Blended Learning

Such questions require two parts:
1. Methods (or Teaching and Learning Activities – TLAs) component (that part which comprises the
teaching and learning activities and assessment); and,
2. Learning component (that part which comprises the learning that was meant to occur as a
consequence of engaging in the TLAs).
The two parts are joined by a grammatical conjunction; for example:
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“The flight simulator session on bad weather landings (TLA component) helped me to learn how to
(grammatical link) land the Boeing 747 in bad weather (Learning component).”
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Students would then respond to this question using a typical rating scale where for example, 1 =
“strongly disagree” and 5 = “strongly agree”.
Section 2.4
Reviewing (evaluating)
Further resources for designing and conducting student evaluation:
Sample evaluation questions/topics for blended learning:
http://vudat.msu.edu/questions_topics/
Sample online course evaluation survey:
http://www.learningandteaching.unsw.edu.au/content/blended_learning/blended_
resources/survey_online.pdf
GIHE Good Practice Guide for evaluation:
http://www.griffith.edu.au/__data/assets/pdf_file/0017/119006/GPG-dev.pdf
Design Focused Evaluation (available online via the Griffith University library catalogue):
Smith, C. (2008). Design-focused evaluation. Assessment & Evaluation in Higher Education,
33(6), 631-645.
Principles of student evaluation
The basic principles and guidelines for evaluating courses are relevant no matter what mode of study, year
level, or student cohort.
‣ ¾ Ethics:
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‣ ¾ Timing:
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Guarantee anonymity – students need to be confident that any written feedback they give is
anonymous;
The right to non-participation – let students know that their participation in the evaluation process
is completely voluntary, and ensure that the process allows for this option;
Procedural integrity – be mindful of the power relationship between you and your students, and
ensure that there is enough “space” or separation between yourself and the collection of feedback
data (this relates to the issue of anonymity).
Timeliness – students tend to give more accurate feedback when the experience is still fresh;
Consider getting feedback early on in the semester, so that you have an opportunity to address any
aspects before it is too late!;
Section 2.4 Reviewing (Evaluating)
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