Ry d er, S a n dy, G r e e n w o o d , An t h o n y a n d M a z o hl, P e t e r ( 2 0 1 5 )
Ev al u a ti n g b l e n d e d le a r n i n g : t h e m i s si n g d i m e n si o n . I n: I n s pi r e :
s h a r i n g g r e a t p r a c ti c e in s o ci al s ci e n c e t e a c hi n g a n d l e a r n i n g ,
3-4 D e c e m b e r 2 0 1 5 , M a n c h e s t er, UK. (U n p u b li s h e d )
Do w n l o a d e d fr o m : h t t p ://i n si g h t . c u m b r i a . a c . u k /i d/ e p ri n t/ 1 9 3 7 /
U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a’ s i n s t i t u t i o n a l r e p o s i t o r y ‘I n s i g h t ’ m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .
Any it e m a n d it s a s s o ci a t e d m e t a d a t a h el d i n t h e U niv e r si ty of C u m b r i a ’s in s ti t u ti o n al r e p o si t o r y I n si g h t ( u nl e s s s t a t e d o t h e r wi s e o n t h e m e t a d a t a r e c o r d ) m a y b e c o pi e d , di s pl ay e d o r p e rf o r m e d , a n d s t o r e d i n li n e wi t h t h e JIS C f ai r d e a li n g g ui d eli n e s ( av ail a bl e
h e r e) fo r e d u c a t i o n al a n d n o t-fo r-p r ofi t a c tiviti e s
p r o v i d e d t h a t
• t h e a u t h o r s , ti tl e a n d full bi blio g r a p h i c d e t ail s of t h e it e m a r e ci t e d cl e a rly w h e n a n y p a r t
of t h e w o r k is r ef e r r e d t o v e r b a lly o r i n t h e w ri t t e n fo r m
• a h y p e rli n k/ U RL t o t h e o ri gi n al I n si g h t r e c o r d of t h a t it e m is i n cl u d e d i n a n y ci t a ti o n s of t h e w o r k
• t h e c o n t e n t is n o t c h a n g e d i n a n y w a y
• all fil e s r e q ui r e d fo r u s a g e of t h e it e m a r e k e p t t o g e t h e r wi t h t h e m a i n it e m fil e.
Yo u m a y n o t
• s ell a n y p a r t of a n it e m
• r e f e r t o a n y p a r t of a n it e m wi t h o u t ci t a ti o n
• a m e n d a n y it e m o r c o n t e x t u ali s e it i n a w a y t h a t will i m p u g n t h e c r e a t o r ’s r e p u t a t i o n
• r e m ov e o r a l t e r t h e c o py ri g h t s t a t e m e n t o n a n it e m . T h e full p oli cy c a n b e fo u n d h e r e.
Alt e r n a t iv ely c o n t a c t t h e U niv e r si t y of C u m b ri a R e p o si t o ry E di t o r b y e m a ili n g
Evaluating
Blended
Learning:
The
Missing
Dimension
•
Sandy
Ryder
(University
of
Cumbria)
•
Anthony
Greenwood
(University
of
Cumbria)
•
Peter Mazohl (European
Foundation
for
Project
development
1
The
purpose
of
the
initial
project
was
to
understand
which
Flexible
and
Distributed
Learning
(FDL)
techniques
generate
positive
student
engagement
during
the
first
FDL
Project
development
2
Extended
to
use
two
contrasting
modules
as
case
studies.
One
involved
the
delivery
of
a
module
taught
on
a
second
cycle
Master’s
degree;
the
other
was
designed
for
students
on
a
first
cycle
Bachelor’s
degree.
In
both
cases
this
was
the
first
delivery
of
the
materials
in
this
format
and
this
research
forms
part
of
the
continuing
development
of
the
modules
and
will
Project
development
3
•
High
School
(between
14
and
15
years
old)
•
A
special
teaching
unit
for
the
subject
“Presentation
Techniques
and
Project
Management”
was
selected
and
restructured
to
a
Blended
learning
course.
The
teaching
unit
was
not
simply
transferred
to
a
Blended
learning
course,
but
completely
restructured
from
the
onsite
teaching.
•
A
short
course
with
three
onsite
teachings
(start,
presentation
with
intermediate
assessment
and
final
presentation
and
assessment)
with
two
online
Project
development
3
contd.
•
Transfer
of
onsite
teaching
to
a
Blended
Learning
sequence
•
Implementation
of
that
Blended
Learning
sequence
using
the
quality
framework
developed
in
the
BladEdu
Project
•
Pedagogical
access
by
learner
‐
centered
Learning
Environments
FDL
Student
Engagement
FDL
Design
Other
Factors
Interaction
&
Community
•
Non
‐
verbal
communication.
Gibson
(2013)
•
Emerging
pedagogy
required.
Boling
et
al
(2012)
•
Currently
‘stretch
the
mould’.
Holley
&
Oliver
(2010)
,
Bricknell
&
Muldoon
(2013).
•
A
psychological
investment
in
their
learning.
Dietz
‐
Uhler
&
Hurn
(2013)
•
Students
perform
higher
level
learning
behaviours.
Li
et
al
(2014)
•
Interaction
is
part
of
engagement.
Dietz
‐
Uhler
&
Hurn
(2013)
•
Student
led
interaction
=
low
vol
high
qual.
Gibson(2013)
•
Student
/
lecturer
interaction
crucial.
Boling
et
al
(2012)
•
Age
+
experience
with
on
‐
line
technology
is
significant.
Simonds
&
Brock(2014)
•
Students
expectations
of
education
and
their
ability
to
control
their
space.
Holley
&
Oliver
(2010)
.
•
Alignment
in
design.
Biggs
&
Tang
(2013)
•
B
‐
R
‐
G
Model
=
full
cohesion
in
design
.
El
‐
khalili
&
El
‐
Ghalayini
(2014).
•
Students
demand
more
flexibility.
Phillips
et
al
(2004
&
Rennie
(2003)
•
Technology
enables
flexible
distance
and
time.
Rennie
(2003)
Relevant
Postgraduate
focus
group
•
Recall
of
a
range
of
FDL
techniques
was
strong;
the
quiz,
the
voice
over
power
‐
point,
the
practice
examples
with
model
answers
and
the
discussion
forums
were
mentioned
without
prompt.
•
Participants
valued
the
ability
to
receive
feedback,
either
through
the
quiz
which
provided
instant
feedback,
the
model
answers
which
allowed
participants
to
self
‐
assess,
through
the
discussion
forums
or
from
the
lecturer
•
Assessment
Q&A
Discussion
Forum
enabled
them
to
support
each
other
and
provided
a
space
to
ask
questions,
“it
felt
like
the
whole
group
was
supporting
each
other.”
(S4)
and
was
“really
nice
when
other
students
responded”.
(S3)
•
Even
those
who
didn’t
participate
in
the
discussion
would
go
on
and
read
what
others’
had
said
and
also
felt
comforted
that
there
was
a
facility
ALP
Focus
Group
•
a
“central
point”
…
“part
of
everyday
life”
(4
mins)
“online
community”
(7
mins)
•
Blackboard
for
grades
(app)
and
as
a
library
•
Reactions
to
blogs:
privacy
&
confidence.
•
Self
‐
selected
members
met
at
Ambleside
whilst
there
for
workshops
•
Students
advised
that
the
focus
group
was
exploratory
in
nature.
Asked
to
recall
how
they
interact
with
various
technologies
used
in
teaching
and
to
work
with
each
other.
•
Recall
of
types
of
technology
Vienna
project
•
Students
appreciate
the
Blended
Learning
as
a
method
–
Learn
together,
not
alone,
and
–
Create
an
added
value
from
the
active
learning
•
On
the
other
hand,
they
refuse
to
participate
at
such
a
learning
sequence
again.
•
This
kind
of
learning
needs
a
higher
level
of
students’
engagement
and
forces
them
to
do
Vienna
project
•
The
learning
sequence
was
structured
linear
by
a
quite
simple
step
‐
by
‐
step
structure
•
Students
specified
the
structure
of
the
course
as
not
well
structured.
•
They
found
the
description
of
the
course
not
detailed
enough.
•
These
facts
may
be
explained
with
the
youth
of
the
students.
•
Donnelly
(2010),
Aycock
(2002)
and
others
mention
a
Reference
model
1
•
Blended
learning
as
a
means
of
transporting
the
pedagogy
•
Evaluating
the
pertinence
of
the
didactical
The
HEI
Learning
Environment
The
Student
Worldview
Dimension
1
Dimension
2
The
Missing
Dimension
QAA
Standards
VLE
/
ISO
19796
‐
3
Motivation
/
agency
Teaching
Student
Community
Learning
Social
Media
and
other
‘life
‐
integrated’
technology
4S4ELE
It could be argued that the ‘social media’ activity
is
a
direct
replacement
for
coffee
bar
conversation.
Conclusions
&
Recommendations
Objective
Conclusion
Recommendation
1.
Understand
which
FDL
techniques
derived
positive
student
engagement.
Techniques
alone
did
not
derive
positive
student
engagement.
Plan
cohesion
into
the
design
of
the
module
using
a
model
like
the
B
‐
R
‐
G
but
also
take
into
consideration
how
assessment
fits
the
content,
activity
and
technology.
Ensure
opportunity
for
valued
interaction
with
tutor
and
peers.
2.
Explore
other
possible
FDL
techniques
that
may
be
appropriate
for
the
module.
Interactive
techniques
could
be
increased.
Allow
use
of
technology
outside
of
University
control.
There
isn’t
a
‘best’
technique
for
enabling
student
engagement.
It
must
be
done
in
light
of
#1.
above.
Be
aware
of
the
social
media
that
students
might
use,
but
be
careful
about
changing
the
dynamic
if
it’s
working!
3.
Identify
which
FDL
techniques
may
be
transferrable
to
other
modules.
A
wide
range
of
techniques
would
be
transferrable,
particularly
those
which
develop
the
student
/
tutor
relationship.
The
use
of
technology
has
to
be
deliberately
designed
in
each
case
to
fit
the
content,
activity,
technology
and
The
Student
Worldview
Motivation
/
agency
Student
Community
Learning
Social
Media
and
other
‘life
‐
integrated’
technology
The
HEI
Learning
Environment
QAA
Standards
VLE
/
ISO
19796
‐
3
Teaching
4S4ELE
