engaging first year undergraduate students - a blended learning approach
DESCRIPTION
A presentation delivered at the Learning & Teaching Conference at London Metropolitan University in 2009TRANSCRIPT
A Blended Learning Approach
Sarah Hosken - Senior Lecturer, [email protected]
Amanda Wilson-Kennard – Learning Technologist, [email protected]
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