Special Topic 

For this paper I have developed a few online lessons on eMIT to support Nursing and Foundation students to have a better understanding of the cellular basis of life. The lessons examine a general overview of a “typical living cell” in terms of structure, types and function. The principal idea of the lessons is to do a step by step activity I named it “the smiley face approach”. This approach will enhance students to have a better understanding of the various parts of the cell and how the various organelles interact with each other to maintain optimal requirements of the various activities the cell performs. 

As a learning advisor at the Learning Support Centre (LSC), we provide assistance in a wide range of areas to help students progress in a friendly educational setting to be able to succeed and achieve academic goals independently. We provide assistance with academic writing, bioscience, computing, English, mathematics and others. An online page has been specified for the Learning Support Centre to increase students’ awareness of our free services and to introduce the various advisors to all MIT staff and students. An e-learning tool has also been constructed utilizing Blackboard on eMIT for posting up-to-date information, to enhance student-student interaction and student-advisor interaction in the form of posting and answering questions and concerns.

First year Nursing students at the beginning of “Semester One”, receive a variety of scientific terms and do a number of complex topics. Many of those who visit the LSC have reported to me that they struggle with “cells and tissues” as they are the first topics they do usually. They also report that the cellular contents (known as organelles) and the various functions they perform are quite complex and confusing.

A living cell can contain a variety of microscopic structures that cannot be found in other living cells. This is due to a number of factors including locations they are found in and function/s they are designed for. This concept can be really perplexing for BN1 students at the beginning of their academic study. This perplexity is particularly experienced by older students who have left school for a long time and those who do not have a science or biology background.

I personally believe that cells and the associated components are not that difficult if approached methodologically using certain learning strategies. I have developed an approach to understanding the living cells in terms of shape, structure and contents and all students whom I taught find it very easy, understandable and successful. This topic is really important at this time as many students have already visited the LSC with concerns in relation to cells and cellular contents. It is the beginning of the semester and I have already seen some students with signs and symptoms of confusion and early warning signs of “drop out”.

For the above reasons I decided to create a lesson about “living cells” and related matters on eMIT utilizing Blackboard. This does not require a budget and already has been approved by my direct supervisor and manager.

Students will be encouraged to enroll and retrieve the support materials and post questions and feedback. After proper studies of the contents, student should be able to: 

1. Draw and label the basic living unit in the body known as “the living cell”
2. Name and describe the function/s of structures found in a typical cell

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The materials included in these online lessons are to support you to have a better understanding of the cell and the various structures within it.

This eMIT course also enables you to ask questions using a discussion forum. Please feel free to contact me any time you need to know more about the contents included in this course. My details are found under the “Staff Information” section.

We may have a Wimba session at some stage in the future which would be announced here, on the announcement page.

Introduction

The lessons include:

1-      Overview of cells

2-      Structure of cells

3-      Types of cells

External links are included to describe the function/s of organelles as appropriate.

Please use the notes included in these online lessons together with your lecture materials and prescribed textbook.

Course Lessons

How to describe and define terms

If you randomly ask ten people to define or describe what water is , what do you think their responses and definitions would be? Well, their immediate reaction would be that they know what water is and they might think that it is peculiar to ask such a trivial question.

Undoubtedly everyone knows what water is and everyone uses water massively in every single day of their life and we all utilise water for various purposes, but still how can someone be able to define terms scientifically and express knowledge academically?

Now let’s get back to my question what water is and how can we define water academically?

Every time I receive a student or a small group of students at the LSC, I ask them this simple question and rarely students can put words together nicely and academically, but certainly they all tell me they know what water is but never thought of a way to answer questions like that academically. I don’t want my students to tell me sophisticated scientific facts about water and what kind of reactions water can induce.

I ask them to give me a simple definition of water as if someone who has never seen water or heard of water would understand from their description of what water is.

Sounds strange but reasonable and logical.

Now my point is: How can we assist students to be able to define and describe items and concepts confidently and beautifully?

I have this approach which works most of the time and it can be summarized into two lists, the list of W and the list of S.

W: What, Where, Which, Why and When

S: Site, Size, Shape, Surface, , Status, Specifications or Sprcific features, and Structure 

Students to choose items from the list as appropriate.

Now let’s get back to my first question, what is water? Let’s use the lists of W and S:

·         What: Water is a chemical substance/compound.

·        Where:   Water can be found everywhere.

·         Size: Water is found in large amounts in certain places such as seas and oceans.

·         Who: Water is used by everyone.

·         Site: location: where: everywhere

·         Structure:  H₂O

·         Why: Water is used for a lot of reasons.

·         Structure, Surface, Status: Water is a liquid.

 ·        Shape: Water has no shape, and finally water is colourless, odourless and tasteless (Specific features)

Now let’s put the phrases together nicely:

Water is a chemical substance that is found abundantly in nature and is widely used by all living organisms to maintain a variety of essential functions. Chemically it is symbolised as H₂O and it is characterized by a number of distinctive properties being colourless, odourless and tasteless. Water, under room temperature, is found in a liquid status and therefore it takes the shape of its container. Water is vaporized when boiled and will be converted into steam and gaseous status ……..more can be mentioned using the lists. 

The above description is my own definition of water using some items from the W and S lists.

For instance:

Organelles are microscopic structures found inside living cells of various shapes, sizes and structures designed to perform specific functions to maintain optimal living requirements of the cell. Examples of organelles are mitochondria, lysosomes, ribosomes, Golgi apparatus, etc.

Lysosomes are minute structures found inside the cytoplasm of living cells designed for the purposes of cleaning and digestion.

Typical Living Cells

A cell is simply defined as a basic or smallest structural and functional living unit in the body. Cells are mainly made of carbon, hydrogen, oxygen, nitrogen and several other minerals. All living cells are surrounded by a thin membrane that functions as a fence or wall (as in a house) that protects the cell and has doors and windows that control which substances should enter and which should leave. The cell membrane selects what substances should enter or leave according to certain criteria. This feature is critical and known as semi-permeability.  Inside the cell, like a nuclear family, there is a number of cellular structures that have specific important functions. These structures are known as organelles. All living cells contain the following organelles:

·         Nucleus  

·         Nucleolus

·         Mitochondria

·         Golgi Apparatus

·         Lysosomes    

·         Ribosomes 

·         Endoplasmic Reticulum

Cells can have different shapes and sizes according to certain factors including their functions and the site they are found in. Cells are attached to each other through the cell membrane and form tissues which in turn are designed to perform specific functions. 

 Marieb, E., & Hoehn, K. (2010). Overview of the cellular basis of life. Human anatomy & physiology.

San Francisco, CA: Pearson Education, Inc.

 Types of Cells

http://www.mesoblast.com/images/images-mesoblast_cell_division_still.jpg

Cells divide for a number of reasons such as growth, repair, healing, replacement and reproduction. There are three types of cells in this regard.

1- Labile cells that continue to divide and multiply throughout life such as GIT cells.

2- Stable cells which only multiply under certain circumstances such as nerve and heart cells.

3- Permanent cells which do not have the ability to divide such as the brain.

From the above information, please indicate what type of cells are the following:

1.     The lining cells of the respiratory tract

2.     The covering layers of the skin

3.     The cells lining the bladder

4.     The spinal cord

5.     The mucosa of the tongue

6.     The muscles of the heart

7.     The muscles of the hand

8.     the scalp

Encyclopædia Britannica. (2010). Permanent, labile and stable cells. Retrieved August 20, 2010, from http://www.britannica.com/EBchecked/topic/452210/permanent-cell

The Smiley Face Approach

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Test Your Knowledge  

 Please Click Here to Begin 

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 Please Click Here to Begin

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Cell-ebration

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Please click here to be directed to the animation website

Today, 13th Sept. 2010, I have received a group of students at the LSC who had made an appointment to see me to do organic chemistry with them. They informed me that they had a test in the afternoon. The students were doing “Foundation for Nursing” and biology (L4) was one of the subjects they were required to do as a requirement for admission to Nursing. Three of the students were among the top Foundation students. I took the opportunity and asked them to enroll in my online course and provide me with feedback.

Monisha and Narveen thought that the smiley approach was a very effective approach and they stated that it would help them remember the living cell efficiently.

They also believed that the whole lessons were colorful and attractive.

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Timeline

Today (14th Sept. 2010) I have formulated the timeline as follows:

·         Online survey design – August (already started)

·         Survey implementation: August, September and October

·         Individual formative assessment: September & October

·         Keeping a blog: September (already created)

·         Daily blog updating for documentation and reporting progress

·         New tools: Design and Implementation:  Perhaps ongoing

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Bronwyn's Resposes regarding my evaluation survey questions

[You need to choose two main questions and cut down some of the sub-questions - otherwise it is going to be too large. some of the sub-questions can be put in the survey --Bronwynh 02:49, 27 September 2010 (UTC)]

1. How effective were the eLearning components of the project for learning?

Sub-questions:

• Why was the topic “Cellular Basis of Life” important to students' learning?

2. If using survey or interview questions, to see if students felt they would remember the "smiley approach" to the "cellular structure" permanently.

[I would cull some of the sub-questions and merge them under Q 1. & remove Q 2. --Bronwynh 02:49, 27 September 2010 (UTC)]

Sub-questions:

[Dana I suggest you add this sub-question, and use the others in a survey or interview - they are too specific for here

• How useful did students find the online lessons ..for their learning?--Bronwynh 02:49, 27 September 2010 (UTC)]

• How beneficial did students find the lessons?

• How useful did the students find the materials and external links?

• Which features did students believe were easy to navigate?

• What worked very well?
3. What is required to encourage students to participate actively in the course?  

Survey questions

[Dana - when using a Likert-type scale you need to word it consistently with two positives and two negatives otherwise it is ambiguous. No need to state using the scale below every time. Jus tstate the question and provide the choices. For example:

• very useful

• useful

• not useful

• not at all useful

OR

• very easy

• easy

• relatively easy

• not easy

Question 7: What do you find unhelpful in the lessons? would be better.--Bronwynh 03:07, 27 September 2010 (UTC)]

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Today 29^th September 2010, I received an international student from BN1 and asked her to enrol in my online course. I showed her how to enrol and showed her the various aspects of the lesson. She instantly informed me that the approach was very effective. I asked her to complete the survey if she could.

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Evaluation of eLearning for Effective Practice Guidebook/Class Projects

Evaluation of eLearning for Effective Practice Guidebook | Class Projects

Contents

• 1Evaluation Plan

• 1.1 Introduction

• 1.2 Dana

• 1.3 Background

• 1.4 Purposes

• 1.4.1 Literature Search

• 1.5 Limitations

• 1.6 Audiences

• 1.7 Decisions

• 1.7.2 Dana

• 1.8 Questions

• 1.8.2 Dana

• 1.9 Methods

• 1.10 Sample

• 1.11 Instrumentation

• 1.12 Logistics and Timeline

• 1.13 Budget

• 1.14 Future Development

• 1.15 References

Evaluation Plan

Introduction

Provide an overview of the intentions and design of evaluation project, and introduce major sections of the plan as well as the primary people involved in writing the plan.

Development of an online project about a topic of interest in a field of practice is required to complete the Graduate Certificate in Applied eLearning successfully.

For this purpose a few online lessons have been developed on eMIT to support Nursing and Foundation students to have a better understanding of the cellular basis of life. The lessons examine a general overview of a “typical living cell” with regards to structure, types and functions. The main idea of the lessons is to do a step by step activity named “the smiley face approach”. 

This evaluation plan describes the background and purpose of this project and the type of the audience and target groups. Furthermore it will explore the principal concerns and questions that need to be considered. The report will also examine the various methods used to collect feedback, data and information on how to appropriately and effectively evaluate the project.

Effectiveness evaluation is concerned with the total elearning package. That is the design that is chosen to present the material, the usability of the navigation tools, tools chosen to engage the learner in the learning process, the learning uptake and the outcomes achieved according to the learning objectives. Reeves and Hedberg (2003) consider a mixed method approach to be effective using both qualitative and quantitative methods of collecting data. In this way a triangulation of findings can inform revision and modification of an elearning instructional design. Triangulation  is concerned with more than one way of collecting data to evaluate the effectiveness of the on-line learning component, e.g. survey or interview using structured and/or unstructured questions (Gratton & Jones, 2004, p. 108).  Reeves and Hedberg (2003) consider that there are six facets of instructional product evaluation. These are learner needs assessment, formative evaluation during the design process, effectiveness evaluation, the overall impact of the elearning package, how maintenance will be managed and finally a review of the total instructional process.  The project (Smiley Face) focuses upon one facet only, that is "effectiveness evaluation".

Formative evaluation according to Flagg (as cited in Reeves and Hedberg, 2003) is “the systematic collection of information for the purpose of informing decisions to design and improve the product” (p. 139).

Background

Present any information which is needed to provide the reader with an understanding of the background of the eLearning that is being evaluated and the rationale.

Learning advisors at the Learning Support Centre (LSC) offer assistance in a wide range of areas to help students progress in a friendly educational setting to be able to succeed and achieve academic goals independently.
Foundation for Nursing students and to a lesser extent first year Nursing students at the beginning of “Semester One”, receive a variety of scientific terms and do a number of complex topics.
A living cell can contain a variety of microscopic structures that cannot be found in other living cells. This is due to a number of factors including locations they are found in and function/s they are designed for (Marieb & Hoehn, 2010). This concept can be really perplexing for those students at the beginning of their academic study. This perplexity is particularly experienced by older students who have left school for a long time.
A simple approach has been developed to assist students to have a better understanding of the living cells in terms of shape, structure and contents. The approach was named "the smiley face approach" and has been perceived by many to be very easy, understandable and successful.

Purposes

Describe the purposes of the evaluation, that is, what you are evaluating and the intended outcomes.

Aim:

The principal aim of this evaluation is to explore the extent of effectiveness of the e-learning component of the project including the smiley approach to the cellular basis of life.

Literature Search

It is important to evaluate how the learner experienced the course and whether or not the learning outcomes were achieved to the desired level that would demonstrate effective learning. As a beginning point, particular studies provided some direction into the evaluation of effectiveness.

Questions that arose concerning learning styles of students identified Kozub (2010) who questioned whether web based courses should be designed to specifically cater for a range of learning styles in the instructional design. An assumption has been held generally that web based learning environments with a wide range of technological innovations is superior as a means for educational delivery. An ANOVA analysis of the relationships between business students’ learning styles and effectiveness of web based instruction used Kolb’s Learning Styles Inventory to measure the learning styles of a group of business students and to allocate them to a control group and an experimental group. The research design differed only slightly between the control group and the experimental group with both being exposed to web-based instruction modules.

The study showed that neither the student learning style nor the instructional design had any impact on the overall outcome grade of the students either from the control nor experimental group nor was their degree of overall satisfaction of the course affected. The research pointed up the need for more investigation to identify the factors that are important in instructional design for e-learning.
Herrington, Reeves and Oliver (2006) identified that it is important to provide authentic on-line learning tasks that provide a synergy among the learner, task and the technology. The authors emphasise the importance of authentic learning to support knowledge construction and meaningful learning. The researchers point out that authenticity is a key factor in developing on-line instructional material.

Questions that arise concerning student support for e-learning courses identified a case study conducted by Hansen, Nicholls, Williams, Monk and Baker (2008) using E-Learning guidelines for New Zealand (SO8) and focusing on Māori students. The research focused on whether or not students received targeted guidance, study skills and the necessary support to promote effective e-learning. The researchers cited Sewart (Sewart, Keegan & Holmberg, 1983) who emphasise that all students require a full range of support. To offer e-learning courses to allow the student the flexibility of not attending face to face classes does not remove educational institutes’ responsibility to provide a full range of student learning support services.

Dulohery (n.d.) suggests that in the United States, the focus has been on teacher effectiveness and there is a gap between the desired levels of achievement and the actual level of achievement by the learner. To overcome this difficulty an online classroom quality improvement (oCQI) programme has been developed to continually evaluate, modify and improve online teaching and learning. The process rests on student and peer teacher involvement throughout a course and at the conclusion.

[excellent range of literature to support your choice of evaluation.--Bronwynh 04:08, 29 September 2010 (UTC) ]

Limitations

Outline any limitations to the interpretation and generalizability of the evaluation. Also describe potential threats to the reliability and validity of the evaluation design and instrumentation.

 (a) The generalizability of the evaluation of the “the smiley face approach” can be threatened by limited number of students participating in the evaluation process. This is due to a number of reasons. Apparently many Nursing and Foundation for Nursing students are mature students and have a number of other obligations and commitments and might not have enough time to participate in the survey.
Nevertheless, it has the potential to be extended to a larger sample once the piloted programme is evaluated.
(b) The evaluation also requires competence with specific anatomical terms that must be learned before participating in drawing the smiley face.

Audiences

Specify all the primary and secondary audiences or consumers of the evaluation.

1. The primary audiences are MIT students who are enrolled in:

• Nursing.
• Foundation for Nursing.
• Health Studies.

2. Staff and lecturers who are interested in health studies and e-learning.

Decisions

This section is probably the most difficult, but it should be included if the evaluation is to have meaningful impact on decision-making. Both positive and negative outcomes should be anticipated.

Whether to continue to use the smiley approach to the cellular basis of life in its present form or to modify it.

Expected outcomes:
1. Students whole heartedly embrace the smiley face as a successful learning tool.
2. Students achieve (>60%) on bioscience questions related to the components of the cellular structure in their test.
3. Students can readily recall the components of the cellular structure at random.
Negative outcomes:
1. Students do not find the smiley face helpful to their learning.
2. Students do not achieve (>60%) on bioscience questions related to the components of the cellular structure in their test.
3. Students find it difficult to recall the components of the cellular structure at random.

Questions

List your 'big picture' evaluation questions and sub-questions here. A key element of a sound evaluation plan is careful specification of the questions to be addressed by the evaluation design and data collection methods. The clearer and more detailed these questions are, the more likely that you will be able to provide reliable and valid answers to them. Note: The eLearning Guidelines can assist here.

1. How effective was the eLearning component of the project for learning in terms of usefulness, ease of access and engagement of students.

Sub-questions: to be respondent to in the survey to measure effectiveness

·         How beneficial did students find the lessons?

·         How useful did the students find the materials and external links?

·         Which features did students believe were easy to navigate?

·         What worked very well?

·         How do the resources and activities influence the level of engagement by students?

·         Why was the topic “Cellular Basis of Life” important to students' learning?

·         Why is the timing of the online lessons important for students' learning?

2. What good practice can be identified and developed further to help others in the field of e-learning and related area (Winter, 2010)?

3. What can be done better in terms of design, development and delivery (Winter, 2010)?   

Methods

Describe the evaluation design and procedures. Match the method to the purposes and questions of your evaluation, and the phase of eLearning, e.g., analysis, design, development, implementation.

1.      Online survey

2.      Face to face interviews: An independent lecturer will interview lecturers and BN students who visit the LSC centre to find out the extent of effectiveness of the lessons.

3.      Summative assessment: BN students who have visited the blackboard course will be asked to draw and label the structure of a living cell.

4.      Feedback from lecturers and experts: Lecturers are asked to access the discussion board to assess participation and to assess the quality of the responses and feedback.

Sample

Specify exactly which students and personnel will participate in the evaluation. If necessary, a rationale for sample sizes should also be included.

1- Nursing students who visit the LSC

2- Foundation for Nursing students who visit the LSC

3- Lecturers from Foundation, Nursing and Health Studies, MIT

4- Two learning advisors from the LSC

5- Two librarians from MIT

Instrumentation

Outline all the evaluation instruments and tools to be used in the evaluation. Actual instruments, e.g., questionnaire, interview questions etc., should be included in appendices.

Logistics and Timeline

Outline the steps of the evaluation in order of implementation, analysis, and reporting of the evaluation, and include a timeline.

• Online survey design – August (already started)

• Survey implementation: August, September and October

• Individual formative assessment: September & October

• Keeping a blog: September (already created)

• Daily blog updating for documentation

• New tools: Design and Implementation: Perhaps ongoing 

Budget

Provide a rough costing of the evaluation process. For example, the evaluator's time and costs, payment of other participants etc.,

Dana

40 hours at $45 per hour = $1800

Future Development

1- More effective tools for collaboration, interactions and discussions

2- More relevant topics and external links

3- Effective team building (educators, lecturers and experts in the fields of e-learning and bioscience at MIT)

4- Collaboration with other departments such as the Technology Learning Centre and library.

References

Dulohery, Y. M. (n.d.). Online classroom quality improvement: A measure of online learning and teaching effectiveness. Journal of Instruction Delivery Systems, 23(2), 21-25.

Gratton, C. & Jones, I. (2004). Research methods for sport studies. New York: Routledge.  

Hensen, Jens, J., Nicholls, L., Williams, M., Monk, W., & Baker, P. (2008). Ensuring Māori students receive targeted guidance, study skills and the support required to promote effective e-learning experiences: a case study concerning e-Learning guideline S08. Waiariki Institute of Technology - Targeted guidance. From e-Learning guidelines for New Zealand. From Guidelines Wiki. Retrieved from http://elg.massey.ac.nz/index.php?title=Waiariki_Institute_of_Technology_-Targeted on September 5, 2010.

Herrington, J., Reeves, T.C., & Oliver, R. (2006). Authentic tasks online: A synergy among learner, task and technology. Distance Education, 37(2), 2233-247.

Kozub, R. M. (2010). An ANOVA analysis of the relationships between business students’ learning styles and effectiveness of web based instruction. American Journal of Business Education 3(3), 89-98

Marieb, E., & Hoehn, K. (2010). Overview of the cellular basis of life. Human anatomy & physiology. San Francisco, CA: Pearson Education, Inc.

Reeves, T. C., & Hedberg, J. G. (2003). Evaluation: Interactive learning system. NJ: USA. Englewood Cliffs.

Winter, M. (2010). Second life education in New Zealand: Evaluation research final report. Retrieved September 23, 2010, from http://wikieducator.org/images/1/13/Slenz-final-report-_milestone-2_-080310cca.pdf   

Retrieved from:

"http://wikieducator.org/Evaluation_of_eLearning_for_Effective_Practice_Guidebook/Class_Projects/Dana_and_Louise_-_project_page"  

Feedback from Bronwyn

I really like the way you have included a literature review - this demonstrates that you have read widely - and each section of the plan is presented clearly and indicates you have developed a robust process for evaluating Smiley Face resource.

There seems to be some confusion over the terminology in your description of you evaluation in the introduction. For example, in the introduction you mention effectiveness evaluation but go on to discuss formative evaluation - effectiveness evaluation is summative. Your purpose, big picture questions, background, decisions and the evaluation approaches the evaluation is needed. Dana your background section provides just the right amount of information about the resource. You have both thought carefully about the limitations - very good. Great reference list and good to see the future development section from you Dana.

There are some great Likert-type questions in the survey now. It does not look like you have reworded all the questions as some have too many negative options and will skew your data. For example, you need to have two positive response choices and two negative. Use: very useful, useful, not useful, not at all useful.

Or just reword the questions as I have suggested for you, use strongly agree, agree, disagree, strongly disagree for all questions - this will make the questions more consistent and reliable.

Q 5. The lessons are easy to navigate: strongly agree, agree, disagree, strongly disagree – this is clear, short and there is no confusion.

It would be good to see the interview questions in the plan. I am not sure why you are looking at participation in the discussion - this could make the evaluation too big. More explanation needed, if you wish to use this method to collect data. 

After receiving Bronwyn's suggestions as regards to the survey questions, I have reworded the questions once again. Please click on the hyperlink below to view the survey questions updated:

"The Newly Formatted Survey Questions"

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 On the 29^th of Sept. another group of students from BN1 expressed that they heared of the web-site and wanted to know more about it. I advised them to enrol and navigate through the contents . One of them named Bernard said that he was already enroled and just could not comment and had some difficulties in answering the survey questions. I advised him to make an appointment and show me what he did not follow exactly.

On the 30^th of Sept.  a lecturer reported that she would be encouraging her students to visit the website and it looked very good apart from that I needed to colour the images included. 

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On the 1^st of Nov. 2010, I thought about the interview questions again and I realised that I needed to rephrase and reword some of the questions. I also realised that it was time I posted them in my blog. Some students can only report positive findings and ignore the negative findings. This is specially when they are interviewed individually face to face. This is due to a number of factors including embarrassment, shyness, misunderstanding, confusion, or sometimes students just want to be nice. However, I asked someone else at the LSC to interview some of the students who already visited my lessons and it seems that the majority find the lessons very helpful.  

 On the 2^nd of Nov. 2010, I had a study group for chemistry and I took the opportunity and asked two of the students to do an interview with me to evaluate the online lessons. They reported that they still remember the approach clearly and have taught other students already.  I asked them if they had done the online survey, they said they did not and did not know there was a survey. They explained that they were not enrolled yet.  I asked them how they know about the lessons and they were not enrolled yet. They reported that when I took them a while ago, I retrieved the lessons online and that was it. They said they did not need to enrol. The lessons were easy that they truly believe they did not need to enrol to view the lessons again. I explained that the lessons were more than the cellular contents. They said that they were busy with chemistry but just prior the major biology exam; they will try to visit the lessons and complete the survey. 

23rd Nov. 2010

In total, 49 students and lecturers enroled in the course. 15 participants attempted to take the survey. Only 11 participants completed the survey.

Below are the survey questions and corresponding responses:

 More Responses