This document discusses the use of blended learning at a college. It defines blended learning as using technology to supplement traditional face-to-face teaching. The college aims to expand blended learning to improve teaching and learning with increasing student numbers. Examples provided show blended learning being used in various engineering modules. Student feedback indicates blended learning enhances learning and provides flexibility. The document advocates a step-by-step transition to blended learning and offers support for instructors making the change.

1. An Introduction

2.  The term ‘Blended Learning’ refers to the use
of appropriate learning technologies to
complement, support and enhance traditional
face-to-face learning methods.

3.  Established use in EG-155 Circuit Analysis
 Used in EGLM05 Advanced Power Systems to
improve understanding of challenging topics
 Limited introduction into EG-262 Stress
Analysis 1 and EG-294 Airframe Structures in
Semester 2 2015-2016
 College strategy to extend the use of Blended
Learning to improve the learning and
teaching provision, cope with increasing
student numbers and increase flexibility

4.  Delivering all new content face-to-face and
supplementing with e-lectures such as worked
examples, extra questions and solutions,
formative tests etc.
 Delivering same content in both formats to
increase flexibility for students
 Different content in each format to cover course
material as efficiently as possible.
 Flipped learning where all new content is
delivered electronically and classroom time used
to discuss aspects in greater depth and solve
associated problems.

5.  Effective learning environment requires good
integration of e-content with the face-to-
face lecture to ensure it is user friendly
 To make effective use of student time, e-
lectures should be self-contained and all
related electronic content packaged on a
single page
 Decision to use Blackboard Learn Campus
Pack Blog social media application
 Students can leave comments
 Embedded statistical tracking package

8.  303 students enrolled in 2015/16

9.  94% of enrolled students used the e-lectures
 Only 4% used them once, indicating that once
students are aware of content, they use
further
 Over 50 students used the e-lectures more
than 20 times
 Student rating of 4.9/5.0 for the supporting
online resources for the module

10.  Excellent feedback in annual student surveys,
for example:
◦ ‘I can look at the material again and again if I didn’t
understand it the first time’
◦ ‘I can catch up easily if I miss a lecture’
◦ ‘the E-Lectures are very useful when it comes to
revision, especially for international stundets’
 In an additional survey, 87% of students
strongly agreed and 13% agree that e-
lectures enhaced their learning on the module

11.  Final exam comprises 4 questions (Q1
compulsory, choice of 2 further questions)
 Each of Q2, Q3, Q4 related to give topic
◦ Q2: synchronous generators
◦ Q3: fault calculations
◦ Q4: stability analysis
 Past few years show that students shy away
from Q4 with less than 20% in 2013 and 0% in
2014 selecting this question
 Average mark on Q4 significantly lower than
other questions

12.  Very important topic, should not be ignored
 E-lecture developed to cover topic:
◦ supplementary theory and examples on Blackboard
◦ 4 x 1-hour long videos
◦ Students encouraged to engage with the material
prior to covering the topic in class

13.  Student survey carried out to assess
effectiveness of combining e-lecture and
traditional lectures.
 First question related to student’s preferred
approach to delivery:

14.  Second question asked for perceived
advantages of e-lectures:
◦ Accessibility, flexibility, allows students to study at
their own pace
 Third question asked for perceived
advantages of traditional lectures:
◦ Live interaction
◦ Improved concentration
◦ Ability to ask questions

15.  Final question asked students to propose
ways of improving the E-lectures:
◦ Adding interactive content (discussion/comments)
◦ Shorted videos (limit to 30-45 mins length)
◦ Video rather than just audio
◦ Lecture capture
◦ More worked examples

16.  Exam results:
◦ More students attempted Q4
◦ Higher average mark

17.  Contact hours reduced from 3hrs/week to
2hrs/week
 2 hours face-to-face delivering new material
 Additional supporting tutorial questions
made available in Blackboard with worked
solutions uploaded as a video file
 Well received by students, many comments
on how useful it is to be able to access
additional practice questions and solutions
anywhere, anytime
 Awaiting official module feedback

18.  Moving from a traditional to a blended
learning approach can be done step-by-step
 Up front time investment is a one-off and can
save time later on
 Support available within CoE and from SALT
 Hardware (Wacom, Microphone) and software
(Camtasia) will be provided for anyone
committing to introduce blended learning
into their teaching
 Improved student engagement and feedback
 Happy students = easier life for us!