Not a world apart: Mapping out student expectations with the

Hybrid Learning Model

Vilinda Ross, Áine MacNeill,

Alan Masson, Colette Murphy

Session Overview

Introduction / Background

Overview of Hybrid Learning Model

Staff Perspectives of HLM

CIES studies with 1st year student cohorts

Discussion and Questions

CIES Work

CETL Tools and Services

Background to Hybrid Learning Model

Flash cards (based on 8LEM, University de Liège) Enriched with role specific verbs (adapted from Bennett) Captures interactions and roles Practice model annotated with contextual information

Initial Evaluation of HLM

Staff feedback: Easy to use Provides structured, reflective view of practice Increased awareness of learner’s role Clearly articulates expectations for learner

Follow-on learner evaluation: Adapting to new learning situations

CIES Studies with Students

Studies with different student cohorts (3 main studies and 4 smaller studies, 1st and 2nd year)

Range of different learning situations (portfolio, seminars, reflective journal, labs, software development,

module)

1st Year Student Cohorts

Ulster Business School

Use of HLM to develop modelled activity

Start of semester presentation (grid and animation)

Student data: Immediate impact and follow up

Study 2: Mapping Grid

Initial Impact:Ease of Understanding Concepts of Modelled Activity

Learner Study

Easy Quite Easy Not Easy Not Sure

Study 1Portfolio

(Total n=66)

70%(n=46)

20%(n=13)

6%(n=4)

0%

Study 2Module

(Total n=175)

48%(n=83)

44%(n=77)

6%(n=11)

2%(n=3)

Study 1, Missing (n=3)Study 2, Missing (n=1)

Initial Impact:Usefulness of modelled activity

Learner Study

Useful Quite Useful

Not Useful

Too early to say

Study 1Portfolio

(Total n=66)

36%(24)

46%(n=30)

2%(n=1)

12%(n=8)

Study 2Module

(Total n= 175)

43%(n=74)

36%(n=62)

<1%(n=1)

20%(n=35)

Study 1, Missing (n=3)Study 2, Missing (n=3)

Initial Student Comments

“The model helps to keep me on track with what is expected of me when preparing the portfolio” (Study 1)

“Gives me more of a rough guide into what is involved to make your first year a successful year” (Study 2)

“It puts all the information into simple terms, and it easier to understand as a new student” (Study 2)

“Something like this would be a positive help….especially the terminology and being able to focus your learning differently” (Study 1)

“Gives a systematic method of looking at the module and gives a clear outline about what I should be doing in relation to the course content and how best to learn effectively and productively” (Study 2)

http://www.wordle.net

Follow Up (1)

Learner Statements % Agree

The modelled activity helped me to adapt to completing my portfolio (Study 1)

92%

The modelled activity helped me to adapt to completing this study skills module (Study 2)

87%

I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2)

66%

Follow Up Sample = Study 1, 50 1st year students; Study 2, 105 1st year students;

Follow Up (cont’d)

Yes78%

(n=39)

No22%

(n=11)

Study 2:Use of the model in preparing for any aspect of their module (e.g., completion of assignments)

Study 1:Using (or intend to use) modelled activity in preparing their portfolio

Yes49%

(n=51)

No51%

(n=54)

n=50

n=105

Other Findings Which parts of the Model were most useful?

Hybrid Learning Model Study 1 % Ranked

1st/Most Important)

Study 2 % Ranked

1st/Most Important)

Learning Events 29% 36%

Reflection on the process 25% 26%

Learner Prompts 23% 23%

Verbs 10% 8%

The modelled activity was useful because it…

% SelectedStudy 1

% SelectedStudy 2

provided an awareness of what is expected of me 90% 73%

broke down the activity into understandable parts 65% 67%

provided a clear outline of what was expected 67% 61%

helped me reflect on my learning 63% 55%

simplified what we had to do 69% 52%

Study 2 Follow Up Comments

“It helped me at the start of the semester as I felt I knew more what I had to do”

“Gave me something to refer back to when I felt I was getting behind”

“Helped me realise my learning styles to complete tasks and activities”

“Indicated what I would have to do during the module and what lecturers expect”

Staff Comments (Study 1)

“This is invaluable for year 1 transition students”

“They now demonstrate a greater understanding of what is expected of them”

ConclusionHLM provides a mechanism to: Ease transition Introduce the HE learning process Provide a simple, effective means to support Year 1 Communicate roles and expectations in a scaffolded way Promote and support learners engaging in independent learning Support learners to adapt/participate in new learning scenarios Assist staff to better introduce learning scenarios Encourage learner-centred practice Encourage conversation about the learning process

Questions?

Contact Details:

URL: http://cetl.ulster.ac.uk/elearning

HLM Online Community:http://hlmcommunity.ning.com/

Enquiries: elearning@cetl.ulster.ac.uk

References Bennett, S. (2005) University of Wollongong

http://www.learningdesigns.uow.edu.au/

CETL(NI) Institutional E-Learning Services http://cetl.ulster.ac.uk/elearning/

Leclercq, D. & Poumay, M. (2005) The 8 Learning Events Model and its principles. Release 2005-1. LabSET. University of Liège, available at http://www.labset.net/media/prod/8LEM.pdf

Masson, A.,  MacNeill, A. & Murphy, C. (Botturi, L. and Stubbs, T. eds.) (2006) Case study - University of Ulster, Northern Ireland. Handbook of visual languages for instructional design: Theories and practices Idea Group , Hershey, PA

Masson, A., MacNeill, A., Murphy, C., & Ross, V. (2008). The Hybrid Learning Model - A Framework for Teaching and Learning Practice. International Journal Of Emerging Technologies In Learning (IJET), 3(0). Retrieved May 7, 2009, from http://online-journals.org/i-jet/article/view/546