Student Transitions to Blended Learning: An Institutional Case Study

Authors

  • Josephine Adekola University of Glasgow
  • Vicki Harcus Morgan Dale University of Glasgow
  • Kerr Gardiner Freelance
  • Moira Fischbacher-Smith University of Glasgow

DOI:

https://doi.org/10.14297/jpaap.v5i2.273

Keywords:

student transitions, blended learning, digital education, learner experience research, case study

Abstract

This paper examines the experiences of students transitioning to blended learning in the University of Glasgow as part of the QAA Enhancement Themes work on Student Transitions. We draw here on exploratory, qualitative research to examine the benefits, challenges and skills developed by students during transitions to blended learning as a means of advancing understanding, and informing future curriculum design. Data from home undergraduate and international postgraduate students were collected over two years through focus groups, individual interviews and end-of-course quality assurance surveys. We found that while home/undergraduate and international/postgraduate students have similar transition experiences, international taught postgraduates encounter additional challenges in terms of acclimatising to UK higher education (HE), especially within shorter programmes of study and where pedagogical and language differences exist. The findings are integrated in a conceptual framework highlighting the importance of access, acculturation (attitudes) and attributes (skills) to enable learner autonomy to engage effectively in blended learning. The findings have implications for institutional infrastructure, curriculum design and learner development. Further research is required to collect a larger data set as a means of developing the study’s conceptual framework, in order to better understand and support diverse student transitions to blended learning.

Author Biographies

  • Josephine Adekola, University of Glasgow

    Josephine Adekola is a PhD student in the Adam Smith Business School, who worked as a Research Assistant on this project within the Learning Enhancement and Academic Development Service (LEADS). Her interest lies within the areas of risk management and student transitions.

  • Vicki Harcus Morgan Dale, University of Glasgow

    Dr Vicki Dale is a Senior Academic and Digital Development Adviser at LEADS. Vicki has worked in UK HE for over 23 years, supporting teachers in using technology-enhanced learning approaches effectively. A Senior Fellow of the Higher Education Academy, Vicki is also the co-lead for ELESIG Scotland ([E]Learner Experience Research SIG).

  • Kerr Gardiner, Freelance

    Kerr Gardiner was Head of Learning Technology and Media Production at the University of Glasgow but is now working freelance. Kerr focuses on how the evolving digital landscape is blurring boundaries, physical/virtual spaces and campus-based/ distance learning, and how to meet this challenge through the development of MOOCs, online distance PGT programmes and UG campus-based online courses.

  • Moira Fischbacher-Smith, University of Glasgow

    Professor Moira Fischbacher-Smith is Assistant Vice-Principal (Learning & Teaching) at the University of Glasgow. Her research focuses largely on health care management and organisation, with a particular focus on inter-organisational networks, organisational performance, public-private partnerships and service design.

References

Adekola, J., Dale, V. H. M., & Gardiner, K. (in review) Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology.

Beetham, H., White, D., & Wild, J. (2013). Students' expectations and experiences of the digital environment literature review. Retrieved from: http://repository.jisc.ac.uk/5573/1/JR0005_STUDENTS_EXPECTATIONS_LITERATURE_REVIEW_2.0.pdf

Bell, I. (2016). International students' transitions into Scottish higher education: A scoping study. Enhancement Themes: Student Transitions. Retrieved from: http://www.enhancementthemes.ac.uk/pages/docdetail/docs/publications/international-students-transitions-into-scottish-higher-education-2016

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.

doi: https://doi.org/10.1191/1478088706qp063oa

Carswell, L., Thomas, P., Petre, M., Price, B., & Richards, M. (2000). Distance education via the internet: The student experience. British Journal of Educational Technology, 31(1), 29-46.

doi: https://doi.org/10.1111/1467-8535.00133

Clark, D. N., & Gibb, J. L. (2006). Virtual team learning: An introductory study team exercise. Journal of Management Education, 30(6), 765-787.

doi: https://doi.org/10.1177/1052562906287969

Cohen, L., Manion, L., & Morrison, K. (2000). Sampling. Research Methods in Education (5th ed., pp. 92-104). London and New York: Routledge Falmer.

doi: https://doi.org/10.4324/9780203224342

Concannon, F., Flynn, A., & Campbell, M. (2005). What campus-based students think about the quality and benefits of e-learning. British Journal of Educational Technology, 36(3), 501-512.

doi: https://doi.org/10.1111/j.1467-8535.2005.00482.x

Cramphorn, C. (2004). An evaluation of formal and underlying factors influencing student participation within e-learning web discussion forums. Paper presented at the Networked Learning Conference 2004, Lancaster University.

Dineen, B. R. (2005). TeamXchange: A team project experience involving virtual teams and fluid team membership. Journal of Management Education, 29(4), 593-616.

doi: https://doi.org/10.1177/1052562905276275

Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4.

Dzakiria, H., Mustafa, C. S., & Bakar, H. A. (2006). Moving forward with blended learning (BL) as a pedagogical alternative to traditional classroom learning. Malaysian Online Journal of Instructional Technology (MOJIT), 3(1), 11-18.

Fischbacher-Smith, M., MacVicar, A., McEwan, M., Cheng, M., Dendrinos, P., Adekola, J., . . . Milner, M. (2015). Supporting international students' transition from pathway programmes: A study of the University of Glasgow. Paper presented at the International Enhancement Themes Conference: Enhancement and Innovation in Higher Education, 11-13 Jun 2013, Glasgow, Scotland. http://eprints.gla.ac.uk/108031/

Garner, R., & Rouse, E. (2016). Social presence – connecting pre-service teachers as learners using a blended learning model. Student Success, 7(1), 25-36.

doi: https://doi.org/10.5204/ssj.v7i1.299

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.

doi: https://doi.org/10.1016/j.iheduc.2004.02.001

Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines (1st ed.). San Francisco, Calif.: Jossey-Bass; Chichester: John Wiley [distributor].

Gordon, N. (2014). Flexible pedagogies: Technology enhanced learning. Retrieved from: https://www.heacademy.ac.uk/flexible-pedagogies-technology-enhanced-learning

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4-14.

doi: https://doi.org/10.1016/j.iheduc.2012.09.003

Jisc. (2014). Developing digital literacies. Retrieved from: https://www.jisc.ac.uk/guides/developing-digital-literacies

Ku, H.-Y., & Lohr, L. (2003). A case study of Chinese student’s attitudes toward their first online learning experience. Educational Technology Research and Development, 51(3), 95-102.

doi: https://doi.org/10.1007/BF02504557

Lam, J. Y. C. (2015). Examining student experience of blended learning from the perspective of the Community of Inquiry framework. Asian Association of Open Universities Journal, 10(2), 81-99.

doi: https://doi.org/10.1108/AAOUJ-10-02-2015-B007

New Media Consortium. (2017). NMC Horizon Report. Retrieved from: http://www.nmc.org/publication/nmc-horizon-report-2017-higher-education-edition/

Olson‐Buchanan, J. B., Rechner, P. L., Sanchez, R. J., & Schmidtke, J. M. (2007). Utilizing virtual teams in a management principles course. Education + Training, 49(5), 408-423.

doi: https://doi.org/10.1108/00400910710762968

Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18(0), 38-46.

doi: https://doi.org/10.1016/j.iheduc.2012.12.003

Salmon, G. (2004). E-moderating: The key to teaching and learning online (2nd ed.). London: RoutledgeFalmer.

Smyth, S., Houghton, C., Cooney, A., & Casey, D. (2012). Students' experiences of blended learning across a range of postgraduate programmes. Nurse Educ Today, 32(4), 464-468.

doi: https://doi.org/10.1016/j.nedt.2011.05.014

Stacey, E., & Gerbic, P. (2006). Teaching for blended learning. In D. Kumar & J. Turner (Eds.), Education for the 21st Century — Impact of ICT and digital resources: IFIP 19th World Computer Congress, TC-3, Education, August 21–24, 2006, Santiago, Chile (pp. 225-234). Boston, MA: Springer US.

doi: https://doi.org/10.1007/978-0-387-34731-8_24

Thompson, L., & Ku, H. Y. (2005). Chinese graduate students' experiences and attitudes toward online learning. Educational Media International, 42(1), 33-47.

doi: https://doi.org/10.1080/09523980500116878

Tsai, C.-W., Shen, P.-D., & Tsai, M.-C. (2011). Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students' learning and thoughts regarding online learning. Behaviour & Information Technology, 30(2), 261-271.

doi: https://doi.org/10.1080/0144929X.2010.514359

UKCISA. (no date). UK Council for International Student Affairs. Available from: http://www.ukcisa.org.uk/

Downloads

Published

2017-03-01

Issue

Vol. 5 No. 2 (2017)

Section

Case Studies

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.