Engaging First Year Undergraduate Students - A Blended Learning Approach

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    05-Feb-2015

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A presentation delivered at the Learning & Teaching Conference at London Metropolitan University in 2009

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1. 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 7th July 2009 2. 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) 3. Tutors own experience Undergraduate experience New to academia Leading NEW course New relationships 4. Student Experience 1st Year undergraduate BEd students Learning and seamless transitions Engage and encourage 5. Methodology Blackboard tracking tools Informal interviews Threaded discussions Analysis of transcripts Online feedback 6. Evolving Patterns of Use a lot to get my head around. It has grown on me. It takes time. 7. Meeting Individual Needs 8. Asynchronous Discussions You didnt feel like you were on your own as much. 9. Sense of belonging in the same boat Spirit of collegiality Well done Hello everyoneHi All 10. Informal language Good luck Mate All the bestGood luck with your observations Wish you all a very good placement Well done placement is going fab Positive and Supportive 11. Dont worry Emotions Emoticons lol I feel like Im on top of the world I am pleased 12. VLE or Facebook? Some Facebook features Addictive Non-secure Negative feelings Non-inclusive Solely social function 13. 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 14. 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 15. Further Studies How does the language used reflect levels of engagement Longitudinal studies How do you sustain communication and collaboration over 3 year course 16. References Ackerman, 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

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