Engaging First Year Undergraduate Students - A Blended Learning Approach

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A presentation delivered at the Learning & Teaching Conference at London Metropolitan University in 2009

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  • 1. A Blended Learning Approach Sarah Hosken - Senior Lecturer, HALE s.hosken@londonmet.ac.uk Amanda Wilson-Kennard Learning Technologist, TLTC a.wilson-kennard@londonmet.ac.uk Engaging First Year Undergraduate Students Learning & Teaching Conference 7th July 2009
  • 2. Context learning technologist course tutor 1 x learner aged 18 3 x learners aged 23 All living in London All living at home University-wide learning community Blackboard Vista (WebLearn)
  • 3. Tutors own experience Undergraduate experience New to academia Leading NEW course New relationships
  • 4. Student Experience 1st Year undergraduate BEd students Learning and seamless transitions Engage and encourage
  • 5. Methodology Blackboard tracking tools Informal interviews Threaded discussions Analysis of transcripts Online feedback
  • 6. Evolving Patterns of Use a lot to get my head around. It has grown on me. It takes time.
  • 7. Meeting Individual Needs
  • 8. Asynchronous Discussions You didnt feel like you were on your own as much.
  • 9. Sense of belonging in the same boat Spirit of collegiality Well done Hello everyoneHi All
  • 10. Informal language Good luck Mate All the bestGood luck with your observations Wish you all a very good placement Well done placement is going fab Positive and Supportive
  • 11. Dont worry Emotions Emoticons lol I feel like Im on top of the world I am pleased
  • 12. VLE or Facebook? Some Facebook features Addictive Non-secure Negative feelings Non-inclusive Solely social function
  • 13. Online Feedback Motivation for use: Assignments! Short term benefit: Able to work on assignments in small sections Achieve success in assignments Long term benefit: Sense of belonging through raised self-confidence
  • 14. Conclusions Link between sense of well-being and learning success Link between smooth transitions and student retention Virtual and face-to-face communications are mutually enhancing Tutor confidence and use of VLE impacts on student engagement with it
  • 15. Further Studies How does the language used reflect levels of engagement Longitudinal studies How do you sustain communication and collaboration over 3 year course
  • 16. References Ackerman, A. S. (2007), Blended Learning Ingredients: A Cooking Metaphor, Journal of Instruction Delivery Systems; Vol 22 (Edition No 3), pp 21-24 Aspen, L. & Helm, P. (2004), Making the Connection in a Blended Learning Environment, Educational Media International; ISSN 1469- 5790, pp 244-252 Bober, M. J. & Dennen, V. P. (2001), Intersubjectivity: Facilitating Knowledge Construction in Online Environments, Education Media International; ISSN 1469-5790, pp 241-250 Keller, J. M. (2008), First principles of motivation to learn and e3-learning; Distance Education; Vol 29 (Edition No 2), pp 175-185 Melton, B. Graf, H & Chopak-Foss, J. (2009) Achievement and Satisfaction in Blended Learning versus Traditional General Health Course Designs, International Journal for the Scholarship of Teaching; Vol 3 (Edition No 1), pp 1-13 Salmon, G. (2002), The five stage framework and e-tivities, in: E-tivities: The key to active online learning, London, Kogan Page