Norrie Edward

Case Study 5

Meeting the needs of shift workers studying on a part-time mechanical engineering course

Originator: Norrie Edward
Reproduced with permission from Course Design for Resource Based Learning - Technology (1994) Fred Percival and Graham Gibbs (Eds).

Changes have been prompted by students' difficulties with regular attendance.

Background

The Robert Gordon University's School of Mechanical Engineering offers a fully articulated HND/BSc in Mechanical Engineering, run on a full-time, part-time (day) and part-time (evening) basis. A large proportion of the part-time students are engaged in the offshore oil industry and work shift patterns which militate against regular attendance at classes. Typically such students may be offshore for a two-week block, followed by two weeks of onshore leave. An RBL approach is being evolved to meet the needs of this group of students. The development of RBL materials began about three years ago and is ongoing. It is now regarded as a priority for the school.

Context

30 students study part-time (day) and 24 study part-time (evening). Within these groups shift-work patterns vary widely. The students are mature individuals with a high level of commitment and motivation.

Developments are being co-ordinated by a Teaching and Learning Support Group within the School.

A resource centre is under development, and staff have access to technician and production support. Much of the work of implementing RBL is co-ordinated by a Teaching and Learning Support Group established within the school, which consists of four lecturers and a technician.

Aims

The aims of the introduction of RBL in this context are:

• to produce a resource base to support part-time students;
• to increase flexibility to accommodate variable work and study patterns;
• to develop in the students an attitude of responsibility for learning.

Implementation

Although the original plan was to write new materials from scratch for the course, it was later decided to base the materials on existing texts available in the school, which are edited and combined into resource packs. Some new video and computer-based simulation resources have also been produced. At present, materials produced support topics within the first year only of the HND/BSc.

Commitment to RBL was agreed as a priority at a school conference, at which half a day was spent discussing teaching and learning strategies. For staff in the Teaching and Learning Support Group, it has further been agreed that RBL is the main focus of their professional development.

Student induction

Students are informed about the materials available during classes and tutorials. As new material is produced, information on this is distributed to students and class representatives.

Resources

Videotaped lectures and various printed materials replace lecture attendance.

A range of resources are combined into a resource pack. Materials contained within the pack include:

• list of references;
• directed reading list;
• handouts;
• tutorial work;
• worked solutions to tutorials;
• video lectures;
• a laboratory package containing:
  - a workbook,
  - a video,
  - a computer-based simulation,
  - a tape-slide pack.

The video lectures are made in the studio, with graphics, diagrams and photographs edited in. They are specially produced keynote and summary lectures for inclusion in the pack.

Videos of laboratory equipment and sample experimental results, together with computer simulations, replace lab attendance.

The laboratory package is designed as a lab substitute. A video illustrates lab equipment and its use. Sample sets of results may be supplied for the students to analyse. Some computer-based simulations of processes have also been produced.

Operation

Students can study the material at home, at the university, offshore or at the office. They collect the pack from a member of the Teaching and Learning Support Group. Textbooks can be obtained from the library.

Students have very varied patterns of study, influenced by their shift work and leave.

Because of the disparity of shift patterns in the group, no special tutorials are offered, largely for resource reasons. Normal classes and tutorials continue to run. The lack of special tutorial provision motivates students to use the packs to keep up. In addition, these students have relatively long leave periods to commit to study. Course material is typically blocked in periods of two to four hours' study time.

Costs

No external funding has supported this development. Materials have been produced in time made available to staff by the school to support their own development within an agreed policy. Materials are provided free of charge to students.

Evaluation

Student reaction is very favourable, and there is a demand for more materials in a wider range of course subjects.

The school is conscious that improvements are needed in raising student awareness of the resources available, improving accessibility to resources (materials and staff), and administering and monitoring the course for students taking the RBL route.

Developments

Full time students now use the RBL materials and further materials are being developed for second year courses and for a fully resource-based part-time course.

The development of the resource centre within the school to support RBL is continuing. The resource packs are already used by full-time as well as part-time students, and this will be further encouraged and supported.

The creation of resource packs to support the second year of the HND/BSc is the next step. It is intended that a fully resource-based part-time course will eventually be available. A further possibility is to establish a part-time BEng Mechanical Engineering degree, which could utilise materials already developed. The school may also consider development of the RBL approach to provide distance learning courses.

Conclusion

This case study shows how RBL can flexibly meet the needs of a specific group of students often excluded from part-time study by unsociable working patterns. Commitment from the school has supported developments, because no external funding has been available. The resources consist of an effective combination of existing textbased material, suitably edited and reproduced, together with some customised text, video and computer-based materials to fill gaps and to provide a form of laboratory substitute. Progress so far has laid a sound platform for further activities.