Presentation to the University of Stirling Learning & Teaching conference, April 2016

1. Student Transitions
into Blended Learning
Josephine Adekola, Vicki H.M. Dale
& Kerr Gardiner, Learning & Teaching Centre

2. Overview
QAA-funded Quality Enhancement
project, 2014-2017
Student, staff & institutional
perspectives on transitions to blended
learning
Experiences of different student cohorts
Focusing on:
• Expectations
• Benefits
• Challenges
• Skills developed
• Implications with reference to literature

3. Methods
Thematic analysis (Löfgren 2013 based on Alan
Bryman’s (2008) approach):
• Reading & annotating transcripts
• Generating individual codes
• Codes grouped into categories/themes
Data coded by both researchers
Pre-Honours
Classical
Civilisation
UG Home Course
surveys
Research
Methods
PG International Focus
group

4. Definition of blended
learning (BL)
“At its simplest, blended learning is the
thoughtful integration of classroom
face-to-face learning experiences with
online learning experiences … The real
test of blended learning is the effective
integration of the two main components
(face-to-face and Internet technology)
such that we are not just adding on to
the existing dominant approach or
method.”
(Garrison & Kanuka, 2004, p96-7)

5. Learner expectations
Generic Home UG students International PG
students
• Ease of contact with
teachers
• ‘No expectations’
• Everything to be
online (like Open
University)
• Accessible
• Easy to use
• ICT will be part of
the learning
experience
• Culturally different
pedagogy

6. Culturally different pedagogy
In China, … the teacher always gives us
everything. And here maybe the difference is
the teacher likes to encourage [us] to learn,
so that's why the teachers here don't give
you examples, just shows you a structure
here. Yes, it's there, you just learn and it's
employed by yourself … that's why I came
to the UK. I like to learn something new here.
(International postgraduate student)
Online learning is inevitable
Yeah, I think it's a new way. And I think
this way is penetrating the education
system, so we can't say no to the
distance learning or the video. We can't
say that, we have to accept it.
(International postgraduate student)
Ease of contact with teachers
[I expected] All lectures and seminars
to be online, but with the same ease of
contact with lecturers.
(Home undergraduate student)
Accessibility & convenience
[I expected] Classics [to be]
brought to me in an accessible
and convenient format.
(Home undergraduate student)

7. Literature: Learner expectations
Generic
• Expectation that e-learning was an expected and integral part of University
experience and future career prospects (Concannon, Flynn, & Campbell, 2005); and to
acquire:
o Knowledge and skills in the subject matter (subject knowledge)
o Skills using the internet for scientific practice (digital literacies for learning)
o Personal competence (self-regulated learning)
o Flexibility in pace and choice of learning strategies (flexibility)
o Easy and fast exchange of information and knowledge with peer students/instructor
(communication: knowledge)
o A clear and organised structure of the course (structure) (Paechter et al., 2009).

8. Benefits of blended programmes
Generic Home UG students International PG students
• Flexibility
• Convenience
• Flexibility
• Avoids timetable
clashes
• No travelling
• Made work easier to
manage
• Easy to use
• All students participate
• Flexibility (pace, place)
• Can review online
again & again –
helps with ESL
• Easier to ask Qs online
• Peer learning on forum
• Active learning – can
retain information more
effectively
• Encourages
independent learning
• Saves (teachers) money

9. Flexibility
I don't have to go out, because in Scotland
sometimes we have really bad weather
sometimes. So I don't have to go out to the
classroom to meet teachers, I can do it in my
apartment or I can pick my own time to do it. So
I put it into my schedule, in my timetable and
pick up the best way to fit this.
… the big advantage for this, you can press the
pause. Because if you don't understand it you
press pause and then you go to Google or do
some research. And that's the effective way to
learn. And in a lecture you don't understand the
teacher and then you've forgot what you
prepared to ask.
(International postgraduate student)
All students participate
Everyone contributes to seminar work rather
than a few people doing all of the talking in a
face to face seminar.
(Home undergraduate student)
Independent learning
It makes you become more independent …
this course can encourage us more to do the
research yourself and if you don't understand
it you can ask about it with your tutor or with
your classmate who has the previous
experience about this course maybe.
(International postgraduate student)
Easy to use
It was easy to use and I did not feel I lost out
by not having face-to-face learning.
(Home undergraduate student)

10. Literature: Benefits of blended programmes
Generic Home UG students International/ PG students
• Higher level of student
engagement (Stacey & Gerbic,
2006).
• Increased student
confidence in virtual team
(Clark and Gibb, 2006; Dineen, 2005;
Olson-Buchanan et al, 2007).
• Autonomy and
responsibility –
self-regulated learning
(Smyth et al., 2012)
• Opportunity to reflect upon
composed thoughts –
making reflection a part of
the learning process (Salmon,
2000).
• Access to resource
o Extra reading
o Source missed info.
(Concannon, Flynn, & Campbell,
2005).
• Resolves the problem of
speed in conversation,
accents therefore
increases confidence
(Stacey & Gerbic, 2006).
• Fewer language barriers –
the need to only read and
write – therefore more
confidence in interaction
(Ku and Lohr, 2003).

11. Challenges of blended programmes
Generic Home UG students International PG students
• Time management
• Lack of F2F contact
• Sense of isolation
• Perceived lack of
communication
• Feedback not immediate
• Technical issues
• Video quality (sound,
resolution)
• Lack of input from others in
the group e.g. to online
seminars
• Variable access to reading
materials
• Assessment
• Lack of clarity
• Disliked reflective journal
• One semester too short to get
used to online learning
• Unless gone through GIC
• Harder to learn new
concepts online
• Harder to ask questions
online
• Worrying about ‘losing face’
when asking questions online
• Didn’t come to UK to study
‘online’
• Teacher assumed prior
knowledge

12. Lack of face-to-face contact
Sometimes I feel alone because I want
to discuss with my friend when we are
having classes. But when I'm just
watching those computer screens I feel
lonely and helpless!
(International postgraduate student)
Technical issues
At first I think the video link is linked to
YouTube, and I can click it on my Mac. But
after two weeks the video link change and I can
only open it on the university computers.
(International postgraduate student)
Lack of clarity about assessment
Not getting all the information about
essays and deadlines as we should
have done- hand in date for essay
was changed to be the same as the
face to face course and we had
been informed it was later than it
actually was.
(Home undergraduate student)

13. Didn’t come to UK to study online
When Chinese people come to the UK, we try to
feel the culture here, to try for the face-to-face
communication, not just watch the online, or why
come here?
(International postgraduate student)
One semester too short a time to
adapt
He is more engaged in such a format of
online course, I think partly because he's
from GIC … We don't have enough time
to adapt to the teaching methods here
… we just have one year…
(International postgraduate student)
Time management
I have found it more difficult to
motivate myself as it gets towards
the end of the course and find
myself focussing more on work I
have to do for other [F2F] courses
at the expense of Classics.
(Home undergraduate student)

14. Literature: Challenges of blended programmes
Generic Home UG students International PG students
• Invasion of personal time and
space (Smyth et al., 2012)
• Difficulty adjusting to the
structure of online courses
• Time management,
self-motivation
(Marino, 2000)
• Limited interactions and
differences in learning
preferences are likely to result
in dropouts (Tinto 1975).
• Technical problems
(Concannon, Flynn, & Campbell,
2005).
• Some cultural orientation towards
learning (e.g. Malaysian students)
makes education experience through
BL difficult to grasp (Dzakiria et al., 2006).
• Language was mainly seen as a
difficulty. Writing - worried about
spelling and grammatical errors , used
dictionaries and friends as proof
readers (Thompson and Ku, 2005).
• Asian student are more comfortable
with lecture-based learning as online
learning is still a new concept to them
(Ku and Lohr, 2003).
• Social and psychology barriers to
technology (PG) (Cramphorn, 2004)

15. Skills developed
Home UG students International PG students
• Time management
• Digital literacies
• Communication
• Ideas in writing rather than
verbally
• Readiness for online learning
• Research skills
• Can apply what learned to other
work
• Social literacies
• Learned it’s ok to ‘lose face’
e.g. when asking Qs
• Critical thinking
• Accept knowledge is relative
rather then absolute

16. Readiness for online learning
This semester I was more prepared
than last semester because I had
done an online course before.
(Home undergraduate student)
Digital literacies
Using different computer
programmes has also expanded
my knowledge.
(Home undergraduate student)
Time management
[I] Have learned to motivate myself
more and manage my time better
(Home undergraduate student)
Social literacies
I had an interesting experience, once I
asked some questions and some other
student told me the answers … and I
started to learn. I feel stupid but I still
continue to ask, I don't care.
(International postgraduate student)
Critical thinking
Maybe your answer isn't wrong because critical
evaluation, because we're not doing the
mathematics, we're doing management, you have
so many answers, so it doesn't matter.
(International postgraduate student)

17. Transition aspect Specifics
Autonomy • Independent learning
• Reflection
Ability • Social literacies
• Digital literacies
• Time management
Attitude • Experiences
• Culture
• Personal preferences
Access • Internet access
• Device ownership/compatibility
• Learning resources
Student transition requirements (for blended learning)
Technical
Transformational

18. Contribution to knowledge
o Additional perspective on students’ experiences
with blended learning
o Further insight into the differences in BL
experiences by different student cohorts
o A framework to enhance understanding of the
requirements needed for students to succeed
online
o Developing new knowledge around skills
developed in BL environment

19. Implications
• Home/Undergraduates and
International/Postgraduates have some similar
BL experiences
• BUT minor differences that can impact on
transition and learning experiences
• International/PGs encounter an additional
burden of transitions of acclimatising to UK HE,
especially within shorter programmes of study
• Empowering students requires attention to
access, attitude, and ability to attain autonomy
required to succeed in a BL environment

20. QAA Scotland for project funding
Study participants from the University of
Glasgow
Acknowledgements

21. References
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