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Not a world apart: Mapping out student expectations with the Hybrid Learning Model Vilinda Ross, Áine MacNeill,  Alan Mass...
Session Overview <ul><li>Introduction / Background </li></ul><ul><li>Overview of Hybrid Learning Model </li></ul><ul><li>S...
CIES Work <ul><li>CETL Tools and Services </li></ul><ul><li>Background to Hybrid Learning Model </li></ul>
 
 
<ul><li>Flash cards (based on 8LEM, University de Li è ge) </li></ul><ul><li>Enriched with role specific verbs (adapted fr...
 
 
 
 
 
 
 
Initial Evaluation of HLM <ul><li>Staff feedback : </li></ul><ul><li>Easy to use </li></ul><ul><li>Provides structured, re...
CIES Studies with Students <ul><li>Studies with different student cohorts  </li></ul><ul><li>(3 main studies and 4 smaller...
1 st  Year Student Cohorts <ul><li>Ulster Business School </li></ul><ul><li>Use of HLM to develop modelled activity </li><...
Study 2:  Mapping Grid
Initial Impact: Ease of   Understanding Concepts of Modelled Activity   Study 1, Missing (n=3) Study 2, Missing (n=1) 0% 6...
Initial Impact: Usefulness of modelled activity Study 1, Missing (n=3) Study 2, Missing (n=3) 12% (n=8) 2% (n=1) 46% (n=30...
Initial Student Comments “ The model helps to keep me on track with what is expected of me when preparing the portfolio” (...
http://www.wordle.net
Follow Up (1) Follow Up Sample =  Study 1, 50 1 st  year students; Study 2, 105 1st year students;  92% The modelled activ...
Follow Up (cont’d) Study 2: Use of the model in preparing for any aspect of their module  (e.g., completion of assignments...
Other Findings <ul><li>Which parts of the Model were most useful? </li></ul>8% 10% Verbs 23% 23% Learner Prompts 26% 25% R...
 55%  63% helped me reflect on my learning  61%  67% provided a clear outline of what was expected  73%  90% provide...
Study 2 Follow Up Comments <ul><li>“ It helped me at the start of the semester as I felt I knew more what I had to do” </l...
Staff Comments  (Study 1) <ul><li>“ This is invaluable for year 1 transition students” </li></ul><ul><li>“ They now demons...
Conclusion <ul><li>HLM provides a mechanism to: </li></ul><ul><li>Ease transition  </li></ul><ul><li>Introduce the HE lear...
Contact Details: URL :  http://cetl.ulster.ac.uk/elearning HLM Online Community: http://hlmcommunity.ning.com/ Enquiries: ...
References <ul><li>Bennett, S. (2005) University of Wollongong  http://www.learningdesigns.uow.edu.au/ </li></ul><ul><li>C...
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Not a world apart: Mapping out student expectations with the Hybrid Learning Model

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Not a world apart: Mapping out student expectations with the Hybrid Learning Model

  1. 1. Not a world apart: Mapping out student expectations with the Hybrid Learning Model Vilinda Ross, Áine MacNeill, Alan Masson, Colette Murphy
  2. 2. Session Overview <ul><li>Introduction / Background </li></ul><ul><li>Overview of Hybrid Learning Model </li></ul><ul><li>Staff Perspectives of HLM </li></ul><ul><li>CIES studies with 1 st year student cohorts </li></ul><ul><li>Discussion and Questions </li></ul>
  3. 3. CIES Work <ul><li>CETL Tools and Services </li></ul><ul><li>Background to Hybrid Learning Model </li></ul>
  4. 6. <ul><li>Flash cards (based on 8LEM, University de Li è ge) </li></ul><ul><li>Enriched with role specific verbs (adapted from Bennett) </li></ul><ul><li>Captures interactions and roles </li></ul><ul><li>Practice model annotated with contextual information </li></ul>
  5. 14. Initial Evaluation of HLM <ul><li>Staff feedback : </li></ul><ul><li>Easy to use </li></ul><ul><li>Provides structured, reflective view of practice </li></ul><ul><li>Increased awareness of learner’s role </li></ul><ul><li>Clearly articulates expectations for learner </li></ul><ul><li>Follow-on learner evaluation : </li></ul><ul><li>Adapting to new learning situations </li></ul>
  6. 15. CIES Studies with Students <ul><li>Studies with different student cohorts </li></ul><ul><li>(3 main studies and 4 smaller studies, 1 st and 2 nd year) </li></ul><ul><li>Range of different learning situations </li></ul><ul><li>(portfolio, seminars, reflective journal, labs, software development, module) </li></ul>
  7. 16. 1 st Year Student Cohorts <ul><li>Ulster Business School </li></ul><ul><li>Use of HLM to develop modelled activity </li></ul><ul><li>Start of semester presentation (grid and animation) </li></ul><ul><li>Student data: Immediate impact and follow up </li></ul>
  8. 17. Study 2: Mapping Grid
  9. 18. Initial Impact: Ease of Understanding Concepts of Modelled Activity Study 1, Missing (n=3) Study 2, Missing (n=1) 0% 6% (n=4) 20% (n=13) 70% (n=46) Study 1 Portfolio (Total n=66) Not Sure Not Easy Quite Easy Easy Learner Study 2% (n=3) 6% (n=11) 44% (n=77) 48% (n=83) Study 2 Module (Total n=175)
  10. 19. Initial Impact: Usefulness of modelled activity Study 1, Missing (n=3) Study 2, Missing (n=3) 12% (n=8) 2% (n=1) 46% (n=30) 36% (24) Study 1 Portfolio (Total n=66) Too early to say Not Useful Quite Useful Useful Learner Study 20% (n=35) <1% (n=1) 36% (n=62) 43% (n=74) Study 2 Module (Total n= 175)
  11. 20. Initial Student Comments “ The model helps to keep me on track with what is expected of me when preparing the portfolio” (Study 1) “ Gives me more of a rough guide into what is involved to make your first year a successful year” (Study 2) “ It puts all the information into simple terms, and it easier to understand as a new student” (Study 2) “ Something like this would be a positive help….especially the terminology and being able to focus your learning differently” (Study 1) “ Gives a systematic method of looking at the module and gives a clear outline about what I should be doing in relation to the course content and how best to learn effectively and productively” (Study 2)
  12. 21. http://www.wordle.net
  13. 22. Follow Up (1) Follow Up Sample = Study 1, 50 1 st year students; Study 2, 105 1st year students; 92% The modelled activity helped me to adapt to completing my portfolio (Study 1) 66% I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2) 87% The modelled activity helped me to adapt to completing this study skills module (Study 2) % Agree Learner Statements
  14. 23. Follow Up (cont’d) Study 2: Use of the model in preparing for any aspect of their module (e.g., completion of assignments) Study 1: Using (or intend to use) modelled activity in preparing their portfolio n=50 n=105 No 22% (n=11) Yes 78% (n=39) No 51% (n=54) Yes 49% (n=51)
  15. 24. Other Findings <ul><li>Which parts of the Model were most useful? </li></ul>8% 10% Verbs 23% 23% Learner Prompts 26% 25% Reflection on the process 36% 29% Learning Events Study 2 % Ranked 1 st /Most Important) Study 1 % Ranked 1 st /Most Important) Hybrid Learning Model
  16. 25.  55%  63% helped me reflect on my learning  61%  67% provided a clear outline of what was expected  73%  90% provided an awareness of what is expected of me  52%  69% simplified what we had to do  67%  65% broke down the activity into understandable parts % Selected Study 2 % Selected Study 1 The modelled activity was useful because it…
  17. 26. Study 2 Follow Up Comments <ul><li>“ It helped me at the start of the semester as I felt I knew more what I had to do” </li></ul><ul><li>“ Gave me something to refer back to when I felt I was getting behind” </li></ul><ul><li>“ Helped me realise my learning styles to complete tasks and activities” </li></ul><ul><li>“ Indicated what I would have to do during the module and what lecturers expect” </li></ul>
  18. 27. Staff Comments (Study 1) <ul><li>“ This is invaluable for year 1 transition students” </li></ul><ul><li>“ They now demonstrate a greater understanding of what is expected of them” </li></ul>
  19. 28. Conclusion <ul><li>HLM provides a mechanism to: </li></ul><ul><li>Ease transition </li></ul><ul><li>Introduce the HE learning process </li></ul><ul><li>Provide a simple, effective means to support Year 1 </li></ul><ul><li>Communicate roles and expectations in a scaffolded way </li></ul><ul><li>Promote and support learners engaging in independent learning </li></ul><ul><li>Support learners to adapt/participate in new learning scenarios </li></ul><ul><li>Assist staff to better introduce learning scenarios </li></ul><ul><li>Encourage learner-centred practice </li></ul><ul><li>Encourage conversation about the learning process </li></ul>Questions?
  20. 29. Contact Details: URL : http://cetl.ulster.ac.uk/elearning HLM Online Community: http://hlmcommunity.ning.com/ Enquiries: [email_address]
  21. 30. References <ul><li>Bennett, S. (2005) University of Wollongong http://www.learningdesigns.uow.edu.au/ </li></ul><ul><li>CETL(NI) Institutional E-Learning Services http://cetl.ulster.ac.uk/elearning/ </li></ul><ul><li>Leclercq, D. & Poumay, M. (2005) The 8 Learning Events Model and its principles. Release 2005-1. LabSET. University of Liège, available at http://www.labset.net/media/prod/8LEM.pdf </li></ul><ul><li>Masson, A.,  MacNeill, A. & Murphy, C. (Botturi, L. and Stubbs, T. eds.) (2006) Case study - University of Ulster, Northern Ireland. Handbook of visual languages for instructional design: Theories and practices Idea Group , Hershey, PA </li></ul><ul><li>Masson, A., MacNeill, A., Murphy, C., & Ross, V. (2008). The Hybrid Learning Model - A Framework for Teaching and Learning Practice. International Journal Of Emerging Technologies In Learning (IJET), 3 (0). Retrieved May 7, 2009, from http://online-journals.org/i-jet/article/view/546 </li></ul>

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