Windle et al [2010]
Course; nottingham uni, nursing [basic science]
Numbers; around 40
Purpose
Students have well researched problem with core science concepts. Need to explore different ways to deliver subject Research method
3 cohort study comparing face 2 face workshop with online
Measured with exam results, and questionnaires
the change Use of RLO resources as replacement for lectures.
Paperbased workbooks to record progress through the materials Assessment Exam
Results
Students reported no difference in statisfaction between f2f and online delivery. Exam results were not affected Highest student reported characteristic of RLO was access over audio narration and interactivity. Key is control and ownership by students.
Students agreed that RLO was easy to use, and pitched at right level.
They didn't mind working independently online Issues
Level of feedback on progress
Learning styles
Particular aspects of media
Results
Students reported no difference in statisfaction between f2f and online delivery. Exam results were not affected Highest student reported characteristic of RLO was access over audio narration and interactivity. Key is control and ownership by students.
Students agreed that RLO was easy to use, and pitched at right level.
They didn't mind working independently online Issues
Level of feedback on progress
Learning styles
Particular aspects of media
Course; nottingham uni, nursing [basic science]
Numbers; around 40
Purpose
Students have well researched problem with core science concepts. Need to explore different ways to deliver subject Research method
3 cohort study comparing face 2 face workshop with online
Measured with exam results, and questionnaires
the change Use of RLO resources as replacement for lectures.
Paperbased workbooks to record progress through the materials Assessment Exam
Results
Students reported no difference in statisfaction between f2f and online delivery. Exam results were not affected Highest student reported characteristic of RLO was access over audio narration and interactivity. Key is control and ownership by students.
Students agreed that RLO was easy to use, and pitched at right level.
They didn't mind working independently online Issues
Level of feedback on progress
Learning styles
Particular aspects of media
Windle et al [2010]
Course; nottingham uni, nursing [basic science]
Numbers; around 40
Purpose
Students have well researched problem with core science concepts. Need to explore different ways to deliver subject Research method
3 cohort study comparing face 2 face workshop with online
Measured with exam results, and questionnaires
the change Use of RLO resources as replacement for lectures.
Paperbased workbooks to record progress through the materials Assessment Exam
Results
Students reported no difference in statisfaction between f2f and online delivery. Exam results were not affected Highest student reported characteristic of RLO was access over audio narration and interactivity. Key is control and ownership by students.
Students agreed that RLO was easy to use, and pitched at right level.
They didn't mind working independently online Issues
Level of feedback on progress
Learning styles
Particular aspects of media
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