Blended Learning

Dealing with “24-7” communication
‣ ¾ Establish clear guidelines about appropriate use of email, and expectations regarding turnaround time
for your response (e.g., 48 hours), and inform students right at the beginning of the course (and make
this information available in an obvious place on your course web site).
‣ ¾ Set up a “frequently asked questions” (FAQs) area in your course site – usually there are many students
who will have the same or similar question, so instead of responding to each student, provide the
information to the whole group.
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If you have run the course before you may be able to create an FAQ from previous experience, and
make this available at the beginning of the course (as a document, or additional “content” area on
your course site).
Alternatively, you can create an FAQ “on the run”, by using the discussion board tool and setting up
an “FAQ” or “Ask a question” forum. Consider inviting students to respond to questions posted by
peers – this can help to create a sense of learning community and supportive environment in the
course (for more information on using discussion boards, see the “Communication” section of this
document).
‣ ¾ Set up study groups for informal support during the course, and encourage students to seek advice from
their group as a first port of call. In smaller classes, you could have about 6-10 students in each group, or
with a large class you could expand the group size or use their tutorial group, if this exists.
Section 2.2
Designing and developing
For more information on creating and managing groups using Learning@Griffith,
including teacher and student help guides, visit:
Ü Blended Learning Support site > Using Learning@Griffith > Communication and
collaboration tools > Group management
Managing assessments and grading
In addition to enhancing student learning, the adoption of blended learning is also about trying to manage
things more efficiently and effectively. Managing the assessment process is often a significant part of a
university teacher’s workload, however, there are ways in which the use of blended learning technologies
can support this process by including some automation and reducing the amount of manual handling.
These technologies can also have a positive impact on students by facilitating the submission and feedback
processes.
As with many blended learning strategies it can sometimes feel that a lot of time and effort is required in the
setting up stage. So as with any blended learning application it is important to consider the balance between
the initial time and resource investment and the long term gains.
“Blending” assessment submission
Why blend assessment submission?
There are benefits for both the teacher and student in using technology to support the assessment submission
process, for example:
Section 2.2 Designing and Developing
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