engaging first year undergraduate students - a blended learning approach

A Blended Learning Approach

Sarah Hosken - Senior Lecturer, HALEs.hosken@londonmet.ac.uk

Amanda Wilson-Kennard – Learning Technologist, TLTCa.wilson-kennard@londonmet.ac.uk

Engaging First Year Undergraduate Students

Learning & Teaching Conference 7th July 2009

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)

Tutor’s own experience

• Undergraduate experience

• New to academia

• Leading NEW course

• New relationships

Student Experience

• 1st Year undergraduate BEd students

• Learning and seamless transitions

• Engage and encourage

Methodology

• Blackboard tracking tools

• Informal interviews

• Threaded discussions

• Analysis of transcripts

• Online feedback

Evolving Patterns of Use

…a lot to get my head around.

It has grown on me.

It takes time.

Meeting Individual Needs

Asynchronous Discussions

You didn’t feel like you were on your own as much.

Sense of belonging… in the same boat

Spirit of collegiality

Well done Hello everyone

Hi All

Informal language

Good luck Mate

All the best

Good luck with your observations

Wish you all a very good placement

Well done

“placement is going fab”

Positive and Supportive

Don’t worry

Emotions

Emoticons

• lol

I feel like I’m on top of the world

I am pleased

VLE or Facebook?

Some Facebook features

• Addictive

• Non-secure

• Negative feelings

• Non-inclusive

• Solely social function

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

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

Further Studies

• How does the language used reflect levels of engagement

• Longitudinal studies– How do you sustain communication and

collaboration over 3 year course

ReferencesAckerman, 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