Understanding student use of resources in “rich-media” courses

This paper looks at several courses taught in the School of Chemical Engineering and Analytical Science at The University of Manchester to several year groups; including lecture based courses, distance learning courses, and non-lecture based activities; that contain “rich-media” resources. The use of these items by students is examined; including number of uses, time of use, and local retention. The student opinion on the items and how they felt they have affected their learning is also analysed. This allows results to be presented on the most useful types of resource for students providing information for future development.