comments can be arranged into comments about the student-teacher dynamic and about changes in classroom activity. The changes in activity often illustrate what Randy Bass, in his February 20, 2004 presentation at UW-Stout referred to as moving the "first exposure" that is, the initial contact with the material occurs before the first time the material is discussed in class.

The four most common types of comment were the following:

• Classes are more interactive; many instructors now post lecture material and use class time to discuss that material.
• Feedback, in the form of easily accessible grades, email comments and practice tests, was given more regularly and more quickly.
• Materials used in class are more frequent and more up-to-date because of the ease of posting them.
• Accessibility of instructor is greatly increased.

A list of other common comments includes all of the following:

• Teachers felt more personal
• They felt that they were more focused and organized, both in class and in class structure
• They were able to include more reference material.
• They used less paper

• Classes had more depth
• Classes have more group, collaboration work
• Instructors post lecture notes and study questions, which students use
• Lectures are enhanced by the possibilities created by the digital environment (e.g. use of PowerPoints)
• Classes are "extended" because students can work on materials at any time
• Extra materials to challenge active students can be posted

Instructors’ perceptions indicate that the digital environment has had a positive impact on students, especially in the realm of "active learning." These themes were repeated:

• There is more discussion
• There are more questions
• Students seem more active, independent, and willing to challenge themselves and to find answers
• Students seem better prepared
• Students help each other learn
• Students learn on their own
• Students have greater access to assessment
• Student access notes before class

For both questions the participants noted some negative issues. In regard to their activity in class, issues included the "time demand" both in preparation of materials and in the answering of personal emails. They also include comments about having to be an "in class technician" and having to deal with inappropriate use of computers in class.

In regard to students the respondents felt that some students are becoming less active, more dependent on the web and the materials on the web. In addition students often read posted notes and then decide to skip class.

An interesting way to view these results is to compare them briefly to "Seven Principles for Good Practice in Undergraduate Education" by Arthur W. Chickering and Zelda F. Gamson. According to Chickering and Gamson good undergraduate teaching practice:

1. encourages contact between students and faculty,

2. develops reciprocity and cooperation among students,

3. encourages active learning,

4. gives prompt feedback,

5. emphasizes time on task,

6. communicates high expectations, and
7. respects diverse talents and ways of learning.

In particular these results indicate that the first four of the principles are being enhanced as teachers and students at UW-Stout use the available course management tools.

These comments also indicate a transition in the conception of teacher role. Many comments indicate a switch to more of a "guide" approach. For instance many teachers commented about the increased use of discussion in class because they no longer have to lecture as much in order to deliver factual material. However, many comments also indicate a "sage" approach. For instance the concerns about student distractions indicate that computers (admittedly not exactly a Blackboard/e-Scholar function) are used in class to take notes during lectures.

Many comments indicate an initial focus on the perennial teacher-student dynamic–grades, and accessibility for answering questions.

Overall the comments indicate a faculty committed to exploring the possibilities of the Digital Environment. If a "guide" role is highly desirable to facilitate learning, emphasis from programs like those of the TLC should be on helping teachers understand best practices that will lead toward adoption of those roles.