Lori Thibault and I responded to the valuable feedback we received this last week on our online Interprofessional Education Course. We do appreciate the feedback from our reviewers as it will help us modify our course and make it better.
We are glad to see that our course was considered, “easy to use, well laid out, and engaging”. As well, the LMS was easy to navigate and looks very professional. The scripting of the videos was well-received, in order to provide easy access to course notes for students.
One suggestion was to make the videos, quiz or other parts of module more attractive. Unfortunately, the quiz was not meant to be included as part of the first two modules, but rather within the next two modules and therefore was not ready. We will be ensuring the quiz looks visually appealing in response to this feedback. As far as the videos and other parts of the module go, we are restricted to the capabilities of our LMS. As well we wanted to use our LMS to the maximum of it’s capabilities, and therefore didn’t want to add too many other programs into the mix (such as google classroom, or giphys).
Course Shell Feedback:
Positive notes given about the toolbar on the top of the page for easy navigation between different activities, tools and course content.
There was feedback regarding the lack of student to instructor communication. However, as the introductory videos stated as well as the course information page, there would be easy access by email or phone for the students to ask questions of the instructors. The way that the news page is set up in the LMS, only the instructors can post information.
Positive comments were provided regarding our welcome videos, which we included to try to give some personalization to an online asynchronous style course.
We received feedback regarding the slightly overwhelming feature of the toolbar to list every possible tool or activity available to D2L, even if the course is not using that feature. This would be annoying to a student to have to ‘click’ on something only to find it not used in the course. Unfortunately, this is another feature beyond our control, which is why we tried to be as descriptive as possible regarding student tasks to complete.
There was a suggestion made to add a ‘fun activity’ to make the course more appealing to students. As this course is directed to adult students, and time factor is a consideration (15 min per module), we had to limit the amount of activities provided. However, we feel that directing the students to interact in discussions, as well as providing content in varying format (such as intro videos, screencasts, Powtoon, and discussions), will engage learners.
In the next two modules, we will be adding more student activities in the form of discussions, case studies, and quizzes that correspond to the first three learning modules, as well as an exciting virtual escape room activity and a self-evaluation.
We received positive feedback on our Course Modules as well as a few suggestions. One reviewer appreciated the tasks that were associated with each learning outcome listed and that it satisfied each type of learner offering a combination of text, video and discussion forums. This reviewer also liked the length of our videos which kept the students engaged and motivated. She stated that our modules were well laid out and provided a good learning experience for the students. However, she did feel that the Powtoon was distracting with the music and images included in the content delivery and would have preferred if it was delivered in a textual form. She did acknowledge that this was her personal preference. Our other reviewer liked our choice of Powtoon and acknowledged that it was one of her favorites. Our reviewers did like the scripts that were included with our videos as it ensures full accessibility to all of our students and that by doing this, we considered any cultural issues that may prevent understanding.
We did put a lot of thought when we developed this course module. Since we have experience in using this LMS, we did try to utilize multiple formats to keep students engaged in this course. Since interprofessionalism is all about interaction, we embedded discussion forums throughout our course and tried to create activities that promoted teamwork and collaboration. In the first module, having the students introduce themselves to their team members allows for role clarification and team building which are key principles of interprofessionalism. When delivering content in an online course keeping students engaged is critical and having multiple formats, such as video and audio, was an important consideration for us when designing this course. This may not satisfy every type of learner as some may only prefer text but having all options ensures that every learner’s preference was considered. For our Powtoon video, we could provide information to our learners that the music can be muted and the video paused if they found that it was moving too fast or distracting to their learning. �
Our second reviewer did not feel engaged in our course because “it was like a formal video as traditional classes but seem modern”. She suggested we “use some tricks” to make the material more engaging. We are not exactly sure what she meant by these comments but we feel confident in the approach we chose to deliver the content. Once all of the modules and evaluations are provided, we are hoping it makes more sense to this reviewer.
Brightspace does allow for a student’s progress to be monitored to ensure engagement is occurring and we do understand that this can also provide inaccurate information if students are playing videos but not present during its entirety. At Saskatchewan Polytechnic, students are given opportunities to provide feedback on each course they take and this helps guide instructors in future courses being delivered. This feedback would help us modify our modules to ensure students preferences are being considered.
One reviewer really appreciated our pre-survey we used to identify valuable information about our learners and any barriers they may face in accessing our course. They also highlighted that the LMS is being promoted by our organization and students are required to have personal electronic devices when they enter their programs.
One reviewer was concerned that the acronym IPE was used throughout the course and was not defined or identified until the end. In our introductory videos and descriptions, IPE is defined and the acronym is included in the transcripts. The reviewer must have missed this but it is important that definitions be considered for any words that may not be known by our students.
The reviewers felt our profile was straightforward and logically organized. They believed we have a “well-balanced mix of online learning” with a good selection of instructional tools. One reviewer appreciated our cultural considerations identifying it as a strength of our course. One of the benefits of interprofessionalism is the fact that students learn with and from each other which provides opportunities of developing cultural competencies. Ensuring the course profile meets the needs of each learner is critical and will promote engagement and motivation.
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