1.
Refining the blend:
LIS educator perspectives on
blended learning for dual mode cohorts
Zaana Howard | Kate Davis | Helen Partridge | Christine Yates
Queensland University of Technology

2.
QUT’s focus on blended
learning is in maximising
student engagement with
curriculum
617a
–
Party
Lights
–
Texture
by
Patrick
Hoesly
h:p://www.flickr.com/photos/zooboing/4425770337/

3.
Blended learning
face to face
/physical
virtual
/online

4.
Flexible learning
provides students’ choice in how,
when and where they engage with
learning materials

5.
Dual modality:
courses for campus based as well as
online students

6.
Blended learning literature
is deficient in
curriculum design across whole
courses and where it involves
dual mode cohorts.

7.
Methodology
literature review
semi structured interviews
content analysis

8.
Findings

9.
Blended learning is
a ‘multi layered’ approach
that integrates face-to-face and
online learning experiences that are
interactive and engaging, requiring
high student participation.

10.
Students are reluctant
to engage in blended learning efforts

11.
Challenges

12.
1
Delivering quality
learning experiences
to a dual mode cohort

13.
‘my job is to make certain that
they have a quality experience, it
doesn’t mean it has to be exactly
the same experience’ (LIS2)

14.
2
Access to appropriate
technology, support and
resourcing

15.
3
Insufficient time
for learning design, unit
preparation and delivery

16.
4
Teachers on demand
24/7

17.
Benefits &
opportunities

18.
1
Increased visibility
of student learning and feedback

19.
2
Opportunity to reach
a broader and larger student
audience

20.
3
Flexibility in learning delivery
for both teachers and students

21.
What matters here?
1. challenges > benefits
2. issues are exaggerated with a
dual mode cohort
3. blended delivery vs blended
experience
4. student demand for blended
learning

22.
Dual mode provision
+ extreme flexibility
+ blended learning
= complex environment to manage

23.
thank you.
questions?
@QUTISG http://www.facebook.com/QUTISG