This document discusses the challenges of implementing blended learning in a nursing curriculum at UCOL between 2009-present. It found that (1) student access and participation in online activities varied significantly between courses, (2) many students seldom participated in online discussions and quizzes, and (3) lack of standardization on the Moodle platform was a problem. In response, changes were made to Moodle design/layout, use of interactive functions, assessment of online components, and development of self-directed learning support. A follow-up survey found students enjoyed the independent learning and benefits of online group work, and access rates to Moodle increased to 100% at the 700-level.

1. Learning Anytime, Anywhere:
The challenges of implementing blended
learning in a nursing curriculum

2. In the beginning…

3. 2009:
Moodle
+
New Bachelor of Nursing curriculum

4. The ‘new’ Bachelor of Nursing curriculum:
Class Independent (Moodle)
Year 1: 60 hours 90 hours
Year 2: 40 hours 110 hours
Year 3: 20 hours 130 hours

6. The survey

7. The results

8. Key result
#1
Frequency of student access of
Moodle pages
According to the logs:
• BN503: 91%
• BN505: 40%
• BN501: 21%

9. Key result
#2
Online activities
More than 50% of students ‘seldom’ or ‘never’ took
part in online activities such as quizzes and
discussion forums.

10. Key result
#3
Layout of Moodle
30% of students felt that lack of a standardisation was
a problem
45% felt that finding resources on Moodle was ‘seldom’
or ‘never’ stress free

11. Key result
#4
Lecturer feedback
80% of staff saw Moodle’s key function as that of
‘repository’
72% of staff seldom or never participated in dialogue
(forums, chat)
53% of staff did not create session plans for online
learning

12. Next steps

13. Change
#1
Changes to design and layout of
Moodle

15. Change
#2
Use of a wider range of interactive
Moodle functions
Use the
random
glossary block
to have a
changing
display of
facts

16. Change
#2
Use of a wider range of interactive
Moodle functions
Use the quiz
results
function to
display ‘best
scores’

17. Change
#2
Use of a wider range of interactive
Moodle functions
Create a
searchable
site index
using a
glossary

18. Change
#3
Overt assessment of online learning
components

19. Change
#4
Development of session plans with
identified learning outcomes and time
allocations for online learning
components

20. Change
#3
Development of self-directed learning
support programme

21. Where are we now?
I enjoyed SDL. I found online group work beneficial
i.e. comparing ideas and interpretations. The SDL really suits me. I like
to be able to work through
the material in my own time
I do enjoy the SDL’s this year, they are well and place
thought out and informative.
Posting comments to the forums
I really like the way Moodle has really helped me improve my
is set out communication skills
Having marks allocated to the
independent learning gives me a reason I enjoyed the
for doing it. independent learning and
the quizzes to test my
I don’t like it when the online learning isn’t knowledge.
included in the assessment.

22. Key recommendations
• Develop a Moodle style guide and stick with it
• Know why you are using online learning
• Embed it into the curriculum and the assessment
• Recognise that the requirements and potential of
face-to-face and online environments are different
• Help students to come to terms with the requirements

23. If you build it…
…will they come?

24. Moodle logs show that
100% of students
actively enrolled at the 700-level
access Moodle on a regular /daily
basis.

25. References
Axmann, M (2007) Project student rescue: Online learning facilitation in higher education to improve retention rates for students. In E.
McKay (Ed.), Enhancing learning through human computer interaction (pp.43-56). IDEA Group: Hershey
Blin, F. & Munro, M. (2008). Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through
the lens of activity theory. Computers & Education 50 (2), (pp.475-490)
Dougiamas, M. (n.d.). Pedagogy. Retrieved November 24, 2009, from Moodle.org: www.moodle.org
Gilbert, C. (2009). The annual report of Her Majesty’s Chief Inspector of Education, Children’s services and skills 2008/09. Ofsted: London
Dougiamas, M. (2002). Interpretive analysis of an internet-based course. Research and Development in Higher Education: Quality
Conversations. Perth: HERDSA.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis
and Review of Online Learning Studies. Washington: U.S. Department of Education.
Rice, W. (2010). Moodle 1.9 Teaching Techniques. Birmingham: Packt.
Rogers, Carl R. (1986). Carl Rogers on the Development of the Person-Centered Approach. Person-Centered Review, 1 (3), 257-259
Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 51-54.
Slater, N. (2008). A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants
within it. Educause, 9-12.
UCOL. (2009). Bachelor of Nursing 2009.