Student responses to Active Blended Learning: Valuing relationships

  • Elizabeth Palmer (Author)
  • Sylvie Lomer (Author)
  • Ivelina Bashliyska (Author)

Activity: Academic Talks or PresentationsOral presentationResearch

Description

A Midlands University is in the process of introducing an institution-wide pedagogical shift towards Active Blended Learning (ABL). ABL involves learner-centred interactive tasks in both online and face-to-face interactions. Initial implementation has led to variable student participation in online tasks. This qualitative research project explored students’ perceptions of ABL. It established that key success factors identified in previous literature also applied to this institutional context, which were not being universally applied. In particular, students said that relationships with staff were key to their engagement with online components. Where students felt that staff respected and cared for them and their grades, they were more likely to complete online tasks. This was expressed in setting high expectations, designing bespoke content and
providing feedback on online tasks. Given sector-wide moves towards adopting blended learning, it is essential for teaching staff to consider the personal factor in designing and implementing ABL.
Period6 Dec 2017
Event titleSociety for Research into Higher Education (SRHE) ANnual Conference 2017: Higher Education Rising to the Challenge
Event typeConference
LocationNewport, United Kingdom
Degree of RecognitionNational

Keywords

  • Student
  • Active blended learning
  • ABL
  • Learning
  • Higher education