Introduction
Developments in Blended Learning (BL) encourage the use of online resources. At present many students just use Google to find online materials and they do not take advantage of quality e-resources such as e-journal and e-books. Many academics are using their Content Management Systems (CMS) to upload e-resources such as lecture materials. However, they are finding in more difficult to engage in more interactive online learning. The Innovative E-learning with E-Resources (eRes) project supported academics in taking their next step in BL through the development of online learning activities focussing on quality e-resources. This next step built on academic experience with using such e-resources in their reading lists for students and in their research. The online learning activities also harnessed the abilities of Net Generations students by using Web 2.0 technologies. (Oblinger, 2003; Oblinger, 2005; Tapscott, 1998).
This project was funded in the UK for a year by the Higher Education Academy (HEA) as part of the Pathfinder Programme. This Programme was "intended to be a transformation initiative which has organisational change, development and dissemination as its core aims. The goals of the Pathfinder Programme are focussed on exploiting and developing synergies to enhance and change practice where necessary." (HEA, 2007)
The diagram in Figure 1 illustrates the range of pedagogical approaches using e-resources as part of the student learning experience.
Figure 1 - Student Learning Experience (Newland, 2008)
(NOTE - the diagram is not showing so here is a list of the pedagogical approaches:
Assessing
Collaborative learning/ Social construction of knowledge
Critical thinking
Independent learning
Problem-based learning
Reflecting
Case studies
Each BL case study was developed using the most appropriate pedagogical approach in alignment with the intended learning outcomes (Biggs, 2007). The relevant e-resources were used in a range of learning activities.
Pedagogy e-Resource Learning Activity Subject
Assessing Course cartridges, quizzes Timed release and evidence of engagement Human Resources Management
Multi-media revision guides, quizzes Revision and feedback Law
Electronic Response System quizzes with PowerPoint slides Interaction and feedback during lectures Nursing
Collaborative learning/
Social construction of knowledge e-journals, blog Finding and critiquing articles using a blog Physiotherapy
Blackboard Scholar Sharing using social bookmarking Midwifery
e-journals, e-chapters Finding and discussion informed by e-resources Business and Management
Wikis Creating group based resources Archaeology
Critical thinking e-journals, e-news Critiquing and finding with timed use of blogs Marketing
Independent learning e-tutoring toolkit Developing staff expertise Education
Lecture capture, course cartridges Personalised engagement Biomechanics
Problem-based learning e-journals, blogs, wikis Developing solutions in groups using blogs and wikis Design Engineering
Reflecting e-portfolios Personal development activities Physiotherapy
Table 1 - Case studies (Newland 2008)
(NOTE - The table above is not showing properly as it lost its format as I cut and pasted from Word into this submission box)
Results
This paper will focus on two of the case studies. The first one aimed to develop students' awareness and analysis of current development and issues in Marketing. The academic selected current issues from online newspapers and e-journals and posted them on a blog within the CMS for discussion. The students were assessed on the quality and content as well as the number of posts. It was found that setting a time limit for each top improved the level of activity. Student feedback showed that they enjoyed the activity and the ability to express their own views on current topics.
The academic found that "students who took time to read the articles and reflect on them were learning skills beyond just the learning outcomes. This exercise gets them to use online resources which are essential as they progress through their degree." She also found that initially not all students had the appropriate level of Web 2.0 skills to engage in the blog for academic work.
In the second case study BL is introduced into a Biomechanics course. The students on the course had mixed skills in Mathematics and Physics which underpin Biomechanics and some found it a difficult subject. Students worked in groups to find, evaluate and share e-resources culminating in a group presentation. The academic found that "students were so much more engaged ..(they) took the principles of Biomechanics and applied them. They could see the relevance for them." The academic had limited experience of BL prior to this project and gained the skills and confidence from it to apply BL to other courses.
Conclusion
Examples of introducing BL into part of a course are shown in each case study. The aim was
to achieve the learning objectives through effective online learning activities using quality e-resources. Many of the BL activities encourage collaborative learning through the use of Web 2.0 technologies. The examples from this eRes project are relevant to all levels of expertise.
References
Biggs, J., 2007. Teaching for Quality Learning at University. 3rd ed. Maidenhead: SHRE / Open University.
HEA, 2007 Higher Education Academy Pathfinder, http://www.heacademy.ac.uk/ourwork/learning/elearning/pathfinder [Accessed 11.12.07]
Newland, B., 2008, eRes: Innovative e-Learning with e-Resources, Bournemouth University
Oblinger, D.G. (2003). Boomers, Gen-Xers and Millennials: understanding the new students [online]. Educause Review. Available from: http://www.educause.edu/ir/library/pdf/ERM0342.pdf [Accessed 07.06.10]
Oblinger, D.G., Oblinger, J.L. (2005). Educating the Net Generation [online]. Educause. Available from: http://www.educause.edu/educatingthenetgen/. [Accessed 07.06.10]
Tapscott, P. (1998) Growing Up Digital: the rise of the Net Generation. London: McGraw-Hill
