Towards an institutional framework to effectively support transitions to blended learning

Towards an institutional framework to effectively support transitions to blended learningVicki H.M. Dale, Josephine Adekola& Kerr Gardiner, Learning & Teaching Centre

Overview

QAA-funded Quality Enhancement project, 2014-2017Student, staff & institutional transitions to enhanced blended learning

• Year 1: Developing the institutional framework • Year 2: Focus on student experience of BL & identifying ‘anchor

points’• Year 3: Implementing ‘anchor points’, identifying case studies of

good practice, extending studies of student experience esp. MOOCs

Definition of blended learning

“At its simplest, blended learning is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences … The real test of blended learning is the effective integration of the two main components (face-to-face and Internet technology) such that we are not just adding on to the existing dominant approach or method.”

(Garrison & Kanuka, 2004, p96-7)

Methods

Interviews with 20 key informants (mostly staff)• Senior management, heads of services, teachers & SRC VP for Education

Surveys & focus groups with students• UG & PG blended programmes

Consultations with institutional team incl. world café event• Deans L&T• Heads of services• Teachers• SRC VP for Education

Year 1: Development of the framework

Interviews with 20 key informants:

• Motivations to engage in enhanced BL

• Benefits• Challenges & barriers• Support needs

Motivations / benefits

Enhanced student experience• Increased self-directed learning• Information/lifelong learning literacies• Flexibility• Optimised learning outcomes

Efficiencies• High costs of F2F delivery• Reusable nature of BL

Enhanced teacher experience & upskilling

Challenges / barriers

• Research-teaching tension• Staff workload models• Infrastructure not optimised for BL• Lack of local LT support• Variable digital literacies – students & teachers• Students’ misperceptions regarding ‘value for money’ re: F2F

contact• Ethical issues e.g. device ownership

Support needs

• Staff development: Peer mentoring & communities of practice• Review workload & promotion criteria• Continue to embed digital education in institutional strategy• Recognised appointments in digital education across institution• More local learning technology specialists & instructional

designers• Centre for technology-enhanced learning• Enhance investment in infrastructure

Management & organisation

Learning technology support

• Flexible, active learning spaces

• Robust IT infrastructure

• Addressing student learning needs & expectations

• Digital literacies• New approaches to L&T

• Teacher as facilitator• Student as co-

producer

• Providing leadership• Providing support & resources• Rewarding staff engaged in BL• Strategy & policy

• Enabling innovation, being mindful of risks

• Greater tolerance towards failure

• Equity of access to technology• Learner support for engaging in BL• Copyright compliance, training &

support• Internationalisation of curriculum • Distributed learning technology

specialist support• TELT Communities of Practice• Peer mentoring by early adopters

Institutional considerationsfor blended learning

Year 2: Student experiences

Pre-Honours Classical Civilisation courses – QA surveys with UG students

Research methods – focus group, international PG students

Focused on: • Expectations• Benefits• Challenges• Skills developed

Student transition requirements for BL

Transition aspect Specifics

Autonomy (ultimate goal)

• Independent learning• Reflection

Ability • Social literacies• Digital literacies• Time management

Attitude • Experiences• Culture• Personal preferences

Access • Internet access• Device ownership/compatibility• Learning resources

For more detailed findings see Adekola et al (2016) Student Transitions into Blended Learning. http://www.slideshare.net/VickiDale/student-transitions-into-blended-learning

http://www.slideshare.net/VickiDale/student-transitions-into-blended-learning

http://www.slideshare.net/VickiDale/student-transitions-into-blended-learning

Year 2 consultations with institutional team








producer








Critically important

Year 2 consultations with institutional teamStudents Staff Institution

Challenges in relation to BL transitions

• Need to challenge student assumptions around active learning

• Variable digital literacies• BYOD; issues of

accessibility

• Variable digital literacies• Lack of understanding of

support needs for BL• Variable ‘competence’ in BL

• Insufficient technical support• Commitment to BL not

standardised across schools/colleges

Current work to support BL transitions

• Regular liaison with Students Representative Council

• Student-led conference on technology-enhanced learning

• University Services units working closely & in partnership with colleges

• Academic development for staff to raise awareness of blended learner needs (PGCAP)

• Strategic commitment to BL at college/institutional level

• Support for TEAL spaces aligned with strategic investment in BL (BOLD, MOOCs)

• MVLS online learner induction being repurposed for blended & online courses

• Service support e.g. copyright

‘Anchor points’

Summarised in next slide.

Identified ‘anchor points’ to implement in Year 3

1. Guidelines for good practice in e-learning development

2. Resources to support student induction into blended and online learning

3. Digital capabilities work

4. Student engagement – BL co-production via ASPEN

5. Case studies of good practice

6. Promoting organisational learning

7. Continuing to research the learner experience incl. MOOCs

Matching anchor points to the framework

1. Guidelines for good practice in e-learning development

2. Resources to support student induction into blended and online learning

3. Digital capabilities work

4. Student engagement – BL co-production via ASPEN

5. Case studies of good practice

6. Promoting organisational learning

7. Continuing to research the learner experience incl. MOOCs








producer








1, 2, 3, 4, 5, 7

TEAL spaces,L&T hub

1, 6

1, 2, 7Service support e.g. copyright

BOLD, MOOCs

BOLD, MOOCs, PGCAP

Acknowledgements

QAA Scotland for project funding

Study participants from the University of Glasgow & the institutional ET team

/glasgowuniversity

@UofGlasgow

@UofGlasgow

UofGlasgowSearch: University of Glasgow

Any [email protected]@[email protected]