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GREEN MODULES FOR SUSTAINABILITY IN HIGHER EDUCATION: GREEN MODULES FOR SUSTAINABILITY IN HIGHER EDUCATION:

GREEN MODULES FOR SUSTAINABILITY IN HIGHER EDUCATION: - PowerPoint Presentation

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GREEN MODULES FOR SUSTAINABILITY IN HIGHER EDUCATION: - PPT Presentation

A LONGITUDE STUDY ON IMPACT ON STUDENTS By Dr Fadi Safieddine amp Dr Sin Wee Lee 1 Keywords Green Module Paperless Education Student Experience Virtual Learning Environment VLE Introduction ID: 793467

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Slide1

GREEN MODULES FOR SUSTAINABILITY IN HIGHER EDUCATION: A LONGITUDE STUDY ON IMPACT ON STUDENTS

By Dr. Fadi Safieddine & Dr. Sin Wee Lee

1

Keywords: Green Module, Paperless, Education, Student Experience, Virtual Learning Environment (VLE).

Slide2

IntroductionBackgroundMethodologyResults and outcome

Conclusion and recommendations for further research.

2Presentation Content

2

Slide3

Introduction: Part 1

The concept of Paperless classroom is not new.No previous study looked at the effect the switch has on students as they move from:Paper based Classroom

 Paperless Classroom

 G

reen Classroom

3

Slide4

Introduction: Part 2Green Classroom

(or subject) is a term where a module is delivered completely green.A completely green classroom means teaching, delivery of material, assessment, feedback and marking done:PaperlessNo use of storage devices

This paper studies the progress of four modules over period of six years as they switch from paper based, to paperless and then to Green modules.The focus of this paper is the effect of this switch on students performance and experience.

4

Slide5

Case Study:

Four modules in Computing over five years of teaching moving from paper-based (P) to paperless (PL) then totally Green (G).Progress of these modules show table 1.

Module/Year

2006/2007

2007/2008

2008/2009

2009/2010

2010/2011

2011/2012

IM0002

P

P

P

G

G

G

IM1024

P

P

G

G

G

G

IM1701

P

P

PL

G

GGIM2701PPPLGGG

Table 1: Transfer from paper-based, paperless and onto Green modules.

5

Slide6

Methodology:Use of Virtual Learning Environment to deliver subject:

6

Slide7

Methodology:Student submit their assignment online via the website:

7

Slide8

Methodology:Course work collected by academics online and marked using ‘Comments’ in MS Word.

8

Slide9

Methodology:

Course work is uploaded back online with detailed feedback returned with grade to students.

Slide10

Methodology:

The full management of course work is done online by multiple groups and tutors.

10

Slide11

Methodology:

The full management of course work is done online by multiple groups and tutors.

11

Slide12

Methodology:

Students end of term Feedback is collected and analysed online.

12

Slide13

Methodology:

Even work collated for external review, internal and external validations are stored electronically.

13

Slide14

Research Questions

Two research questions are examined to determine the impact of switching from a paper-based module to a green module on students: What effect, if any, does the switch from paper-based to green module has on students performance?

What effect, if any, does the switch from paper-based to green module has on students experience?

14

Slide15

Research Results:Questions

1: What effect, if

any, does the

switch

from

paper-based

to

green

module has on students

performance?For question one, we shall review students’ grades and

passing rate from period 2006/2007 to 2007/2008 and compare them with period between 2009/2010 to 2011/2012 and whether there is a difference and is this difference statistically significant.

Module/Year

2006/07

2007/08

2008/09

2009/10

2010/11

2011/12

Correlation

IM0002

68.0%

76.4%

76.4%

69.6%

71.9%

72.6%+0.04IM102477.0%78.8%68.3%72.9%81.9%78.8%+0.25IM1701N/A29.0%38.8%45.1%72.9%71.9%+0.95IM2701

72.0%

61.1%

85.7%

86.5%

80.6%

86.1%

+0.68

Table 2: Passing rates (UEL Delta Records, 2012)

15

Slide16

Research Results:Questions

1: What effect, if

any, does the

switch

from

paper-based

to

green

module has on students

performance?

Table 3: Class average grade. (UEL Delta Records, 2012)

Module/Year

2006/07

2007/08

2008/09

2009/10

2010/11

2011/12

Correlation

IM0002

45.0%

48.5%

48.6%

42.8%

46.5%

48.6%+0.14IM102447.0%46.7%42.0%44.1%49.6%49.0%+0.38IM1701N/A32.5%32.5%32.8%45.2%47.7%+0.89IM2701

45.5%

42.2%

54.0%

53.7%

54.0%

54.7%

+0.80

16

Slide17

Research Results:

Questions 1: What effect, if

any, does

the

switch

from paper-based

to

green module has on

students performance?Analysis:While all correlation results show positive correlation on all the modules, there are some significant

variations.Passing rate: Only two out of the four module could be considered statistically significant.

Class average: three out of the four module could be considered significant correlation with one module having minor or no correlation significance.Conclusions:

The team can safely conclude that the switch to from paper-based to Green module will not have a negative impact on progression rate or class average.

In fact, positive impact should be expected in most cases.

17

Slide18

Research Results:

Questions 2: What effect, if any, does the switch from paper-based to green module has on students experience?For question two,

we reviewed students’ feedback period between 2009/2010 to 2011/2012 on their experience with Green modules as compared to their experiences with none Green modules that are running parallel and whether there is a difference and is this difference statistically significant.

Table 4: Green module feedback (Source

WebCT

assessment)

IM0002 (2010/11)

IM2701

(2010/11)

IM1701

(2011/12)

IM1024 (2011/12)

Total

5. Very Unsatisfied

(0) 0%

(0) 0%

(0) 0%

(1) 3.6%

(1)1.9%

4. Unsatisfied

(0) 0%

(2) 15.4%

(0) 0%

(0) 0%

(2) 3.8%

3.Neither/ unsure

(0) 0%

(2) 15.4%(0) 0%(6) 18.8%(8) 15.3%2.Satisfied(3) 60%(2) 15.4%(2) 100%(12) 37.5%(19) 36.5%1.Very Satisfied(2) 40%(7) 53.8%(0) 0%

(13) 40.6%

(22) 42.3 %

Total

(5) 100%

(13) 100%

(2) 100%

(32) 100%

(52) 100%

18

Slide19

Research Results:

Questions 2: What effect, if any, does the switch from paper-based to green module has on students experience?Analysis & Conclusion:

The rate of satisfaction with the green module across all four modules is 78.8% as opposed to 5.7% who are not satisfied with the switch. We are able to conclusively demonstrate that the majority of students welcomed the switch and the resistance to the switched was within acceptable rate.

19

Slide20

Research Limitations:

General limitations: All four modules are computing, which not includes final year computing, and module with exams as part of the assessment method.

All computing modules may have facilitated the switch given that all students tend to have a computer and/or majority have laptops or tablets as well.

Some

of the results in module improvements maybe attributed to the natural process of improvements the module has over the years as staff get more experienced in the subject.

20

Slide21

Further Research:

More inclusive experiment in other schools.Answering two more questions regarding the quantitative aspects of the switch which will be in our future publication.

What is the quantitative cost benefit effect of converting a module from paper based to green? What is the qualitative cost benefit effect of converting a module from paper based to green?

21

Slide22

References:

Adams, W. J. and Jansen, B.J. (1997). Information technology and the classroom of the future. Society for Information Technology in Education Conference. Orlando, Florida.Jadali, F. (1999). Paperless classrooms. Tech Directions 14(2). Retrieved November 2, 2008 from Academic Search Complete: ISSN 10629351.

Fei Wang, Jeremy (2010). Creating a Paperless Classroom with the Best of Two Worlds, Journal of Instructional Pedagogies. 2.

Slowinski

, J. (2000). Flaunt IT: Construction of a Paperless Classroom, in L. Mealy and B.

Loller

(

eds

) e-learning: Expanding the Training Classroom through Technology, pp. 117-127, IHRIM, Inc.

Rea, A., White, D.,

McHaney

, R. and Sanchez, C. (2000) Pedagogical Methodology in Virtual Courses,” in A.

Aggarwal (ed.) Web-based learning and teaching technologies: opportunities and challenges, pp. 138-139, Idea Group.Lutes, Kyle D., Harriger,

Alka (2003). Essignments – A step toward the paperless classroom.Meyer,

Barabra (2008). The Process of Implementing a Paperless Classroom in Teacher Education Using an Electronic Portfolio System. MountainRise, the International Journal of the Scholarship of Teaching and Learning. Downloaded from the Internet on September 22, 2012 at http://www.wcu.edu/facctr/mountainrise/archive/vol5no1/html/MR83.pdf

Arney, J., Jones,I., and Wolf, A. (2010) Going green: paperless technology and feedback from the classroom, Journal of Sustainability and Green Business. – Downloaded from http://www.aabri.com/manuscripts/10539.pdf (Last accessed 4th of September 2012)

De Bonis, Susan and De Bonis

, Nick (2011). Going Green: Managing a Paperless Classroom, US-China Education Review A 1 (2011) 83-87. ISSN 1548-6613Whilser, V., and Prater

, M. (2010). Economics of Paperless Classroom, Council for Economic Education National Association of Economic Educators – Global Association of Teachers of Economics. Annual conference – Miami, Florida.Kupetz, Allen H. (2008). Is the Paperless Classroom Possible? Biz Ed. January/February 2008 edition. Downloaded from the Internet on September 22, 2012 at Hawaii International Conference on Education. Downloaded from the Internet on September 22, 2012 at http://www.shaunperry.info/uploads/6/4/5/4/6454831/36-41_paperless_bized.pdf

Keller, J., and Burkman, E. (1994) Motivation Principles in M. Fleming and W. H.

Levie (eds) Instructional Message Design: Principles from the Behavioural and Cognitive Sciences, 2nd edition, Englewood Cliffs NJ: Educational Technology Publications.

Ryan, J.T. (2008). Document-management systems offer efficiency, save paper. Central Penn Business Journal, 1(2).Thompson, T.(2008). Less paper trumps paperless. Health Management Technology, pp. 42-43.

Jurgens

, F. M. (2000). The paperless classroom goes to sea. Sea Power 43(2). Retrieved November 2, 2008 from

ProQuest

: ISSN 01991337.

Osmon

, Peter (2011). Paperless classrooms: a networked Tablet PC in front of every child. Smith, C. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 31(2).

Davis, D. (2002). The paperless classroom: e-filing and e-valuating students’ work in English composition. Teaching English in the Two Year College, 30(2), pp. 162-176.WebCT (2012) Blackboard Digital Content, August 2012. Available at: http://www.blackboard.com/Platforms/Learn/Products/Blackboard-Digital-Content.aspx22

Slide23

Q&A

For more details, please read our publication at:INTED 2013: Safieddine. F. and Wee Lee .S (2013). Green Modules For Sustainability in Higher Education: A Longitude Study on Impact on Students. INTED. Valencia, Spain.Contact us:

Dr. Fadi Safieddine, Dr. Sin Wee Leef.safieddine@uel.ac.uk,

s.w.lee@uel.ac.uk

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