Blended learning is seen as the solution to many of the challenges facing tertiary institutions. Lecturers are encouraged to move towards online learning as a way to save time and reduce costs and pressure on resources, only to find themselves lost in the uncharted world of the online environment whilst still attempting to meet the daily demands of classroom teaching.UCOL introduced Moodle as the institution’s content management system at the beginning of 2009. This coincided with the implementation of a new blended and student-centred Bachelor of Nursing curriculum within the School of Nursing. Central to this new curriculum is the desire to promote and model a commitment to ongoing professional development and lifelong learning. The idea of student-centred, anytime-anywhere learning seemed very attractive, but making it work effectively was an epic voyage of discovery for all. Lecturers found themselves having to learn how to use Moodle and become competent online facilitators, whilst still maintaining their existing teaching load. Students were forced to confront their perceptions of what it meant to be a self-directed student, while at the same time developing their computer and online study skills.
Introduction and reasons for the survey… disclaimers.Structure of BN curriculumAnecdotal evidence that students were not engaging in online learningVarious complaints from students about having to access resources on MoodleStudents felt that their study commitment was to the classroom sessions and their assessments. Foresaw a problem as students moved from 60 hours of classroom time in their first year to only 20 hours in the third year… failing to access the online resources meant that they were missing out on key knowledge, and would be potentially unsafe in their practice.
Information about the survey and how information was gathered.3 parts… student feedbackLecturer feedbackMoodle reports
Mixed results… discuss the disparity between student survey responses and Moodle records & fact that results may be skewed by those who engaged with Moodle
Talk about the importance of collaborative learning and teamwork for nurses; research shows that blended learning is more effective than either online or face-to-face
Talk about the need for the lecturer identity conflicting with need for standardisation; comments from students about scrolling; they wanted resources grouped in the side bar… Use of site index so students can search for resources by name
Show 703 moodle site here and explain design briefly…
Talk about random glossary block; lesson function; quiz results function (esp how this increased student participation in quizzes)
Incorporation of these in an assessment portfolio for the paper
Formalising what we expected students to do, how long it would take, and what they would get out of it in the end.
Helping students to move away from the attitude of, if I wanted to take an online course I would enrol in one… understanding that the online learning (self-directed learning packages) was part of what they needed to know to be competent and effective nurses; classroom sessions were consolidation of learning rather than the place where they could sit and passively absorb what they needed to know.
Portfolio; lessons etc…. 100% of students enrolled on paper access it.
Yes, if you give them enough reasons to want to!
Nurse educators conference
Learning Anytime, Anywhere:The challenges of implementing blended learning in a nursing curriculum
Key result #1Frequency of student access of Moodle pages According to the logs: • BN503: 91% • BN505: 40% • BN501: 21%
Key result #2 Online activitiesMore than 50% of students ‘seldom’ or ‘never’ tookpart in online activities such as quizzes anddiscussion forums.
Key result #3 Layout of Moodle30% of students felt that lack of a standardisation wasa problem45% felt that finding resources on Moodle was ‘seldom’or ‘never’ stress free
Key result #4 Lecturer feedback80% of staff saw Moodle’s key function as that of‘repository’72% of staff seldom or never participated in dialogue(forums, chat)53% of staff did not create session plans for onlinelearning
Change #1Changes to design and layout of Moodle
Change #2Use of a wider range of interactive Moodle functions Use the random glossary block to have a changing display of facts
Change #2Use of a wider range of interactive Moodle functions Use the quiz results function to display ‘best scores’
Change #2Use of a wider range of interactive Moodle functions Create a searchable site index using a glossary
Change #3Overt assessment of online learning components
Change #4 Development of session plans withidentified learning outcomes and time allocations for online learning components
Change #3Development of self-directed learning support programme
Where are we now?I enjoyed SDL. I found online group work beneficiali.e. comparing ideas and interpretations. The SDL really suits me. I like to be able to work through the material in my own time I do enjoy the SDL’s this year, they are well and place thought out and informative. Posting comments to the forumsI really like the way Moodle has really helped me improve myis set out communication skills Having marks allocated to the independent learning gives me a reason I enjoyed the for doing it. independent learning and the quizzes to test my I don’t like it when the online learning isn’t knowledge. included in the assessment.
Key recommendations• Develop a Moodle style guide and stick with it• Know why you are using online learning• Embed it into the curriculum and the assessment• Recognise that the requirements and potential of face-to-face and online environments are different• Help students to come to terms with the requirements
Moodle logs show that 100% of studentsactively enrolled at the 700-levelaccess Moodle on a regular /daily basis.
ReferencesAxmann, M (2007) Project student rescue: Online learning facilitation in higher education to improve retention rates for students. In E.McKay (Ed.), Enhancing learning through human computer interaction (pp.43-56). IDEA Group: HersheyBlin, F. & Munro, M. (2008). Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change throughthe lens of activity theory. Computers & Education 50 (2), (pp.475-490)Dougiamas, M. (n.d.). Pedagogy. Retrieved November 24, 2009, from Moodle.org: www.moodle.orgGilbert, C. (2009). The annual report of Her Majesty’s Chief Inspector of Education, Children’s services and skills 2008/09. Ofsted: LondonDougiamas, M. (2002). Interpretive analysis of an internet-based course. Research and Development in Higher Education: QualityConversations. Perth: HERDSA.Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysisand Review of Online Learning Studies. Washington: U.S. Department of Education.Rice, W. (2010). Moodle 1.9 Teaching Techniques. Birmingham: Packt.Rogers, Carl R. (1986). Carl Rogers on the Development of the Person-Centered Approach. Person-Centered Review, 1 (3), 257-259Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 51-54.Slater, N. (2008). A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participantswithin it. Educause, 9-12.UCOL. (2009). Bachelor of Nursing 2009.