Refining the blend: LIS educator perspectives on blended learning for dual mode cohortsZaana Howard | Kate Davis | Helen Pa...
QUT’s focus on blendedlearning is in maximisingstudent engagement withcurriculum617a	  –	  Party	  Lights	  –	  Texture	  ...
Blended learningface to face/physicalvirtual/online
Flexible learningprovides students’ choice in how,when and where they engage withlearning materials
Dual modality:courses for campus based as well asonline students
Blended learning literature is deficient in curriculum design across wholecourses and where it involvesdual mode cohorts.
Methodologyliterature reviewsemi structured interviewscontent analysis
Findings
Blended learning is a ‘multi layered’ approach that integrates face-to-face andonline learning experiences that areinterac...
Students are reluctant to engage in blended learning efforts
Challenges
1Delivering quality learning experiences to a dual mode cohort
‘my job is to make certain thatthey have a quality experience, itdoesn’t mean it has to be exactlythe same experience’ (LI...
2Access to appropriate technology, support andresourcing
3Insufficient timefor learning design, unitpreparation and delivery
4Teachers on demand24/7
Benefits &opportunities
1Increased visibility of student learning and feedback
2Opportunity to reach a broader and larger studentaudience
3Flexibility in learning deliveryfor both teachers and students
What matters here?1.  challenges > benefits2.  issues are exaggerated with adual mode cohort3.  blended delivery vs blende...
Dual mode provision + extreme flexibility + blended learning= complex environment to manage
thank you.questions?@QUTISG http://www.facebook.com/QUTISG
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Refining the blend: LIS educator perspectives on blended learning for dual mode cohorts

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Presentation given at the Australian Information Education Symposium, 17 June 2013 hosted at RMIT University.

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Refining the blend: LIS educator perspectives on blended learning for dual mode cohorts

  1. 1. Refining the blend: LIS educator perspectives on blended learning for dual mode cohortsZaana Howard | Kate Davis | Helen Partridge | Christine YatesQueensland University of Technology
  2. 2. QUT’s focus on blendedlearning is in maximisingstudent engagement withcurriculum617a  –  Party  Lights  –  Texture  by  Patrick  Hoesly  h:p://www.flickr.com/photos/zooboing/4425770337/  
  3. 3. Blended learningface to face/physicalvirtual/online
  4. 4. Flexible learningprovides students’ choice in how,when and where they engage withlearning materials
  5. 5. Dual modality:courses for campus based as well asonline students
  6. 6. Blended learning literature is deficient in curriculum design across wholecourses and where it involvesdual mode cohorts.
  7. 7. Methodologyliterature reviewsemi structured interviewscontent analysis
  8. 8. Findings
  9. 9. Blended learning is a ‘multi layered’ approach that integrates face-to-face andonline learning experiences that areinteractive and engaging, requiringhigh student participation.
  10. 10. Students are reluctant to engage in blended learning efforts
  11. 11. Challenges
  12. 12. 1Delivering quality learning experiences to a dual mode cohort
  13. 13. ‘my job is to make certain thatthey have a quality experience, itdoesn’t mean it has to be exactlythe same experience’ (LIS2)
  14. 14. 2Access to appropriate technology, support andresourcing
  15. 15. 3Insufficient timefor learning design, unitpreparation and delivery
  16. 16. 4Teachers on demand24/7
  17. 17. Benefits &opportunities
  18. 18. 1Increased visibility of student learning and feedback
  19. 19. 2Opportunity to reach a broader and larger studentaudience
  20. 20. 3Flexibility in learning deliveryfor both teachers and students
  21. 21. What matters here?1.  challenges > benefits2.  issues are exaggerated with adual mode cohort3.  blended delivery vs blendedexperience4.  student demand for blendedlearning
  22. 22. Dual mode provision + extreme flexibility + blended learning= complex environment to manage
  23. 23. thank you.questions?@QUTISG http://www.facebook.com/QUTISG
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