A Blended Learning Approach Sarah Hosken - Senior Lecturer, HALE s. hosken @ londonmet .ac. uk Amanda Wilson-Kennard – Learning Technologist, TLTC a. wilson - kennard @ londonmet .ac. uk Engaging First Year Undergraduate Students Learning & Teaching Conference 7 th July 2009
16
Embed
Engaging First Year Undergraduate Students - A Blended Learning Approach
A presentation delivered at the Learning & Teaching Conference at London Metropolitan University in 2009
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
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