“Knowing the students had access, and there was no excuse to not engage with the text, gave me confidence that they would be prepared… it ensured that the assessment element of the module could be explicit to the content of the text.”
In our January e-book pilots update we mentioned that part of our evaluation would include consultations with our academic colleagues to gain their perspective on the pilots. This has provided valuable information, not only on how we should manage any future pilots, but also in understanding what impact seamless access has had (or could potentially have) for their teaching and the overall student experience.
One pilot was for a management and leisure module within Manchester Institute of Education. As the core text is also used across a number of other modules in other schools (meaning there are large cohorts of students competing to borrow the text from the Library), the academic colleague co-ordinating the module was keen to be involved and excited at the prospect of being able to guarantee access to the text for all of his students.
He felt the pilot was a very positive experience and appreciated the support of the Library in setting up the e-book within his Virtual Learning Environment (VLE), as well as providing supporting materials and running through the key features with his students. The book was easily accessible, the download options were straightforward and he saw great potential in the highlighting and sharing functionality of the text.
During our discussion the word “confident” came up many times. He felt confident – knowing that all students had access to the text – to set week by week reading and was able to build links at appropriate points in his VLE to the relevant chapters. He felt much more confident when planning the assessment that this could be tailored specifically around the text and that the students could rely on the text to increase their level of thinking and understanding of the subject.
Given more time, he would have planned the teaching to make better use of the additional functionality. Although appreciating the highlighting feature, he was hesitant to highlight sections of the text for his students, concerned that they would limit their reading to these areas rather than exploring the text as a whole. However, he could see real potential for this to be used in seminars, group work or exam preparation. With regards to the future, he felt that this should be the way forward, although it would have (positive) implications for teaching:
“… to introduce texts in this way would require a cultural shift for teaching and for learning. It has an impact on how you teach, how you can build your teaching more around the text and its functionality to engage the students and add value not only to your course but to the student experience.”
On a final positive note, not one student contacted him to say they could not access the text – an academic’s dream!
Janette Watson, Academic Engagement Librarian, University of Manchester