The document discusses the Alcohol & Drugs Studies (ADS) programme's transition from face-to-face to online learning over the past 20 years. ADS began offering flexible learning approaches in 1979 and started transitioning to online learning in 1998-2000 to maintain their advantage as the largest programme in the UK and allow access to students regardless of location. They developed online learning materials from 2000-2002 and now offer a blended mix of face-to-face and online learning. ADS has also internationalized their curriculum and offers practice placements locally, nationally, and internationally with blended learning. Developing flexibility through online learning has allowed ADS to remain the largest addiction programme provider in the UK and the only one that supports part-

1. Alcohol & Drugs Studies
PROMOTING FLEXIBLE LEARNING
From face to face to online learning
Ken Barrie, Programme leader
Dougie Marks, Lecturer
Dr Iain McPhee, Senior Lecturer

2. Developing blended learning: A case study
ADS began in 1979
The ADS programme is distinct in the UK because of its profile,
longevity, flexible learning approaches
unique opportunity to complete a work-based learning
placement.
Our values are underpinned by the UWS learning manifesto
(CapLed D. Ross)
ADS appreciate the past, understand the present to envisage a
promising future.

3. From On Campus To Online Learning
• Began transition in 1998-2000
Why?
• Maintain and enhance our advantage as the largest
M.Sc. programme of its kind in the UK.
• Numbers of on campus attenders is finite

4. From on campus to on line learning
• Developed a learning programme accessed by
students regardless of location.
• Spent two years (2000-02) developing learning
materials.
• Moved from face to face to a blended mix of face to
face and face to screen learning.

6. Internationalisation
• We internationalised our curriculum

7. Practice Placement
• Practice placement (local, national and
international)
• Blended learning
• Built learning communities

8. 8

10. Concluding remarks
• Developing flexibility has been a long term
strategy at ADS.
• We remain the largest Addiction Programme
provider in the UK.
• We remain the ONLY programme that supports
P/T distance learning.

11. Flexible Learning
Dougie Marks

12. LTAS in ADS
• ADS can demonstrate a continuous updating of
programme content
• Meeting the changing needs of the addiction
field.

13. Transition from BB to Moodle
• There is a need for on-going development of
VLE’s
• Learning materials must acknowledge change:
– The substance use field
– Technology
– Student expectations.
Some developments are imposed:

14. Creating Order From Chaos
September
2012
Enhancement of the student learning experience
as the prime outcome.

15. Turnitin
• quick-marks; audio feedback; rubric.
• Assessment Rubrics based on learning
outcomes.
• Online tools maintain consistency over 3
trimesters and 4 campuses.

16. Added Value

19. Conclusion
• Creating flexible learning is not without costs
• Imposed Institutional change (VLE)
• Time consuming
• Using was VLE is necessary
• VLE and assessment software is now essential

20. Postgraduate ADS
&
internationalisation
Iain Mcphee

21. ICICTE 2007-2013
• International
• Conference
• Information
• Communications
• Technology
• Education

22. ADS International collaboration
• University of Orebro, Sweden.
• Umea University, Stockholm, Sweden,
• University of the Aegean, Greece,
• Fraser Valley University, Vancouver, B.C., Canada.

23. Blended Learning Research outputs
1. Marks, D; Laxton, T; McPhee, I; Marks, L., (2013) 'Does use of touch screen computer technology
improve classroom engagement in children?, The Online Educational Research Journal (OERJ)
www.oerj.org: pp. 1-29.
2. McPhee, I., Duffy, T., Martin, C.R (2012) Optimising service provision by non-specialist advisors: the
impact of alcohol and drugs awareness training on perceived levels of role legitimacy, adequacy and
satisfaction, Drugs and Alcohol Today, 12 (1) 38-44.
3. McPhee, I., Söderström, T. (2012) Distance, online and Campus Higher Education: Reflections on
Learning Outcomes and Teaching Conditions., Campus-Wide Information Systems, 29(3) 144-155.
4. McPhee Marks, D. & Duffy, T. (2011) Comparison of equated learning for online and on campus post
graduate students on academic achievement, University of the Fraser Valley Research Review , 4 (2) 80-
88.
5. McPhee, I., (2009) Does Supporting Equated Learning for Online and On-campus Postgraduate
Students by Using a VLE Increase Tutor Workload? The University of the Fraser Valley Research Review
2(3) 97-110.

24. Research findings
• No significant differences between study modes
• Equivalency theory.
• Tutor Workload

25. Comparing online & on campus study
Review of 355 studies on distance education produced between 1928 and
1998. Russell (1999)
Most common finding is no significant differences.
Edwards et al 1999; Duffy et al 2002; Kessler 2007.
Critique
Technology has changed significantly since 1999.
tutor involvement is a significant variable, with less involvement equating
significantly with reductions in grade scores and satisfaction ratings.
Zhao et al 2005

26. Why no grades differences?
• students' are not disadvantaged by the isolation
of online learning
• tutor workload increases to create parity
between on campus and online learners.
26

27. statistics
• Statistics are like swimwear;
• they reveal a good deal that is both
interesting and instructive,
• but they usually conceal what is
really vital.

28. Creating equivalence in learning

29. How parity is achieved
• equivalency theory
• a theoretical approach that attempts to create
parity in the learning experiences,
• in general is the responsibility of the tutor.
Simonson et al (1999)

30. Tutors experience
• The tutor workload generated by:
• On-campus activity,
• Online activity
• Assessment
• Administration. 30

31. Tutors experience
31

32. Conclusions
Creating flexible learning is not without costs
Developing flexibility Learning is long term strategy at ADS.
Remain the largest Addiction Programme provider in the UK.
The ONLY programme that supports blended learning.
Our international focus supports KE, LTAs