Institutional and student transitions into blended learning Josephine Adekola, Vicki Dale, Kerr Gardiner, Jo-Anne Murray and Moira Fischbacher-Smith University of Glasgow

Overview Why we focused on transitions into blended learning (BL) Framework for institutional transitions to enhanced BL Student transitions: Learner experience research Anchor point interventions to facilitate long-lasting change

Why transitions into blended learning? Changing digital landscape (Gardiner, 2015) Student expectations of digital learning experience (Beetham, White & Wild, 2013) Definition: “At its simplest, blended learning is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences …” (Garrison & Kanuka, 2004, p96-7) Reduction in face-to-face contact hours (Graham, Woodfield & Harrison, 2013)

Institutional transitions Interviews with 20 key informants (mostly staff) Senior management Deans for Learning & Teaching in Colleges Heads of services Teachers Learning technology specialists Student VP for L&T across the institution Consultations with 20 members of institutional team (some overlap) incl. world café event

Institutional framework

Institutional considerations

Student transitions – learner experience research Student Cohort School A: (international postgraduates) School B: (home undergraduate)   School C: (home/ international postgraduates) Total Method of data collection used Focus group End-of-course quality assurance survey* Individual interview No. of participants (2014/15) 9 No. of participants (2015/16)  12 3 15 24 *Survey modified to include questions pertinent to the study

Student transitions – learner experience research Expectations Benefits   Challenges Skills Ease of contact with teachers Everything to be online & accessible International: ICT part of the learning experience Culturally different pedagogy Flexibility (convenience, pace, place) Easy to use Easier to ask questions online Peer & active learning Independent learning Saves teachers money! Time management Lack of F2F contact Variable access to material Technical issues e.g. video One semester too short to acclimatise Didn’t come to UK to study online  Time management Digital literacies Communication Readiness for online learning Social literacies Critical thinking Student transitions to BL compounded for international students

Student transitions model

Further consultations with institutional team Students Staff Institution Challenges in relation to BL transitions Need to challenge student assumptions around active learning Variable digital literacies BYOD; issues of accessibility Lack of understanding of support needs for BL Variable ‘competence’ in BL Insufficient technical support Commitment to BL not standardised across schools/colleges Current work to support BL transitions Regular liaison with Students Representative Council Student-led conference on technology-enhanced learning University Services units working closely & in partnership with colleges Academic development for staff to raise awareness of blended learner needs (PGCAP) Strategic commitment to BL at college/institutional level Support for TEAL spaces aligned with strategic investment in BL (BOLD, MOOCs) MVLS online learner induction being repurposed for blended & online courses Service support e.g. copyright ‘Anchor points’ Summarised in next slide.

Anchor points Guidelines for good practice in e-learning development Resources to support student induction into blended and online learning Digital capabilities work with staff Student engagement – BL co-production via ASPEN Case studies of good practice Promoting organisational learning – showcase event Continuing to research the learner experience (incl. MOOCs)

References and further reading Adekola, J., Dale, V. H. M. & Gardiner, K. (in review) Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology. Adekola, J., Dale, V. H. M., Gardiner, K. & Fischbacher-Smith, M. (in review) Student transitions to blended learning; an institutional case study. Journal of Perspectives in Applied Academic Practice. Beetham, H., White, D., & Wild, J. (2013). Students' Expectations and Experiences of the Digital Environment Literature Review. Retrieved from http://repository.jisc.ac.uk/5573/1/JR0005_STUDENTS_EXPECTATIONS_LITERATURE_REVIEW_2.0.pdf Gardiner, K. (2015). Reasons to be open – embracing the digital landscape. Paper presented at the Association for Learning Technology Conference (ALT-C) 2015, University of Manchester, Manchester. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. doi:http://dx.doi.org/10.1016/j.iheduc.2004.02.001 Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4-14. doi:http://dx.doi.org/10.1016/j.iheduc.2012.09.003

Acknowledgements QAA Scotland for project funding Study participants from the University of Glasgow The Enhancement Themes institutional team Students reps on TLG: Caelum Davies (year 1), Gemma Gratton (year 2), Kate Powell (year 3)

Questions? josephine.adekola@glasgow.ac.uk vicki.dale@glasgow.ac.uk jo-anne.murray@glasgow.ac.uk moira.fischbacher-smith@glasgow.ac.uk