Title:	ADAPTING THE BLENDED APPROACH TO ENHANCE THE STUDENT ELEARNING EXPERIENCE: AN ORIGINAL FRAMEWORK
Author(s):	Alan Hogarth , John Biggam
ISBN:	978-972-8924-93-5
Editors:	Pedro Isaías, Bebo White and Miguel Baptista Nunes
Year:	2009
Edition:	2
Keywords:	Blended learning, independent learning, technology enhanced learning,
Type:	Short Paper
First Page:	3
Last Page:	7
Language:	English
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Paper Abstract:	A wider, more diverse student population has created the need for greater flexibility in curriculum design and course delivery, accompanied by innovations in teaching and learning. A more flexible style of teaching and greater independent learning and knowledge acquisition by students is now required to cope with these changes. The answer would appear to be to encourage independent learning by facilitating a ‘blended learning’ approach. This paper discusses a blended learning approach, developed by the authors, to teaching and learning in undergraduate modules that encourage students to undertake independent learning in a practical and non-threatening manner. This approach is based on the utilisation of aspects of traditional teaching, Virtual Learning Environments (VLEs) and Web 2.0 technologies. Compendium software was also used to manage content within the prototype. The model discussed in this paper is the latest stage of a project funded by the Re-Engineering Assessment Project (REAP). The project initially involved a questionnaire survey of a group of students who were undertaking the traditionally taught module. These findings aided in the formation of a framework proposal from which the ‘blended learning’ model was posited and subsequently developed. Following the production of the prototype the research process has continued by undertaking a sizeable survey of students to garner their opinions of the podcasting/vidcasting element of the prototype. As such the results of this survey will also be discussed in the paper. The findings essentially demonstrate that students respond well to the concept of ‘blended learning’ and to some extent, enjoy learning independently.
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