Blended Learning

Preparing students
For successful blended learning, students need to be motivated to engage in the blended learning experience
you designed. They also need to feel confident in using the technology and be aware of the “social” aspects of
collaborating and communicating in an online environment just as they should in a traditional classroom.
‣ ¾ A lack of motivation can sometimes be due to the student not seeing a clear and relevant purpose for the
learning activity.
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Take the student point of view:
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Why should a student be bothered to go to your web site? Reply to a question in a forum?
Watch a video? Complete a survey? Have you explained how these tasks are related to the
objectives / outcomes or the assessment tasks?
Students need clear answers to the reasonable question: “What do you want me to do with this
stuff?”
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Make sure students know about the resources and understand how they are to be used. For
example are students supposed to summarise readings? Compare articles? Identify trends?
‣ ¾ Give plenty of lead-in time when expecting students to use a specific technology for the first time
particularly if it forms part of the assessment program. For example, if using a new tool or technology
consider giving students some practice before the actual assessment task is due.
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Make sure students know where to get technical support (if not from you) – perhaps provide them
with a tip sheet for frequently experienced problems, especially if using a tool not supported by
Learning@Griffith. For all Learning@Griffith applications you can direct students to the relevant
student help guides or to more general support information (e.g., getting started as a student)
available on the Learning@Griffith Support site: https://intranet.secure.griffith.edu.au/computing/
blended-learning-support/
Consider ‘modelling’ what it is you want students to do to give them a clear sense of what is
expected of them.
Provide practice exercises to support the development of students’ skills and familiarity in using
the particular blended learning tool (and give plenty of lead-in time for these to be completed).
Supporting and sustaining student learning
Providing ongoing guidance for any student activity is important but perhaps more so when it is conducted
online and away from the usual face-to-face contact. In an online environment, students often perceive fewer
opportunities to seek guidance or reassurance. Therefore, consider how you are going to be “visible” online
and provide students with feedback and reactions to their work.
‣ ¾ After the initial course orientation where you have tried to motivate students to be engaged in the
course activities it will be important to continue to promote and encourage students’ use of the blended
learning components. For example:
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Consider sending quick reminders to students via email or the chosen method of communication;
Be involved in the online activities yourself, or involve other staff such as tutors (e.g., initiate
discussion topics, give brief feedback during an activity);
Consider breaking up a task into smaller components and give feedback on some or all of these
components rather than simply at the end.
¾ ‣ Monitor student participation, identify students who don’t appear to be engaging and initiate some
communication with them.
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Getting Started with Blended Learning