1. The conflicting priorities of
blended and inclusive learning
development support in a
widening participation
institution
Dr Stephanie McKendry

2. OR, can you replace a
successful campus-based
pre-entry programme with
a virtual version?

3. The short answer:
No, not really

4. My thesis
Opportunities to replace campus activities with
blended versions are limited and, indeed,
anathema to certain learners. Thus, inclusivity
may be threatened and diversity potentially
curtailed within the discourse of blended
learning.
Assumptions of digital literacy, the narrative of
digital natives and the prioritising of reductive
technology enhanced learning may
disenfranchise certain learners.

5. The caveats (inevitably)
Very few people argue for purely on-line learning.
Technology enhanced learning can be empowering and
democratising (similar to telehealth).
Anyone can learn to learn with technology (with
sufficient support).
I’m not alone in working any of this out.

6. Glasgow Caledonian University
• Formed in 1993 with merger of Glasgow Polytechnic
and Queen’s College, Glasgow
• 5th largest in Scotland in terms of student recruitment.
• Student population of over 17,000
• 3 Academic Schools
Student demographics
(full time, undergraduate population 2010/2011)
• 62% female (82% within School of Health & Life Sciences)
• 35% 21 or over (45% within School of Health & Life Sciences)
• 37% live in areas classified in bottom two quintiles
of the Scottish Index of Multiple Deprivation (SIMD)

7. My role
Academic Development Tutor (ADT) in a Learning
Development Centre in the School of Health and
Life Sciences.
Academic contract with research remit.
Learning development support to all students.

8. The LDC in the School of Health & Life Sciences
LDC Director
Admin Academic Development Tutors (ADTs) ICT Skills Tutor
• First point of • English for • Allied Health • Psychology • ICT Skills Learning
student contact Academic Professions • Vision Sciences and Teaching
• Booking Purposes • Social Work • Website and VLE
• Tracking
• Evaluating
• Psychology • Nursing
• Midwifery
• Biological
Sciences
• ADT lead in each of the following: International students,
articulating students, students with disability, pre-entry and
transition support, research and scholarly activities.
• ADTs have roles on programme, curriculum development,
learning & teaching boards/committees.

9. The research problem
Diverse group of learners, many of whom can find
transition into HE challenging:
Mature students can struggle Link between heterogeneous
with completion (O’Brien et al student populations and
2009; Cuthbertson et al 2004) withdrawal/ non completion
(Leathwood and O’Connell
2003, NAO 2008)
Women can encounter
relationship difficulties with Socio-economic and class factors
partners, friends and families can affect transition (Reay 2002)
(Baxter and Britten 2001,
Stone 2008)
Balancing personal commitments
Financial difficulties(Glossop with p/t work and study (Glossop
2002, Last and Fullbrook 2003) 2001, Rochford et al 2009)

10. Pre-entry support programme
• Initial evaluation suggested efficacy of
approach
BUT
- Does this impact on student success?
- If so, how and why?
- Numbers limited so what about those who
cannot attend? Issues of equality/equity?

11. Studysmart for Nursing Week
2009 – 66 students attended
2010 – 92 students
•4 days of learning development and
socialisation activities.
•Theme of ‘Spirituality in nursing’ with
linked lecture, research paper, tutorial
discussion and short essay with
feedback.

12. Timetable of week

13. Summer 2010
Certificate of completion
This is to certify that:
Successfully completed the
at Glasgow Caledonian University.
(Congratulations!)
Vic Boyd Stephanie Mckendry
Academic Development Tutor Academic Development Tutor

16. Evaluation 09/10
Of the 48 evaluation forms received:
•All of the attendees rated the week as either very useful (94%) or useful
(6%).
•94% agreed that they were now more confident in finding their way around
campus.
•100% agreed that they had made new friends.
•94% agreed that they felt more comfortable about approaching staff to ask
for help.
•98% agreed that they now had a better understanding of the types skills
needed for study at university.
I think this week has been very good. I have loved everything about it and
think you have both done an amazing job in preparing us for uni life.
It's been a really helpful week and I now feel much more confident. Should
definitely be done again next year.

17. Evaluation 10/11
Of the 70 evaluation forms received:
•All attendees rated the weeks as either very useful (94%) or useful (6%).
•93% agreed that they were now more confident in finding their way around
campus.
•100% agreed that they had made new friends.
•100% agreed that they felt more comfortable about approaching staff to ask
for help.
•100% agreed that they now had a better understanding of the types skills
needed for study at university.
Not only did it familiarise us with the campus it opened our eyes in what to
expect as a university student, and where to find all the resourceful
resources.
Even though it was scary at times to see the challenges I feel now more aware
and dare I say ready to start! Thank you.’

18. Research questions
- Was the current pre-entry programme
effective in easing the transition of new
students?
- Given possible cancellation, and issues of
equity, was it possible to replace the campus-
based version with a blended or wholly online
programme?

19. Methodology
Action research:
As distinct from positivist methods of enquiry AR is
cyclical and reflective
Examine own practice within context with aim of
improving its effectiveness and justice (Cohen et al 2007).
Applied to both the research and subsequent
improvement of healthcare education (Hodgeson et al
2008).
Mixed method

20. Research design
Leads to development of research
instruments for phase 2
studySMART Phase 1. Design, pilot and
for Nursing evaluation of academic
programme writing support for distance
students
Phase 2.
Blended
Semi structured interviews Semi structured interviews
elements?
with key staff involved in with key staff involved in
provision of academic teaching first year student
Amended
writing support nurses
studySMART Revised
for Nursing formative
programme assessment?
Phase 3.
Semi structured interviews
with students
Leads to development of research
instruments for phase 3

21. Phase 1: design, pilot & evaluate blog
The nursing student blog was developed to provide:
- an accessible, moderated, interactive space for students to share
experiences.
-remote access to academic development materials whilst students were
on placement.
-scope to facilitate peer support.
-‘real life’ nursing biographies to support development of professional
identity and foster engagement with institution.
-Pilot for provision of academic development support in online format
(different students in different circumstances but possible to extrapolate
some meaningful data).
http://blogs.spokenword.ac.uk/nurseblog/

22. A short history of blogging
- Offers agency and control to the contributor as a tool to capture /
share the longitudinal experiential journey through online narrative
(Pachler and Daly 2009).
- Strengths in encouraging students to engage in ongoing reflection
and analysis, and in enabling students to think holistically about the
context of their learning (through making links to both internal and
external content) (Ferdig & Trammel 2004).
- Usefulness in engaging students at risk of isolation (notably distance
learning students (Dickey 2004)).
- Obvious potential within healthcare education: remote support and
interaction; develop reflective and academic writing skills; source to
share experience and develop communities of practice (Maag 2005,
Kamel et al 2006, Sandars 2007).

23. The nursing student blog - backgroun

24. The nursing student blog - backgroun

25. The nursing student blog - backgroun

26. Heather and Kay
http://www.youtube.com/watch?v=quGG5IAt_0w

27. Learning development materials
Pedagogical principles
- Marton and Trigwell’s (2000) variation theory of learning.
- Salmon’s (2002, 2004) stages of development.
- Timeliness, relevance (Beetham 2008, Thorpe 2000).
- E.g. Blog entry, word document and video on ‘putting things into your own
words’:
http://www.youtube.com/watch?v=PDgmeduiDso

29. Blog usage
- Mid-November 2010 to mid-January 2011 the blog received over 1,600 hits.
-470 views of video material.
-In 1st two weeks after launch, blog received over 300 hits per week.
-Through to June 2011, weekly figure not less than 51 and total views 4,793
and views of videos 703.
YouTube statistics on Heather and Kay’s introductory video

30. Student evaluation
- 85%* of students who said they had accessed the blog rated it
useful or very useful.
- 68% agreed that the academic development materials helped them
complete their assessments.
- 70% said that the student contributions improved their
understanding of placement and the placement experience.
* n=110 of 205 students who responded to a paper based evaluation questionnaire.

31. Blogger evaluation
- Useful resource – value in learning from experienced students.
You do want to hear it from the horse’s mouth so to speak....
Somebody going ‘och well actually this is how I felt emotionally,
this is how I felt mentally, this is how I got through it, this is who I
went to’, you’re kind of more likely to believe that it works from
another student.
Cos I always find myself looking to older students and saying ‘how
did you do this?’
- Learning opportunity – reflection, developing writing skills for
diverse audience.

32. Blogger evaluation
- Enhanced or reinforced confidence – empowerment, protected
space, maintained own voice throughout editing.
I literally hate reading my own stuff, so I was a bit nervous, I was like
‘oh God, people are...’ I felt exposed in a way, but... It was also good
in a way cos you’re helping someone...
I loved it. I felt important!
It’s just nice to vent, in a ... professional way, but it’s nice to go
‘blaaa... This is how I’m feeling’... And I think it was really good for
mental health, it was really good to say, ‘I’m alright actually, I know
loads’
- Acknowledgment of expectation of multimedia in learning.

33. Interactivity/engagement
Large numbers accessed blog, yet half the cohort did not and very little
interactive engagement (fewer than 20 responses to blog postings).
Provided flexibility and accessibility yet a minority of students were unable to
use blog, possibly due to issues of confidence and competence.
•Evidence that purely online learning is largely ineffective (Oliver & Trigwell
2005).
•Homik and Melis (2006) have noted that motivation to engage in technology
enhanced learning may be entirely assessment or task-driven.
Implications for pre-entry programme, especially since new learners
may not have necessary independent learning skills to engage in online
environment (Kearsley, 2002).

34. Phase 2: staff interviews
Group one (2 learning development staff Group two (2 nursing lecturers with
with experience of teaching in different responsibility for 1st year modules)
environments)
Provision of online material & support useful Pre-entry activities essential since time and
but only for transmission-based teaching or resource constraints prevented the
declarative knowledge. development of academic skills during
teaching.
Interactive online support most effective in Sizeable group of students entered HE
1-2-1 relationship built over time (relates to unprepared (less academic skills than
Prosser & Trigwell’s (1999) teacher focused understanding of independent learning).
strategies and Peters’ (2001) theory of
distance learning).
Pre-entry week would lose value if elements Blended learning could be successful only
were replaced by online activities. A blend with substantial face to face contact.
might enhance current provision but could
not replicate it.

35. Phase 3: student interviews
• Feb 2011 pre-entry week attendees emailed invitation to
participate in research:
11 responses
7 semi-structured interviews
• Asked to consider extent to which week had prepared them
to become independent learners and how they would feel if
different learning environments had been employed.
• Grounded theory driven thematic analysis (Glaser & Strauss,
1967, Edgely et al, 2009).

36. Phase 3: student interviews
Characteristics of interviewees
Code Programme Year of Fee status Nationality
birth
1 Adult Nursing 1975 Home UK
2 Mental Health 1981 Home UK
3 Adult Nursing 1963 EU Bulgaria
4 Adult Nursing 1977 Home UK
5 Child 1962 Home UK
6 Mental Health 1978 Home Zimbabwe
7 Adult 1973 EU France
All attended 2010 summer school and were now half way through 1st year.
Broadly representative of both pre-entry and general nursing population but
opportunistic sample with greater number of adult returners and all
female.

37. Thematic analysis
1. ‘It was kind of a taster’
- Overwhelmingly positive attitudes to week as preparation for HE.
- Initial wariness of education (supports lit on anxiety and emotional nature
of transition Fergy et al 2008, Christie et al 2008, Gourlay 2009, Beard et al
2007).
- Increased confidence, importance of writing activity and feedback.
- 5 out of 7 raised academic writing as a major concern.
I think it gave me the confidence to say, yeah ok I know I can do this. Student 7
Do you know in fact I was really scared you know before I attend that week, that study week. I
was really scared whether I would manage it all you know. Student 3
That [writing] was my biggest worry and my biggest anxiety. I remember before I’d even applied
to go to college telling friends that this was really what would hold me back. Student 4

38. Thematic analysis
2. ‘Faces’
Unprompted use of the word or concept repeatedly by all but one interviewee.
Speaking to people face-to-face. Student 3
I recognised faces… just knowing a face. Student 4
- Significance of recognition, socialisation and peer learning, led to strong
friendships for some, familiar faces in a crowd for others.
- Insights emerged before discussion of using different learning
environments.
- Cues for socialisation, familiarity and learning were predominantly facial.
Students wished to interact within a geographical space.
Implications for online/blended learning opportunities

39. Thematic analysis
3. ‘I don’t facebook’
- 4/7 would not have engaged with programme in anything but face to face
format
- 2 students positive about online support but only as supplement to classroom
- 2 felt there were limited possibilities for socialisation and acclimatisation.
Students seemed to voluntary identify themselves as technically inclined or
otherwise, not a matter of digital literacy but of learner preference.
Strong identity of ‘adult or mature learner’ present ((Askham 2008, Stone 2008,
Mckendry & Boyd 2010).

40. Thematic analysis
4. Lightbulb moments
- Pre-entry week ‘demystified’ HE.
- Realisations and sudden flashes of understanding in terms of the need to
substantiate arguments, to provide evidence by way of referencing.
- Strongly substantiates theories of academic literacies (Gourlay, 2009; Lea,
2004) and student expectations.
Coming on to the course made me realise that the writing that I was doing and the writing that was
expected of me were two different things…. I mean to be quite frank I was, it proper shocked me
because I really wasn’t expecting that there was certain ways of doing things. I just thought ok I’ll
be writing. You know it’s my knowledge. But it’s not just the knowledge that you have. There is a
certain way of writing. Student 6

41. Thematic analysis
5. The ‘cascade effect’
- Students spoke of taking on an ambassadorial role, passing on the knowledge
and insights they had gained to other new students.
Cos I felt able to say on my first day, in my first few days, oh I know how to do this cos of studySMART…
and I passed on a wee bit to them. Student 5
Mirrored in staff interviews
Because although you might not have them all attending summer, if someone’s been on the summer
school, and knows where to go. The rest of them then get taken along. Staff 3
Self-selecting nature of cohort?
Programme fulfils function beyond acquisition of skills for attenders?
Less inequity than feared?

42. Digital natives debate
Prensky (2001) : generation born from 1980 onwards (digital natives) have
significantly different learning styles and needs to previous generations (digital
immigrants) due to their immersion in new technologies, needs that higher
education is failing to meet.
Assumption that younger students, at least, do not require support for
learning with technology (Farrell, 2012)
This dualist view has been described as akin to ‘moral panic’ by commentators
(Bennett et al 2008), whilst others argue that learners do not fall neatly into
these categories and their use of technology for learning is diverse and nuanced
(Creanor et al 2007, Kennedy et al 2008).

43. Digital entitlement
Governments around the world have begun to acknowledge an entitlement
to digital capability alongside the entitlement to read-write literacy and
numeracy for their citizens. (Beetham et al 2010)
But:
-Digital opportunities disproportionately taken up by those with existing
educational capital.
-Transferring digital capabilities from one environment to another
problematic.
-Learners ICT skills often less advanced than educators (and learners) assume.
-current frameworks for embedding digital capability into the curriculum are
missing the idea of a situated and critical technology use and fail to be
developmental.
Our research project suggests that increased emphasis on blended/online
learning may disenfranchise certain students – the ‘digitally reluctant’?

44. Digital literacies and inclusion
• Data collected during IT Induction at the beginning of Trimester A
• Sample size 513, mostly first year students

45. Policy discourse
• Assumptions of digital literacy
• Prioritising of blended learning
• Financial constraints – attractiveness of online
pre-entry activities
• From recruiting to selecting….
• Reduction/removal of digital literacy teaching
and learning

46. Possibilities for blended pre-entry support
• Other institutions’ experiences echo our findings (Danvers & Hopf 2012,
Brunel).
• GCU’s social networking during transition largely ineffective (GCU 2011).
It isn’t possible to replicate campus programme experience but could
enhance that programme or provide alternative for those who cannot
attend.

47. The future of our pre-entry support
• University Bootcamp and Getting Ready for Articulation programmes
• School/college liaison
• College on campus activities
• Development of bitesize learning objects housed on a freely accessible
website

48. Contact details
Dr Stephanie Mckendry
Glasgow Caledonian University, School of Health and
Life Sciences
stephanie.mckendry@gcal.ac.uk
0141 331 3450

49. References
• Askham, P. (2008) Context and identity: exploring adult learners’ experience of higher education. Journal of
Further and Higher Education. 32(1), 85-97.
• Baxter, A. & Britton, C. (2001) Risk, identity and change: Becoming a mature student. International Studies
of Sociology of Education. 11(1), 87-104.
• Beard, C., Clegg, S. & Smith, K. (2007) Acknowledging the affective in higher education. British Educational
Research Journal. 33(2), 235-252.
• Beetham, H., Littlejohn, A. & McGill, L. (2010) Beyond competence: digital literacies as knowledge
practices, and implications for learner development. A Paper for the ESRC Seminar Series for the Digital
University. Retrieved April 10, 2012, from http://www.open.ac.uk/researchprojects/lidu/p3_2.shtml
• Beetham, H. (2008) Review: Design for Learning Programme Phase 2. Retrieved June 6, 2011, from
http://www.jisc.ac.uk/elp_designlearn.html.
• Bennett, S., Maton, K. & Kervin, L. (2008) The ‘digital natives’ debate: a critical review of the evidence.
British Journal of Educational Technology. 39(5), 775-786.
• Christie, H., Tett, L. Cree, V., Hounsell, J. & McCune, V. (2008) ‘A real rollercoaster of confidence and
emotions’: learning to be a university student. Studies in Higher Education. Vol. 33(5) 567-581.
• Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education (6th ed), London: Routledge.
• Creanor, L., Trinder, K., Gowan, D. & Howells, C. (2007) Life, learning and technology: views from the
learners. Learning and Teaching in Higher Education 2, 26-40.
• Cuthbertson, P., Lauder, W., Steele, R., Cleary, S. & Bradshaw, J. (2004) A comparative study of the course
related family and financial problems of mature nursing students in Scotland and Australia. Nurse
Education Today. 24(5), 373-381.
• Danvers, E. & Hopf, C. (2012) An online ‘Headstart’: supporting transition in the digital age. 9th Association
for Learning Development in HE Conference, Leeds. Retrieved April 21, 2012, from
http://www.aldinhe.ac.uk/leeds12.htm?p=7_1_4
• Dickey, M. (2004) The impact of web-logs (blogs) on student perceptions of isolation and alienation in a
web-based distance-learning environment. Open Learning. 19(3), 279-291.

50. References
• Edgeley, A., Timmons, S. & Crosbie, B. (2009) Desperately seeking sociology: nursing student perceptions
of sociology on nursing courses. Nurse Education Today 29(1), 16-23.
• Farrell, S. (2012) Challenging Assumptions about IT Skills in HE. 9th Association for Learning Development in
HE Conference, Leeds. Retrieved April 21, 2012, from http://www.aldinhe.ac.uk/leeds12.htm?p=7_1_4
• Ferdig, R. &Trammell, K. (2004) Content delivery in the 'Blogosphere. Technological Horizons in Education
Journal. Retrieved January 19, 2011, from
http://thejournal.com/articles/2004/02/01/content-delivery-in-the-blogosphere.aspx.
• Fergy, S., Heatley, S., Morgan, G. & Hodgson, D. (2008) The impact of pre-entry study skills training
programmes on students’ first year experience in health and social care programmes. Nurse Education in
Practice. 8(1), 20-30.
• Glaser, B. & Strauss, A. (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research,
Aldine Publishing Company: Chicago.
• Glasgow Caledonian University (GCU) (2011), Welcome to GCU: Facebook page, discussion board Retrieved
June 13, 2011, from:
http://www.facebook.com/pages/Welcome-to-GCU-hosted-by-Wellbeing-Services-GCU/118991724835401?sk=app
• Glossop, C. (2002) Student nurse attrition: use of an exit-interview procedure to determine students’
reasons for leaving. Nurse Education Today. 22(5), 375-386.
• Glossop, C. (2001) Student nurse attrition from pre-registration courses: investigating methodological
issue. Nurse Education Today. 21(3), 170-180.
• Gourlay, L. (2009) Threshold Practices: becoming a student through academic literacies. London Review of
Education. 7(2),181-192.
• Hodgson, D., May, S. & Marks-Maran, D. (2008) Promoting the Development of a Supportive Learning
Environment Through Action Research from the ‘Middle Out’. Educational Action Research. 16(4), 531-544.
• Homik, M. & Melis E. (2006) Using Blogs for Learning Logs, Proceedings of ePortfolio. Oxford, UK.
Retrieved February 13, 2012, from http://www.activemath.org/pubs/HomikMelis-ep2006.pdf

51. References
• Kamel Boulos, M., Maramba, I. & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-
based tools for virtual collaborative clinical practice and education. BMC Medical Education. 6 (41). doi:
10.1186/1472-6920-6-41.
• Kearsley, G. (2002) Is online learning for everybody? Educational Technology. 42(1), 41-4.
• Kennedy, G., Judd, T., Churchward, A., Gray, K. & Krause, K. (2008) First year students’ experiences with
technology: are they really digital natives? Australasian Journal of Educational Technology. 24(1), 108-122.
• Last, L. & Fulbrook, P. (2003) Why do student nurses leave? Suggestions from a delphi study, Nurse
Education Today. 23, 449 – 458.
• Lea, M. (2004) Academic literacies: a pedagogy for course design Studies in Higher Education, 29(6),
739-756.
• Leathwood, C. & O’Connell, P. (2003) ‘It’s a struggle’ the construction of the ‘New Student’ in higher
education. Journal of Educational Policy. 18(6), 597-615.
• Maag, M. (2005). The potential use of ‘blogs’ in nursing education. Computers, Informatics, Nursing, 23(1),
16-24.
• Marton, F. & Trigwell, K. (2000) Variatio est mater studiorum. Higher Education Research and
Development. 19(3), 381-395.
• Mckendry, S., Boyd, V. and Andrew, N. (2010) Clear Ahead? Researching the experiences of late application
students entering undergraduate nursing programmes. Widening Participation & Lifelong Learning,
12(1),18-26 (http://www.staffs.ac.uk/journal/voltwelveone/articletwo.htm)
• O’Brien, F., Keogh, B. & Neenan, K. (2009) Mature students’ experiences of undergraduate nurse education
programmes: the Irish experience. Nurse Education Today. 29(6), 635-640.
• Oliver, M. & Trigwell, K. (2005) Can ‘blended learning’ be redeemed? E-Learning. 2(1), 17-26.
• Pachler, N. & Daly, C. (2009) Narrative and learning with Web 2.0 technologies: towards a research agenda.
Journal of Computer Assisted Learning. 25, 6–18.
• Peters, O. (2001) Learning and Teaching in Distance Education (revised ed.) London: Routledge.

52. References
• Prensky, M. (2001) Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
• Prosser, M. & Trigwell, K. (1999) Understanding Learning and Teaching: the Experience in Higher Education,
Buckingham: SRHE.
• Reay, D. (2002) Class, authenticity and the transition to higher education for mature students. The
Sociological Review. 50(3), 398-418.
• Rochford, C., Connolly, M. & Drennan J. (2009) Paid part time employment and academic performance of
undergraduate nursing students. Nurse Education Today. 29(6), 601-606.
• Salmon, G. (2004) e-Moderating – the Key to Teaching and Learning Online. London: Taylor & Francis.
• Salmon, G. (2002) e-Tivities: The Key to Active Online Learning. London: Kogan Page.
• Sandars, J. (2007). The potential of blogs and wikis in healthcare education. Education for Primary Care. 18,
16-21.
• Stone, C. (2008) Listening to individual voices and stories: The mature-age student experience. Australian
Journal of Adult Learning. 48(2), 263-290.
• Thorpe, M. (2000) Online learning – not just an e-university idea. Adults Learning. April, 11-12.