The conflicting priorities of blended and inclusive learning

development support in a widening participation

institution

Dr Stephanie McKendry

OR, can you replace a successful campus-based

pre-entry programme with a virtual version?

The short answer:No, not really

Opportunities to replace campus activities with blended versions are limited and, indeed, anathema to certain learners. Thus, inclusivity may be threatened and diversity potentially curtailed within the discourse of blended learning.

Assumptions of digital literacy, the narrative of digital natives and the prioritising of reductive technology enhanced learning may disenfranchise certain learners.

My thesis

Very few people argue for purely on-line learning.

Technology enhanced learning can be empowering and democratising (similar to telehealth).

Anyone can learn to learn with technology (with sufficient support).

I’m not alone in working any of this out.

The caveats (inevitably)

Glasgow Caledonian University

• Formed in 1993 with merger of Glasgow Polytechnic and Queen’s College, Glasgow

• 5th largest in Scotland in terms of student recruitment.• Student population of over 17,000• 3 Academic Schools

• 62% female (82% within School of Health & Life Sciences)• 35% 21 or over (45% within School of Health & Life Sciences)• 37% live in areas classified in bottom two quintiles

of the Scottish Index of Multiple Deprivation (SIMD)

Student demographics (full time, undergraduate population 2010/2011)

My role

Academic Development Tutor (ADT) in a Learning Development Centre in the School of Health and Life Sciences.

Academic contract with research remit.

Learning development support to all students.

The LDC in the School of Health & Life Sciences

• ADT lead in each of the following: International students, articulating students, students with disability, pre-entry and transition support, research and scholarly activities.

• ADTs have roles on programme, curriculum development,learning & teaching boards/committees.

LDC Director

Academic Development Tutors (ADTs)Admin ICT Skills Tutor

First point of student contact

Booking Tracking Evaluating

ICT Skills Learning and Teaching

Website and VLE

Allied Health Professions

Social Work

Nursing Midwifery

English for Academic Purposes

Psychology Vision Sciences

Psychology

Biological Sciences

The research problem

Diverse group of learners, many of whom can find transition into HE challenging:

Mature students can struggle with completion (O’Brien et al 2009; Cuthbertson et al 2004)

Link between heterogeneous student populations and withdrawal/ non completion (Leathwood and O’Connell 2003, NAO 2008)

Women can encounter relationship difficulties with partners, friends and families (Baxter and Britten 2001, Stone 2008)

Socio-economic and class factors can affect transition (Reay 2002)

Financial difficulties(Glossop 2002, Last and Fullbrook 2003)

Balancing personal commitments with p/t work and study (Glossop 2001, Rochford et al 2009)

Pre-entry support programme

• Initial evaluation suggested efficacy of approach

BUT- Does this impact on student success?- If so, how and why?- Numbers limited so what about those who

cannot attend? Issues of equality/equity?

Studysmart for Nursing Week

2009 – 66 students attended2010 – 92 students

•4 days of learning development and socialisation activities.•Theme of ‘Spirituality in nursing’ with linked lecture, research paper, tutorial discussion and short essay with feedback.

Timetable of week

This is to certify that:Certificate of completion

Successfully completed the

at Glasgow Caledonian University.

(Congratulations!)

Summer 2010

Vic BoydAcademic Development Tutor

Stephanie MckendryAcademic Development Tutor

Evaluation 09/10

Of the 48 evaluation forms received:•All of the attendees rated the week as either very useful (94%) or useful (6%).•94% agreed that they were now more confident in finding their way around campus.•100% agreed that they had made new friends.•94% agreed that they felt more comfortable about approaching staff to ask for help.•98% agreed that they now had a better understanding of the types skills needed for study at university.I think this week has been very good. I have loved everything about it and think you have both done an amazing job in preparing us for uni life. It's been a really helpful week and I now feel much more confident. Should definitely be done again next year.

Evaluation 10/11

Of the 70 evaluation forms received:•All attendees rated the weeks as either very useful (94%) or useful (6%).•93% agreed that they were now more confident in finding their way around campus.•100% agreed that they had made new friends.•100% agreed that they felt more comfortable about approaching staff to ask for help.•100% agreed that they now had a better understanding of the types skills needed for study at university.

Not only did it familiarise us with the campus it opened our eyes in what to expect as a university student, and where to find all the resourceful resources.

Even though it was scary at times to see the challenges I feel now more aware and dare I say ready to start! Thank you.’

Research questions

- Was the current pre-entry programme effective in easing the transition of new students?

- Given possible cancellation, and issues of equity, was it possible to replace the campus-based version with a blended or wholly online programme?

Methodology

Action research:As distinct from positivist methods of enquiry AR is cyclical and reflective

Examine own practice within context with aim of improving its effectiveness and justice (Cohen et al 2007).Applied to both the research and subsequent improvement of healthcare education (Hodgeson et al 2008).

Mixed method

Phase 1. Design, pilot and evaluation of academic writing support for distance students

Semi structured interviews with key staff involved in provision of academic writing support

Semi structured interviews with key staff involved in teaching first year student nurses

Leads to development of research instruments for phase 2

Phase 2.

studySMART for Nursing programme

Phase 3. Semi structured interviews with students

Leads to development of research instruments for phase 3

Amended studySMART for Nursing programme

Blended elements?

Revised formative assessment?

Research design

Phase 1: design, pilot & evaluate blog

The nursing student blog was developed to provide:

- an accessible, moderated, interactive space for students to share experiences.

-remote access to academic development materials whilst students were on placement.

-scope to facilitate peer support.

-‘real life’ nursing biographies to support development of professional identity and foster engagement with institution.

-Pilot for provision of academic development support in online format (different students in different circumstances but possible to extrapolate some meaningful data).

http://blogs.spokenword.ac.uk/nurseblog/

A short history of blogging

- Offers agency and control to the contributor as a tool to capture / share the longitudinal experiential journey through online narrative (Pachler and Daly 2009).

- Strengths in encouraging students to engage in ongoing reflection and analysis, and in enabling students to think holistically about the context of their learning (through making links to both internal and external content) (Ferdig & Trammel 2004).

- Usefulness in engaging students at risk of isolation (notably distance learning students (Dickey 2004)).

- Obvious potential within healthcare education: remote support and interaction; develop reflective and academic writing skills; source to share experience and develop communities of practice (Maag 2005, Kamel et al 2006, Sandars 2007).

The nursing student blog - backgroun

The nursing student blog - backgroun

The nursing student blog - backgroun

Heather and Kay

http://www.youtube.com/watch?v=quGG5IAt_0w

Learning development materials

Pedagogical principles- Marton and Trigwell’s (2000) variation theory of learning.- Salmon’s (2002, 2004) stages of development.- Timeliness, relevance (Beetham 2008, Thorpe 2000).

- E.g. Blog entry, word document and video on ‘putting things into your own words’:

http://www.youtube.com/watch?v=PDgmeduiDso

Blog usage

- Mid-November 2010 to mid-January 2011 the blog received over 1,600 hits.

-470 views of video material.

-In 1st two weeks after launch, blog received over 300 hits per week.

-Through to June 2011, weekly figure not less than 51 and total views 4,793 and views of videos 703.

YouTube statistics on Heather and Kay’s introductory video

Student evaluation

- 85%* of students who said they had accessed the blog rated it useful or very useful.

- 68% agreed that the academic development materials helped them complete their assessments.

- 70% said that the student contributions improved their understanding of placement and the placement experience.

* n=110 of 205 students who responded to a paper based evaluation questionnaire.

Blogger evaluation

- Useful resource – value in learning from experienced students.

You do want to hear it from the horse’s mouth so to speak.... Somebody going ‘och well actually this is how I felt emotionally, this is how I felt mentally, this is how I got through it, this is who I went to’, you’re kind of more likely to believe that it works from another student.

Cos I always find myself looking to older students and saying ‘how did you do this?’

- Learning opportunity – reflection, developing writing skills for diverse audience.

Blogger evaluation

- Enhanced or reinforced confidence – empowerment, protected space, maintained own voice throughout editing.

I literally hate reading my own stuff, so I was a bit nervous, I was like ‘oh God, people are...’ I felt exposed in a way, but... It was also good in a way cos you’re helping someone...

I loved it. I felt important!

It’s just nice to vent, in a ... professional way, but it’s nice to go ‘blaaa... This is how I’m feeling’... And I think it was really good for mental health, it was really good to say, ‘I’m alright actually, I know loads’

- Acknowledgment of expectation of multimedia in learning.

Interactivity/engagement

Large numbers accessed blog, yet half the cohort did not and very little interactive engagement (fewer than 20 responses to blog postings).Provided flexibility and accessibility yet a minority of students were unable to use blog, possibly due to issues of confidence and competence.

•Evidence that purely online learning is largely ineffective (Oliver & Trigwell 2005).•Homik and Melis (2006) have noted that motivation to engage in technology enhanced learning may be entirely assessment or task-driven.

Implications for pre-entry programme, especially since new learners may not have necessary independent learning skills to engage in online environment (Kearsley, 2002).

Phase 2: staff interviewsGroup one (2 learning development staff with experience of teaching in different environments)

Group two (2 nursing lecturers with responsibility for 1st year modules)

Provision of online material & support useful but only for transmission-based teaching or declarative knowledge.

Pre-entry activities essential since time and resource constraints prevented the development of academic skills during teaching.

Interactive online support most effective in 1-2-1 relationship built over time (relates to Prosser & Trigwell’s (1999) teacher focused strategies and Peters’ (2001) theory of distance learning).

Sizeable group of students entered HE unprepared (less academic skills than understanding of independent learning).

Pre-entry week would lose value if elements were replaced by online activities. A blend might enhance current provision but could not replicate it.

Blended learning could be successful only with substantial face to face contact.

Phase 3: student interviews

• Feb 2011 pre-entry week attendees emailed invitation to participate in research:

11 responses 7 semi-structured interviews

• Asked to consider extent to which week had prepared them to become independent learners and how they would feel if different learning environments had been employed.

• Grounded theory driven thematic analysis (Glaser & Strauss, 1967, Edgely et al, 2009).

Phase 3: student interviews

All attended 2010 summer school and were now half way through 1st year. Broadly representative of both pre-entry and general nursing population but

opportunistic sample with greater number of adult returners and all female.

Code Programme Year of birth

Fee status Nationality

1 Adult Nursing 1975 Home UK2 Mental Health 1981 Home UK

3 Adult Nursing 1963 EU Bulgaria4 Adult Nursing 1977 Home UK5 Child 1962 Home UK6 Mental Health 1978 Home Zimbabwe7 Adult 1973 EU France

Characteristics of interviewees

Thematic analysis

1. ‘It was kind of a taster’- Overwhelmingly positive attitudes to week as preparation for HE.- Initial wariness of education (supports lit on anxiety and emotional nature of

transition Fergy et al 2008, Christie et al 2008, Gourlay 2009, Beard et al 2007).- Increased confidence, importance of writing activity and feedback.- 5 out of 7 raised academic writing as a major concern.

I think it gave me the confidence to say, yeah ok I know I can do this. Student 7

Do you know in fact I was really scared you know before I attend that week, that study week. I was really scared whether I would manage it all you know. Student 3

That [writing] was my biggest worry and my biggest anxiety. I remember before I’d even applied to go to college telling friends that this was really what would hold me back. Student 4

Thematic analysis

2. ‘Faces’Unprompted use of the word or concept repeatedly by all but one interviewee.Speaking to people face-to-face. Student 3I recognised faces… just knowing a face. Student 4

- Significance of recognition, socialisation and peer learning, led to strong friendships for some, familiar faces in a crowd for others.

- Insights emerged before discussion of using different learning environments.- Cues for socialisation, familiarity and learning were predominantly facial.

Students wished to interact within a geographical space.

Implications for online/blended learning opportunities

Thematic analysis

3. ‘I don’t facebook’- 4/7 would not have engaged with programme in anything but face to face

format- 2 students positive about online support but only as supplement to classroom- 2 felt there were limited possibilities for socialisation and acclimatisation.

Students seemed to voluntary identify themselves as technically inclined or otherwise, not a matter of digital literacy but of learner preference.

Strong identity of ‘adult or mature learner’ present ((Askham 2008, Stone 2008, Mckendry & Boyd 2010).

Thematic analysis

4. Lightbulb moments- Pre-entry week ‘demystified’ HE.- Realisations and sudden flashes of understanding in terms of the need to

substantiate arguments, to provide evidence by way of referencing.- Strongly substantiates theories of academic literacies (Gourlay, 2009; Lea,

2004) and student expectations.

Coming on to the course made me realise that the writing that I was doing and the writing that was expected of me were two different things…. I mean to be quite frank I was, it proper shocked me because I really wasn’t expecting that there was certain ways of doing things. I just thought ok I’ll be writing. You know it’s my knowledge. But it’s not just the knowledge that you have. There is a certain way of writing. Student 6

Thematic analysis

5. The ‘cascade effect’- Students spoke of taking on an ambassadorial role, passing on the knowledge and

insights they had gained to other new students.

Cos I felt able to say on my first day, in my first few days, oh I know how to do this cos of studySMART… and I passed on a wee bit to them. Student 5

Mirrored in staff interviewsBecause although you might not have them all attending summer, if someone’s been on the summer school,

and knows where to go. The rest of them then get taken along. Staff 3

Self-selecting nature of cohort?Programme fulfils function beyond acquisition of skills for attenders?Less inequity than feared?

Digital natives debate

Prensky (2001) : generation born from 1980 onwards (digital natives) have significantly different learning styles and needs to previous generations (digital immigrants) due to their immersion in new technologies, needs that higher education is failing to meet.

Assumption that younger students, at least, do not require support for learning with technology (Farrell, 2012)

This dualist view has been described as akin to ‘moral panic’ by commentators (Bennett et al 2008), whilst others argue that learners do not fall neatly into these categories and their use of technology for learning is diverse and nuanced (Creanor et al 2007, Kennedy et al 2008).

Digital entitlement

Governments around the world have begun to acknowledge an entitlement to digital capability alongside the entitlement to read-write literacy and numeracy for their citizens. (Beetham et al 2010)But:-Digital opportunities disproportionately taken up by those with existing educational capital.-Transferring digital capabilities from one environment to another problematic.-Learners ICT skills often less advanced than educators (and learners) assume.-current frameworks for embedding digital capability into the curriculum are missing the idea of a situated and critical technology use and fail to be developmental.Our research project suggests that increased emphasis on blended/online learning may disenfranchise certain students – the ‘digitally reluctant’?

Digital literacies and inclusion

• Data collected during IT Induction at the beginning of Trimester A• Sample size 513, mostly first year students

Policy discourse

• Assumptions of digital literacy• Prioritising of blended learning• Financial constraints – attractiveness of online

pre-entry activities• From recruiting to selecting….• Reduction/removal of digital literacy teaching

and learning

Possibilities for blended pre-entry support

• Other institutions’ experiences echo our findings (Danvers & Hopf 2012, Brunel).

• GCU’s social networking during transition largely ineffective (GCU 2011).

It isn’t possible to replicate campus programme experience but could enhance that programme or provide alternative for those who cannot attend.

The future of our pre-entry support

• University Bootcamp and Getting Ready for Articulation programmes• School/college liaison• College on campus activities

• Development of bitesize learning objects housed on a freely accessible website

Contact details

Dr Stephanie Mckendry Glasgow Caledonian University, School of Health and Life Sciencesstephanie.mckendry@gcal.ac.uk0141 331 3450

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