Volume Two - Academic Conferences

Marie Sams et al.
The increased use of VLE software by universities and other educational establishments in recent
years has meant that blended learning has become more of an available option. The flexibility it
provides to both staff and students allows, if managed correctly, the academic debates and
discussions which were traditionally confined to a class room to continue in a more technological
form. In the focus group the students who approached their studies with the aim of gaining a deeper
level of understanding from topics delivered felt that although it appeared to be more work when
studying online, the reality that students had to become more self directed and focussed to post
enabled them to gather a deeper understanding and learning than that of face to face classes. It was
a common theme amongst the focus groups that online elements were more time consuming. Some
saw the benefits of this where others felt face to face were "better" or after probing further "easier".
As the academic year progressed MOB developed and adapted with the students needs and
capabilities. Due to advancements and adaptability of the VLE, new methods and tools could be
added into the module website, depending on the needs of the task in hand and the students ability
and confidence. This included mind-mapping add-ins and voice recordings, to upload their thoughts
on a given topic. The speed at which the technology used within eLearning such as the VLE can
adapt is key for flexibility.
MOB aimed to provide students with an innovative and flexible means to their studies. Uploading of
videoed lectures to aid revision and/or catching up of sessions missed, added to the flexibility felt.
This made students feel more supported, which allowed students the freedom to study at times that
were convenient to them. This flexible approach to study meant that issues with students not able to
attend classes due to work, poor time management, or other commitments, could still keep up to date
with the classes. The ability to engage with the material at practically any time did however lead to
some students becoming frustrated with the delay in peer responses to online postings, one survey
respondent commented " I found it hard at times to motivate and lack of feedback de-motivated peers
as well which meant that they didn't carry out the work and so felt little point in doing it myself". Similar
thoughts were discussed in the two focus groups also. Ellis, Ginns & Piggott (2009) saw a third of
their students sampled not seeing a value in the posts and participation of other students again
reflective of our study findings.
5. Recommendations
There are key areas to consider when implemented a blended learning and assessment approach to
large groups of students that have been covered in this paper.
It was clear that some students needed to further understand the benefits of learning in an online
environment right at the outset of the programme. Although some students had participated in online
learning previously, it is clear that experiences can be diverse depending on the platform, nature of
learning, tools adopted and skills/experience of the lecturers. Getting students face to face at the start
of the programme and giving them ownership and steer of the online arena may increase levels of
engagement. Furthermore, understanding the profile and types of learners within the cohort at the
outset delivers the potential to group students into particular learning groups where different
resources can be utilised.
Using learner ‘e-champions’, or student reps to help others see the value in online learning and the
potentials of what could be gained can potentially be beneficial. Ultimately this could lead to students
acting as facilitators themselves, which has been explored in another area of the University and has
proved successful not only in online engagement but also in students developing management and
leadership skills (Clouder et al 2010). By exploring the possibilities of online learning in the first year
of study may equip students with the skills to start to lead and facilitate groups as they progress
through their programme.
Links to assessment will also impact levels of choices felt to the degree of interaction applied. It is felt
from the research that this should increase both motivation and amount of posts increasing interaction
through the VLE, although there are concerns that this learning process may be hampered by
summative marking.
Although flexibility is the key benefit to any eLearning programme, considerations need to be made in
larger groups how discussion postings will be managed, especially when requirements are placed
upon modules to cover an indicative content. It is therefore important that modules such as MOB,
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