Authors: Elizabeth Palmer, (University of Northampton, Learning Designer,) Sylvie Lomer, (University of Manchester, Lecturer in Education) and Ivelina Bashliyska (3rd Year Undergraduate Student and Assistant Researcher).
With thanks to Nadine Shambrooke and David Cousens for support with transcription and coding.
The University of Northampton has taken an institutional approach to learning and teaching through the widespread adoption of Active Blended Learning (ABL) as its new ‘normal’. To find out more please visit: https://www.northampton.ac.uk/ilt/current-projects/waterside-readiness/
However, student engagement has been highly variable, which has created a number of challenges for staff. Semi-structured qualitative focus groups have been undertaken with 201 undergraduate students across all the year groups and faculties during the academic year 16/17 based on a pilot study of 24 students in academic year 15/16. These focus groups have been looking at trying to uncover the students own perceptions and experiences of ABL in order to unpick the reasons behind varying patterns and engagements and to glean student insight into the factors that inhibit or encourage engagement with ABL.
The study has revealed a number of key factors which students identify as having significant impact on their engagement. Key success factors include effective pedagogical design, in particular establishing a clear and explicit relationship between online and face to face components of modules, and scaffolding the development of digital skills and literacies in the process of establishing online tasks. A strong relationship between staff and students is also critical, where students trust in the decisions and motivations of staff. This is signalled by following up on online tasks, providing feedback where relevant, and explicitly discussing the value of online tasks to module learning outcomes and employability skills. A key finding is that students’ conceptions of learning, teaching & knowledge impact on their engagement with ABL, and are not necessarily compatible with ABL principles. These factors are complex, interdependent and have varying loci of control. Staff can take a number of measures to increase the likelihood of student engagement, although certain factors remain ultimately within the agency of students. Understanding these issues is critical to the success of ABL.
The following artefacts provide the results of the study to date:
- Make NILE more accessible this May 20th.
- NILE Design Standards 2021/22
- Blackboard Collaborate introduces the new Gallery view
- Student Guidance on finding the emergency virtual rooms that staff are using during March 2021
- Staff guidance on setting up a temporary open Collaborate link
- Reflecting on the development of an introduction to NILE for new students
- How long does it take to build an Ultra course?
- Update to Kaltura Video Storage and Archiving
- Ultra courses for Foundation and Level 4 modules now available
- What do UON staff think about Blackboard Ultra?
TagsABL Practitioner Stories Academic Skills Accessibility Active Blended Learning (ABL) Active Learning Apps Assessment Design Assessment Tools Blackboard Blended Learning Blogs CAIeRO Collaborate Collaboration Demystifying the CAIeRO Distance Learning Feedback Flipcam Flipped Classroom Flipped Learning GradeMark Hyflex iNorthampton iPad Kaltura Learner Experience MALT MediaSpace Mobile Newsletter NILE Open Educational Resources (OERs) Outside the box Panopto Powerpoint Presentations Quality Reflection Rubrics SHED Submitting and Grading Electronically (SaGE) Turnitin Video Waterside Xerte