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Learning-on-the-Go: Anytime, Anywhere Access to Course and Study Materials

by Sloan-C
Author Information
Author(s):
Benjamin Hodes, Duquesne University
Institution(s) or Organization(s) Where EP Occured:
Duquesne University
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice:

The key objective of Duquesne University's "Learning-on-the-Go" program is to break down the barriers that make studying and attending class difficult for adult students. "Learning-on-the-Go" will accomplish this by providing convenient access to course materials, developing technologically-supported pedagogical tools to foster student learning, and creating a framework for faculty exchange of effective practices in mobile education.

Description of the Effective Practice
Description of the Effective Practice:

How this practice supports access:
Learning-on-the-Go evolved in response to the increasing need for adult students to have convenient access to education. Duquesne University's School of Leadership and Professional Advancement (SPLA) offers accelerated bachelor's degrees and master's degrees through Saturday and/or online coursework. Facing many work and family responsibilities, SLPA's adult students report that one of the obstacles to college education is the lack of convenient access to classrooms and materials. Most work full-time, some travel regularly for business, and those in the military often face changing locations. Many students are forced to study during lunch hours at work, early in the morning or very late at night, and even in rush-hour traffic or on an airplane.

Learning-on-the-Go began with the development of audio study guides for adult students. Files could be downloaded in the MP3 format (or on CDs), thus enabling students to review weekly lectures while traveling to and from work. The MP3 project was innovative in its use of MP3 files to enhance the convenience of earning a degree for adult students. While the use of audio in education is a fairly old concept, the use of MP3 players and files is not.

The project was implemented by utilizing a group of six adult students who developed a business plan for the project through an independent study course. These students conducted a survey among all students to determine project feasibility and acceptance among all students. They also researched best practices, outlined a communication plan, and developed a program budget. Then, the first faculty member was recruited to develop audio study guides for his course. After these audio study guides were developed, they were offered to approximately 115 students as a pilot. A survey was distributed to both student and faculty utilizing the audio study guides to determine the usefulness of the project. Survey results are discussed in the evaluation section.

Formats of the weekly lecture reviews in the MP3 program can include:

  • Drill Sergeant: A collection of "question-and-answer" exercises that could help students prepare for an exam.
  • "Theory Says": An NPR-style report focusing on one subject that you typically cover in class and outlining practical applications of that subject/theory.
  • Expert Interview: An interview with a topic expert (or a group of experts debate a topic).
  • Class Discussions: A recorded (well prepared) class discussion that students in subsequent classes could listen to. Future plans are to eventually include audio study guides in most (if not all) of our courses.

Following the initial success of Learning-on-the-Go MP3, the SLPA expanded the program to PDAs (handheld computers). SLPA technology staff customized PDAs using AvantGo so that they provide a seamless interface to SLPA online courses. This greatly improves access for those who have limited Internet availability, including military students, students who travel and others. Course materials can be uploaded and downloaded in seconds, providing convenient access to course syllabi and materials, discussion messages, formative feedback, self-tests and quizzes, interactive games, flash cards, and other learning resources. The primary features of the Learning-on-the-Gosm PDA program include:

  • Portable: Compact and lightweight, weighs less than one pound.
  • Convenient: Allows the student to do coursework offline, at their convenience.
  • Fast: Students can download course materials and supplemental resources in just 10 seconds.
  • Transparent: Students upload course assignments and discussion points right into the online course by using the handheld device or a regular computer.
  • Seamless: Customized software provides a seamless interface with Duquesne's online courses.
  • Versatile: Includes audio, video, a handwriting converter, and multiple text input methods.
  • Interactive: Automated formative feedback allows student immediate results from learning exercises.
  • Flexible: Students can use the tool to augment their coursework or to complete the course in its entirety.
  • Expansive: Learning resources such as encyclopedia and books can be accessed using secure digital (SD) discs.

The PDA project is in trials now.

Supporting Information for this Effective Practice
Evidence of Effectiveness:

Through the survey, review of best practices and research data, we found that Learning-on-the-Go MP3 fosters good teaching; while catering to different learning styles and supplementing instruction, this project can help further increase the quality of instruction in SLPA. In online classes, it can also provide another dimension (by introducing non-text based instruction). We also found that it increases "convenient" learning; by making use of time otherwise not conducive to studying (such as driving a car, walking a dog, etc.), Project MP3 can make it even easier for adults to learn.

We evaluated the program by reviewing best practices and available research data. We surveyed students (both pre- and post-surveys) to determine feasibility and usability of the project. We also surveyed faculty utilizing these audio study guides to determine the impact of Learning-on-the-Go MP3 on academic outcomes. The overall effectiveness of the Learning-on-the-Go MP3 was measured and evaluated by examining the following:

  • Positive difference in learning outcomes and retention rates between students utilizing Learning-on-the-Go MP3 and students who do not utilize the program.
  • Faculty adoption and satisfaction rate.
  • Student adoption and satisfaction rate.

A post-course survey was administered to 150 students who partook in the pilot project. The survey ranked questions on a 5 point scale, with 1 being "strongly disagree" and 5 being "strongly agree." The results were favorable - all 4.4 and above:

  • I found that using the audio-based study materials was beneficial to me and has further enhanced my learning experience. 4.5
    The recordings were of a quality level that was easy to listen to and comprehend. 4.6

  • I remembered materials presented in the audio companion. 4.4
  • I utilized materials presented in the audio companion when writing papers or taking exams. 4.4
  • I would recommend this study format to other students. 4.6
  • I wish audio companions like this one were available for other classes. 4.7

SLPA's Adult Students were surveyed by the Student Team to assess demand and applicability. (Survey Sample Size = 648; Survey Response Rate = 18% (113/648))
- 73% would like to be able to listen to a recording of required texts rather than reading the text.
- 84% would be interested in downloading and listening to additional study materials.
- 71% indicate that they would borrow CDs from the school library to listen to the study materials on a CD player.
- 77% believe their commute time (to work and/or school) is significant enough to benefit from listening to study materials.
- 65% of respondents spend 1 - 7 hours per week commuting to and from campus and/or work.
- 35% of respondents spend 8 or more hours per week commuting to and from campus and/or work.
- 78% participate in activities that would provide the opportunity to listen to study materials e.g. housework, exercise, and gardening.
- 55% have recorded live lectures or made their own study guides in the past (e.g. by using a Dictaphone).
- 74% consider themselves tech-savy, gadget oriented.
- 90% consider themselves proficient with the use of computers.
- 97% know how to download from the Internet.
- 69% are familiar with the MP3 format.

Other evidence includes qualitative data:
- Faculty asked to develop such materials for their other courses (faculty satisfaction pillar).
- Faculty reported higher learning outcomes when students used such guides (learning effectiveness pillar).
- Students asked for such materials; they even suggested to faculty (via course evaluations) to use Learning-on-the-Go in those classes where it was not used (student satisfaction pillar).
- Students reported the increased convenience of studying (student satisfaction pillar).

Learning-on-the-Go PDA is in trials now.

When the program was promoted to the military, more prospective students signed up for online programs due to the PDA feature. Many cited that it appealed to them because it would minimize the barriers to Internet and computer access that they often face and they liked portability of the PDA.

How this practice improves pillar(s):
Equipment necessary to implement Effective Practice:
Estimate the probable costs associated with this practice:

Learning-on-the-Go MP3: The parts of the project done in-house were successful because a relatively high quality of recording was achieved at very low cost. We provide faculty with a stipend of $1,000 for developing audio study guide. When outsourced, the professional studio recording and a narrator cost an additional $1,500 per course. We initially also provided free CDs to students (our cost was $2 per student) to encourage faster adoption. When developed in-house, the cost of the studio and narrator was eliminated (thus saving $1,500 per course). We paid for this out of our existing budget structure. Once developed, there is no cost associated with offering the MP3 files to students if they download these study guides from the web. Cost to student = cost of MP3 player (about $50).

Learning-on-the-Go PDA: $60 per student for AvantGo software
$200 per student for PDA when one is provided to the student at no charge
$750 for graphic design (one time fee)
$1,000 faculty stipend for course development
Existing infrastructure costs: Web server, ColdFusion MX software The project (except for graphic design) was developed internally so there were no additional staffing costs.
No cost to student -- PDA is supplied at no charge; students must complete a specified number of courses or pay for the PDA (about $200).

Relation to other Pillars:

Faculty satisfaction: The audio course support materials provide faculty satisfaction in that students are enabled to use multiple learning styles.

Student satisfaction and learning effectiveness: Both student satisfaction and learning effectiveness increase with the additional learning resource and related convenience.

Also see "Evidence" section above.

Useful Links:
Learning-on-the-Go MP3
Learning-on-the-Go PDA
PDA simulator
Other Comments:

The School of Leadership and Professional Advancement was recognized in March with the "Creative Use of Technology Award" from the Association of Continuing Higher Education for Learning-on-the-Go MP3. This annual, association-wide award recognizes ACHE members for their innovative uses of instructional and distance learning technologies in lifelong learning. Award recipients are chosen by the ACHE Network Team for Instructional Technology and Distance Learning; up to two awards may be given each year.

Contact for this Effective Practice
Effective Practice Contact:
Boris Vilic, Director of SLPA Technology, Duquesne University School of Leadership and Professional Advancement
Email this contact:
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Comments

November 29, 2008 - 2:11pm — Oposum

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