1 / 13

Enhancing Learning through a Blended Model: Integrating E-Learning with Traditional Education

This paper explores a blended approach to education that combines face-to-face interactions with e-learning. It details methods for facilitating student engagement through online contributions and virtual group work, while also addressing potential challenges such as technical access and student expectations. The benefits for tutors, including improved communication and intervention capabilities, are highlighted. Lessons learned from implementing this model emphasize the importance of organization, clear communication, and the need for tutors to adapt to new technologies and teaching strategies.

zita
Télécharger la présentation

Enhancing Learning through a Blended Model: Integrating E-Learning with Traditional Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A “blended” model for conventional delivery and e-learning Gerry Goldsmith – MSc Information Technology & Management (DL) Becky Strachan – MSc Networking Technologies & Management (DL)

  2. What’s “Blended” ? • F2F Induction day (or E) • 5-day on-campus residentials • Distance e-learning modules

  3. The Learning Environment Learning Centre tutors Virtual Learning Environment University students employer external examiner Course Leader

  4. Why e-learning ? Am I the only student? • Relieve isolation

  5. Why e-learning ? • Enrich learning experience • Learning community • Share professional experience • Online materials • Links to learning resources & support • Discussion forums • Virtual group work (VGW) where appropriate

  6. Our Approach • Students: • assess online contributions (carrot & stick) • early deadline for simple task (to ensure early engagement with assignment) • Tutors: • Encourage to use Blackboard • Provide help, advice • Don’t be too ambitious first time

  7. Issues for students • Technical: speed, access (24/24?) • Need to be online a lot • Learning styles • Student expectations • VGW: time to form groups • VGW: timing of meetings

  8. Benefits for Tutors • During Delivery:- • Improved contact with students • Tutors can contribute & intervene • Tutors can post reminders & notices • Students help each other e.g. answer each other’s questions, etc

  9. Lessons Learnt • Learning Curve for tutors • New skills are needed (Reference: E-moderating, Gilly Salmon) • Need for ownership by tutors • MUCH more time required during delivery (than conventional DL) • Need to be well organised and planned in advance – not ‘on the fly’.

  10. Lessons Learnt … “But I emailed you over an hour ago!” • Managing students’ expectations is important • Need to determine what is mandatory and what isn’t • Important to provide rationale to students for type of assessment, use of environment, etc – minimises queries!

  11. What have we achieved? • Relieve isolation  • Enrich learning experience • Learning community  • Share professional experience  • Online materials  • Links to learning resources & support  • Discussion forums  • Virtual group work (VGW) 

  12. E-University

  13. References • Salmon G. 2001. E-Moderating - the key to Teaching & Learning Online. Kogan Page. • Kear K; Heap N. 1999. Technology-supported group work in distance learning. Active Learning 10 (July). • Asensio M; Whatley J; Jones C. 2001. Taking over someone else’s design: implications for the tutor’s role in networked learning. ALT-J Vol 9(3).

More Related