The impact on students of online and blended learning methods

Sneddon, S., Exall, K. and Cartwright, N. (2016) The impact on students of online and blended learning methods. Paper presented to: Socio-Legal Studies Association (SLSA) Annual Conference 2016, Lancaster University Law School, 05-07 April 2016. (Unpublished)

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Item Type:	Conference or Workshop Item (Paper)
Abstract:	This paper will draw upon two projects which consider the impact of different types of blended learning activities on student experience. One project takes two final year law modules and transforms parts of them into online, digitally-enhanced sessions using Blackboard Collaborate and other e-tivity methods. One module took a 6-week section of the content and enhanced face-to-face sessions with online sessions, and the other took discrete weeks and ran synchronous online sessions using Blackboard Collaborate. This project will analyse the levels of student engagement and satisfaction with these methods, compared to traditional classroom based delivery. It will also assess, as far as is practicable, the impact that this digital transformation has on different equality characteristics. The second project looks at a subject-wide innovation in 2015, whereby all the timetabled activities for one week were replaced with blended and online activities. The important difference of this second project is that the research is being designed and carried out by an undergraduate law student. The student researcher will also seek feedback from students on the blended learning activities in project one and this paper will investigate the extent to which students give different responses to another student to those they gave to the tutors. The results of both projects will feed forward into the development of a fully blended delivery of law programmes that are enabling for our students while valuing diversity.
Uncontrolled Keywords:	Blended delivery, e-learning, student participation, diversity
Subjects:	K Law > K Law (General) > K100 Legal education L Education > LB Theory and practice of education > LB2300 Higher Education > LB2395.7 Internet in higher education. Web-based instruction. Educational technology
Creators:	Sneddon, Simon, Exall, Kate and Cartwright, Nick
Funders or Sponsors:	University of Northamption Institute of Learning and Teaching
Northamptonshire and East Midlands:	Education, Training and Skills
Faculties, Divisions and Institutes:	University Faculties, Divisions and Research Centres - OLD > Faculty of Business & Law > Law Faculties > Faculty of Business & Law > Law
Date:	7 April 2016
Date Type:	Publication
Event Title:	Socio-Legal Studies Association (SLSA) Annual Conference 2016
Event Dates:	05-07 April 2016
Event Location:	Lancaster University Law School
Event Type:	Conference
Language:	English
Status:	Unpublished
Refereed:	No
References:	Akkoyunlu, B., & Soylu, M.Y., 2008, A Study of Student’s Perceptions in a Blended Learning Environment Based on Different Learning Styles, Educational Technology & Society, 11 (1), 183-193 Entwistle, N., McCune, V., & Hounsell, J., 2002, Approaches to study and perceptions of university teaching–learning environments: Concepts, measures and preliminary findings. Edinburgh, UK: Enhancing Teaching-Learning Environments in Undergraduate Courses Project, University of Edinburgh, Coventry University, and Durham University, at http://www.etl.tla.ed.ac.uk/docs/ETLreport1.pdf Erdem, M., & Kibar, P.N., 2014, Students’ Opinions on Facebook Supported Blended Learning Environment, Turkish Online Journal of Educational Technology, 13:1, 199-206 Poon, J., 2013, Blended Learning: An Institutional Approach for Enhancing Students' Learning Experiences, Journal of Online Learning and Teaching, Vol. 9, No. 2,
URI:	http://nectar.northampton.ac.uk/id/eprint/8407

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