Comparing Modalities in Learning in Computer Science

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Comparing Modalities in Learning in Computer
Science

• Fourth annual LTSN-ICS conference
• Galway, August 27, 2003.
• Raymond Flood, Bob Lockhart
• Department for Continuing Education
• University of Oxford
• Pete Thomas Open University, Milton Keynes

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One course - two delivery modes

• Undergraduate diploma in computing.
• Part time study over two years.
• 120 CATS points at level two.
• Twelve topics - basic undergraduate computer
  science.
• Continuous assessment plus an annual examination.
• No formal admission requirements.

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Class course

• Two-hour lecture weekly - October to May.
• Three weekend schools each year.
• One exam each year, in June.
• Single class of 15-20 students.
• Variety of lecturers.
• Possession of a computer is not essential.
• Limited amount of hands-on computing.

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Class course, Internet course.

• Two-hour lecture weekly - October to May.
• Three weekend schools each year.
• One exam each year, in June.
• Single class of 15-20 students.
• Variety of lecturers.
• Possession of a computer is not essential.
• Limited amount of hands-on computing.

• Units last six weeks and are delivered via Web.
• One, six-day, summer school each year.
• One exam each year, in August.
• Classes of 100-150 students.
• Students are in tutor groups of 15-20 students.
• Internet connection vital.
• Some hands-on computing.

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The versions of this course are similar in .

• Subject matter.
• Teaching staff.
• Assignments.
• Examinations.

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The versions of this course are different in .

• Delivery modes.
• Timing.
• Support.
• Size.
• Facilities.

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The point of this work is .

• To compare student performance in the two
  courses, on the basis of assessment results.
• To compare the students perceptions of their
  educational experience of these courses, on the
  basis of a questionnaire much used within Oxford
  University.

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Axiomatics

• We believe the courses are sufficiently similar
  in subject matter and assessment for us to relate
  differences in performance and perception to the
  different delivery modes.
• Of course, there are differences in the two
  modes.
• And it may well be that they attract different
  sorts of students in the first place or that
  different sorts of students do well in them.
• We do have stable courses - both courses have
  been running for more than four years.

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Demographics

• The mean age of class-based students is usually a
  little above that of the Internet students.
• Both courses attract students with average age
  just above 35.
• A bigger proportion of the class course is
  usually female (sometimes more than 50).
• In the Internet course we normally have about 65
  male students.
• Attrition rates are much lower in the class
  course.

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Assessed performance

• The figures support the view that students
  completing these courses perform as well in
  either version.
• This applies both to continuous assessment and
  examination scores.
• There was a significant difference in the first
  cohort of Internet students.
• They performed significantly better in the
  examinations.
• This may be a phenomenon anecdotally observed in
  the OU - the first cohort does better!
• This certainly has not occurred in subsequent
  years.

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Typical results
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Student perceptions

• We used a questionnaire developed by IAUL,
  Oxford, and previously administered to just under
  one thousand Oxford undergraduates.
• The questionnaire involves about 70 questions,
  most involving a five-point Lickert scale.

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Questionnaire results

• Internet students tended to hold stronger
  opinions all round!
• Clear difference in appreciation of team-building
  skills from Internet students.
• This may relate to structural differences between
  the two courses.
• We are considering how we might introduce more
  group working into the house course due to this
  response.

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Further work

• We have much additional material to analyse.
• This includes the performance and opinions of
  further cohorts of students.
• Plus additional feedback from standard
  departmental questionnaires.
• We should also like to target particular
  questions suggested by this work.

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Further questions

• Can attrition in the Internet course be related
  to delivery modes?
• Does attrition correlate with various sorts of
  support?
• Should we consider re-organising some aspect of
  support and delivery?
• Would the inclusion of some aspects of the
  Internet course augment the house course?

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Further information

• More detailed information is included in our
  paper.
• We have also started work on a Web site
  www.conted.ox.ac.uk/cleat where more information
  may be found.

Thank You!