Palmer, E., Lomer, S. and Bashliyska, I. (2017) Overcoming barriers to student engagement with Active Blended Learning. Northampton: University of Northampton, Institute for Learning & Teaching.
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![[img]](http://nectar.northampton.ac.uk/style/images/fileicons/text.png) Interim Report on findings from a qualitative study looking at student engagement with Active Blended Lear ... (2MB) |
| Item Type: | Monograph (Project Report) |
|---|---|
| Abstract: | The University of Northampton has taken an institutional approach to learning and teaching through the widespread adoption of Active Blended Learning (ABL) as its new ‘normal’. To find out more please visit: https://www.northampton.ac.uk/ilt/current-projects/waterside-readiness/ However, student engagement has been highly variable, which has created a number of challenges for staff. Semi-structured qualitative focus groups have been undertaken with 201 undergraduate students across all the year groups and faculties during the academic year 16/17 based on a pilot study of 24 students in academic year 15/16. These focus groups have been looking at trying to uncover the students own perceptions and experiences of ABL in order to unpick the reasons behind varying patterns and engagements and to glean student insight into the factors that inhibit or encourage engagement with ABL. The study has revealed a number of key factors which students identify as having a significant impact on their engagement. Key success factors include effective pedagogical design, in particular establishing a clear and explicit relationship between online and face to face components of modules, and scaffolding the development of digital skills and literacies in the process of establishing online tasks. A strong relationship between staff and students is also critical, where students trust in the decisions and motivations of staff. This is signalled by following up on online tasks, providing feedback where relevant, and explicitly discussing the value of online tasks to module learning outcomes and employability skills. A key finding is that students’ conceptions of learning, teaching & knowledge impact on their engagement with ABL, and are not necessarily compatible with ABL principles. These factors are complex, interdependent and have varying loci of control. Staff can take a number of measures to increase the likelihood of student engagement, although certain factors remain ultimately within the agency of students. Understanding these issues is critical to the success of ABL. |
| Subjects: |
L Education > LB Theory and practice of education > LB2300 Higher Education > LB2395.7 Internet in higher education. Web-based instruction. Educational technology L Education > LB Theory and practice of education > LB1025 Teaching (Principles and practice) |
| Creators: | Palmer, Elizabeth, Lomer, Sylvie and Bashliyska, Ivelina |
| Publisher: | University of Northampton, Institute for Learning & Teaching |
| Faculties, Divisions and Institutes: | University Faculties, Divisions and Research Centres - OLD > University Departments > Library and Learning Services |
| Date: | 16 May 2017 |
| Date Type: | Publication |
| Page Range: | pp. 1-12 |
| Journal or Publication Title: | University of Northampton, Institute for Learning & Teaching |
| Place of Publication: | Northampton |
| Number of Pages: | 12 |
| Language: | English |
| Status: | Published / Disseminated |
| Refereed: | Yes |
| Related URLs: | |
| URI: | http://nectar.northampton.ac.uk/id/eprint/9548 |
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