Learning and Teaching Investment Fund final report
Development of an Interactive Digital
Learning Space for Pathology Practicals
Dr Roula Kyriacou
School of Health & Biomedical Sciences/SEH
9 January 2017
Strategic objectives addressed:
X GLOBAL: Priority 3 – Define and deliver an RMIT student experience that is characterised by
its global engagement, international mobility and cross cultural opportunities. We will: develop
curriculum which is internationally relevant and incorporates cross-cultural learning.
X URBAN: Priority 5 – Build education and training opportunities for disadvantaged urban
populations through: Improving access and pathways to educational achievement.
X CONNECTED: Priority 3 – Ensure that all RMIT staff can support a connected and responsive
University by developing policies, processes and professional development to: Support academics
and teaching staff to deliver excellent education and research and: Attract, develop and retain staff
who are focused on performance which will support our strategic objectives.
Internal order number: 360542
Project leader contact details:
Email: [email protected]
Phone: 9925 7484
Project team members:
•
Ms Fiona Maxey
•
Dr Faith Kwa
•
Dr Cindy O’Malley
Funding scheme
LTIF contestable
(please type an ‘X’ in
the correct box)
RMIT Vietnam Program Development Fund
X
Title of Report
Unclassified
1 Executive summary
Six online interactive modules were developed for the practical component of MEDS1075 General
Pathology to introduce blended learning, increase student engagement and maximise learning
outcomes.
The modules were developed in consultation with a software development company, Synotive.
Each module incorporated a pathology practical e-manual, digital images of microscopic
specimens, vodcasts describing macroscopic specimens, digital learning activities and quizzes.
The content for each module was created and instructionally designed to inform, support and
prepare students for face-to-face workshops which involved hands-on, active learning activities. In
doing so, the face-to-face classes were reduced from eleven 2-hour sessions of instruction, to six
2-hour sessions of instruction. We therefore reduced teaching and technical demands of the
practical component of the course, and increased accessibility and flexibility of delivery, thus
accommodating the diversity of the changing student profile.
Data was also collected with regards to student engagement, blended learning, cohort experience,
and learning outcomes by means of student surveys (prior to delivery of the modules, and at the
end of semester) and focus group discussions (prior to delivery of the modules, and at the end of
semester). Focus groups were also conducted with students that undertook the course in 2015.
This data is currently being analysed quantitatively and qualitatively for manuscript preparation.
2 Outcomes
MEDS1075 General Pathology students from BP147 and BP231 programs have benefitted from
the project (94 students). CES data showed that both GTS and OSI scores improved in 2016
compared to 2015. Scores were considered “sufficient” for use and are outlined below:
2015
GTS: 85.5 %
OSI:
84.6 %
2016
GTS: 91.5 %
OSI:
97.1 %
CES Free Text data showed very favourable responses from students with regards to the delivery
of the online modules. Here is a sample of responses:
“The best aspects of this course is the online modules that you complete prior to coming to the
prac classes. They are really well done in the way that the information is presented and the fact
that you have a quiz at the end of the online module helps to reaffirm the knowledge gained from
that particular online module.”
“The online modules were fantastic and the perfect medium to revise and consolidate what was
learnt in the lectures whilst also preparing us for the practical workshops. I felt like I learnt a lot in
this course and thoroughly enjoyed it.”
“….The modules are amazing! highly interactive, provide a great summary of the relevant lecture
content, with lots of colour. Like being able to go through the slides before class, with explanations
and pictures about the main pathological processes of each slide. Having the morbid specimens
explained as well with a video. Also like how these are a requirement but that they can be
reopened for revision purposes.”
“…The online modules were fantastic and the perfect medium to revise and consolidate what was
learnt in the lectures whilst also preparing us for the practical workshops.”
“I liked the online integration of this course. I found the online modules handy for private studying,
and I really think the staff utilised their online resources well, especially with video messages sent
to the cohort”.
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“I really liked the practical classes, the online modules really helped me to consolidate the
information from the lecture and apply it to the prac classes”.
“I thought the online modules and practicals consolidated all of the knowledge from the theory side
of the course.”
….”Also, the practical class is more useful as we can prepare for it by doing modules before
looking to slides which can help in the identification of pathological conditions and changes. Whilst,
last year practical classes were hard as we looked to the slides without having an idea about the
conditions…
“The practical online modules are extremely helpful in understanding the material for the
practicals.”
3 Project outcomes and impacts
3.1 PROJECT OUTCOMES
Six online modules were developed as part of a new blended teaching resource (see Appendix A).
The online modules provided the opportunity for all students to interact with their pathology studies
in a flexible way and consolidate their learning at their own pace, whilst the face-to-face workshops
allowed students to integrate their knowledge in an engaging practical environment that
encouraged active learning. Furthermore, these modules can be used as an exemplar for use by
other disciplinary or interdisciplinary staff.
Overall, the project was designed to achieve the following outcomes:
● Improved student engagement and learning outcomes, and an improved cohort experience.
With regards to student engagement, learning outcomes, and cohort experience, the introduction
of blended learning has been a success. Students attended face-to-face practical workshops
following completion of the each module, which provided content and instruction that was required
for achievement of their competencies and learning objectives. Without completing each online
module prior to attending class, students would be disadvantaged in completing the active learning
activities and graded assessments. It was evident from CES Free Text data, preliminary survey
results and focus group discussions, that the blended teaching resource was helpful, useful and
engaging with regards to their progress during class and overall learning outcomes.
For example, the end-of-semester student survey was conducted employing a 5-point Likert scale,
and it comprised a sample size of 45 students. Results showed that 93% of students either agreed
or strongly agreed that the blended learning approach (online modules and face-to-face workshop
sessions) was a good learning method. Furthermore, 100% of students either agreed or strongly
agreed that this approach helped them to actively engage with their pathology studies, and for 87%
of students, it provided them with appropriate feedback. Moreover, 96% of students either agreed
or strongly agreed that that the online modules helped them to apply their practical knowledge in
workshop sessions, and 96% of students were also satisfied that they were able to ask the
questions they wanted via the blended learning approach.
● Improved student competencies via inquiry-based learning, individual and collaborative learning,
and guided discovery learning.
Students engaged in interactive digital learning activities prior to practical classes and were well
prepared for hands-on active learning activities, thereby maximising and enabling achievement of
their learning objectives. Based on feedback by teaching staff, students arrived to class with wellinformed questions, and were able to utilise their face-to-face interaction for optimal learning.
● Collection of data with regards to student engagement and learning outcomes for each of the
modules developed.
Data was collected with regards to student engagement and learning outcomes by means of
student surveys (prior to delivery of the modules, and at the end of semester) and focus group
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discussions (prior to delivery of the modules, and at the end of semester). Focus groups were also
conducted with students that undertook the course in 2015. Data analysis is currently in progress.
● Increased accessibility and flexibility of delivery, accommodating the diversity of the changing
student profile.
With the introduction of the instructionally designed online modules, we have increased the
accessibility and flexibility of the practical component of the course. We have accommodated
current students with regards to life stage, social and cultural diversity by engaging them in online
activities and digital learning. Students were able to work through the modules at their own pace,
tailored to their own learning needs. Upon completion of each module, students undertook a quiz
to consolidate their learning, prior to attending the face-to-face session which involved practical
hands-on activities and graded assessments.
4 Dissemination strategies and outputs
The six online modules were implemented and offered in 2016 via the MEDS1075 Blackboard site
under “Learning Resources” in the form of a sharable content object reference model (SCORM).
The project material and content required for development of the modules, as well as the modules
themselves, are available from Dr Roula Kyriacou. To date, the modules and project outcomes
have been presented at the Laboratory Medicine Retreat in December 2016, to Laboratory
Medicine, Microbiology and Technical staff members.
In future, dissemination of the project outcomes will take place at the following meetings,
conferences and/or RMIT Learning & Teaching events:
- School of Health & Biomedical Sciences Brown Bag Series
- Annual L&T Expo
- Annual SEH L&T Festival
- Histology Group of Victoria (HGV)
- Australian Institute of Medical Scientists (AIMS)
- Australian & New Zealand Association of Health Professional Educators (ANZAHPE)
As the data is currently being analysed quantitatively and qualitatively, the following impact from
this project is anticipated:
Increased research output of project team members.
Recognition of team members via promotion or awards for contribution to learning & teaching.
Improvement of learning outcomes, thereby equipping students to be more work-ready - to develop
an analytical and critical thinking approach to problem solving required in health/medical
professions.
Module design and delivery to be used to promote teaching quality to prospective students, both
local and global, and to other disciplinary or interdisciplinary staff.
Module design and delivery to be embedded across other disciplines within our School and other
Schools in the University, to transform student learning and strengthen the student learning
experience.
5 Evaluation of project outcomes
The data collected is currently being analysed to determine success of project outcomes.
Evaluation was assessed by conducting formative and summative focus group discussions and
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student surveys. The analysed data will be forwarded to the LTIF panel as part of a manuscript for
publication purposes.
Independent of the project team, the Research Assistant recruited students to participate in focus
groups in the early stages of the project,. Students were recruited from the 2015 cohort that have
already completed the course, and from the 2016 cohort. The formative evaluation assessed
student perceptions of online practical classes before undertaking the new blended learning
format, focusing on the content and delivery mode of the project. Focus groups were also
conducted at the end of the project for both 2015 and 2016 cohorts to evaluate the success of
project outcomes.
The Research Assistant also administered student surveys in relation to student engagement,
blended learning, cohort experience, and learning outcomes prior to delivery of the modules, and
at the end of semester. The summative evaluation provided an overall perspective of the project,
focusing on the value of the project and was designed for accountability and continuation
purposes.
Following analysis of the data and presentation of project outcomes at dissemination activities,
responses to feedback and evaluations will also be received and discussed.
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Appendix A
Below are screen-shots of Module 1 showing the opening sequence, introductory slides,
instructions to students, side menu, learning objectives, examples of slide and morbid anatomy
presentations, and set up of quiz questions.
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