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Refining the blend: LIS educator perspectives on blended learning for dual mode cohortsZaana Howard | Kate Davis | Helen Partridge | Christine YatesQueensland University of Technology

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QUT’s focus on blendedlearning is in maximisingstudent engagement withcurriculum617a – Party Lights – Texture by Patrick Hoesly h:p://www.flickr.com/photos/zooboing/4425770337/

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Blended learningface to face/physicalvirtual/online

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Flexible learningprovides students’ choice in how,when and where they engage withlearning materials

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Dual modality:courses for campus based as well asonline students

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Blended learning literature is deficient in curriculum design across wholecourses and where it involvesdual mode cohorts.

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Methodologyliterature reviewsemi structured interviewscontent analysis

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Findings

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Blended learning is a ‘multi layered’ approach that integrates face-to-face andonline learning experiences that areinteractive and engaging, requiringhigh student participation.

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Students are reluctant to engage in blended learning efforts

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Challenges

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1Delivering quality learning experiences to a dual mode cohort

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‘my job is to make certain thatthey have a quality experience, itdoesn’t mean it has to be exactlythe same experience’ (LIS2)

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2Access to appropriate technology, support andresourcing

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3Insufficient timefor learning design, unitpreparation and delivery

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4Teachers on demand24/7

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Benefits &opportunities

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1Increased visibility of student learning and feedback

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2Opportunity to reach a broader and larger studentaudience

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3Flexibility in learning deliveryfor both teachers and students

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What matters here?1. challenges > benefits2. issues are exaggerated with adual mode cohort3. blended delivery vs blendedexperience4. student demand for blendedlearning

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

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