Learner experiences of online learning in a blended learning situation: Different cohorts, different needs Benjamin Kehrwald University of South Australia Peter Rawlins Massey University Mary Simpson University of Otago

Context 4 year undergraduate Education program Redeveloped in response to a program review 5 year re-development process New conceptual framework New delivery framework – From 3 parallel delivery offerings to a blend – More extensive use of online learning as an enhancement

Main Campus F2f contact Course coordinators, primary academics Regional Campus F2f contact Secondary academics, adjunct faculty External Distance education Technology-enhanced correspondence model Some online interaction

Main Campus F2f contact (all sessions) Expectations of online learning activity Regional Campus F2f contact (some sessions) Online supported DE External No f2f Online supported DE Shared OLE – as a venue for learning activity Shared/common learning materials Online program community

Formative evaluation...aimed to identify (a) aspects of blended learning which were successful, as determined by the quality of stakeholder experiences and (b) opportunities to improve blended learning in the program based on negative stakeholder experiences

Methods Questionnaire (whole program) OLE Learning Materials Content F2f teaching Views on blended learning Assessment Learner support Interview (Volunteers) One on one Themes drawn from questionnaire data Not linked to individual questionnaire responses Focus Group (volunteer group) One FG for all volunteers Asynchronous online group discussion Respondent validation

Findings

Demographic data revealed three clear ‘cohorts’ Main Campus 75% were year olds 60% straight from school or gap year Regional Campus Two main groups: (38%) (30%) over 35 Coming back to study after time away (35.7%) had time off before university (21.4%)completed bridging study after not completing secondary school External Older: 58.3% over 35 years of age Coming back to school: 54.5% having time off after secondary school

3 cohorts had very different online learning experiences MCRCEE I feel comfortable learning online 80%  72% 83% The online environment helps me succeed in the program 70%? 75% Online interaction is a useful way for me to work with others in the program ?  42.9% 75% The online learning environment makes me feel that I’m part of a community ?  42.9% 67% Online learning promotes critical and creative thinking?  51.7% 100% The online environment promotes interpersonal connection ?  42.9%? Blended learning has enriched my learning 74%  72% 92%

Identifying Differences Potentially significant variance re I feel comfortable learning online Online interaction is a useful way for me to work with others in the program I regularly use a variety of tools The online learning environment makes me feel that I’m part of a community The combination of print and electronic resources is about right The printed learning materials support my learning

Identifying Differences Potentially significant variance re The learning materials are sufficient for me to understand what is expected in this program Blended learning enriches learning Online learning encourages creative and critical thinking There is enough interaction between me and the teaching staff I get all of the technical help I need I get all of the administrative help I need

Main Campus mostly ‘as expected’- -Responses were not radically different within this cohort from the means (overall)

Regional Campus Apparent dissatisfaction Comfort learning online Online interaction is a useful way for me to work with others in the program I regularly use a variety of tools in the online environment The online learning environment makes me feel like I’m part of a community The combination of print and electronic resources is about right The materials in the program are high quality The learning materials are sufficient for me to understand what is expected in this program Blended learning has enriched my learning Online learning encourages critical and creating thinking There is enough interaction between me and teaching staff I get all the technical help I need I get all the administrative help I need

External Higher than expected satisfaction I feel comfortable learning online Online interaction is a useful way for me to work with others in the program I regularly use a variety of tools in the online environment Online learning makes me feel that I’m part of a community Blended learning has enriched my learning Online learning encourages critical and creative thinking I get all the technical help I need I get all the administrative help I need EXCEPT There is enough interaction between me and teaching staff

Notable contrasts: 1.Between Regional Campus and other modes in general 2.Between Regional Campus and the Main Campus on – comfort with online learning, – regular use of a variety of online tools, – views of the combination of print and electronic materials, – views on the quality of the materials, – the extent to which the materials are ‘sufficient for me to understand what is expected in this program’, – blended learning has enriched my learning, – the interaction between learners and teaching staff, – technical help and administrative help 3.Between External students and others re: the comfort with and use of online learning

Are the differences in experience between the cohorts due to differences in their needs, wants and expectations?... or due to differences in the blend of the program which was offered to them? How do we make sense of this? How does this inform design and development going forward? How does it inform teaching? Learner support? What have we learned?

Factors? Disposition towards online learning Content and EngagementPeer interaction and support Teacher interaction and support Orientation to and readiness for online learning

More questions, few answers What expectations of blended learning did learners in each of the cohorts bring to the program? How have those expectations been met (or not met)? How are the expectations of teaching staff different across the blends experience by each cohort? How might this affect student activity and experience? How are the needs of learners related to the groupings suggested by the three cohorts? Are members of one cohort more (or less) prepared for online learning? What demographic features shape those needs? How can those needs best be addressed in future versions of the program?

More questions, few answers Do the differences in reported experiences indicate issues of equity within the program, across the three suggested cohorts? Do students have equitable access to teaching staff, feedback, support, learning materials and other key elements of the program? What are the differences in activity (as opposed to experience) across the three cohorts? What factors within the university’s control (e.g. program orientation, division of labour amongst teaching staff, production of learning materials) are producing differences in the learners’ experiences? Are the differences in student experience producing differences in student performance?

Questions? Thank you