Flexible Blackboard Delivery Modes MSc Real Estate Management ‘…. often feel forgotten in the process.’ [DL] ‘…distinction between initiatives for attending students and distance learners should have been made clearer Why? Based on student feedback: PTES 2017 Programme Evaluation Jan 2017 [Student comments are in ] ‘…hard when distance learner to feel part of the cohort…’ Separate module runs Blackboard Announcements The modules on the MSc Real Estate Management were separated into two Blackboard module runs The same Academic content Assessment Staff Different Blackboard module runs Module handbooks Tools to facilitate collaboration Induction activities 25% less for DL students More announcements 34% Significant reduction of announcements received by students Increase in total number of announcements made by staff Announcements 43% less for attending students Module X Attending and Distance Learning (DL) Students Module X_1 Attending Students Module X_2 Distance Learners ‘…felt DL were put aside…’ Attending students have lectures (recorded) and tutorials Recordings feed into DL provision with interactive webinars replacing tutorial activities Recorded lectures and interactive webinars available for attending and DL students for improved accessibility Targeted Teaching ‘…had no idea where to go to to obtain information’ Staff Survey Staff Feedback Programme Enhancements Workload comparison: 60% of staff reported a somewhat increased workload 40% of staff thought the workload had not changed Email traffic: 20% of staff considered the amount of emails to have increased 40% of staff reported no change in email traffic 40% of staff thought there had been a slight decrease in email traffic ‘…difficult to get and overview/understanding of the different systems’ Easier to communicate No irrelevant announcements Less confusing for students Tailoring services leads to educational gain FET Blackboard Template Supports a common induction programme A consistent experience across the modules on the programme Easier to support colleagues Improved Signposting Resources available for each delivery mode with links to support services, reducing the need for email contact with module leaders Discussion boards and students’ own webinar rooms set up on all modules Cohort Cohesion Further Enhancements More to remember Somewhat more work Increased chances of making mistakes ‘More practicals on some courses.’ Future Enhancements Inclusion of more group work New materials being developed Continuously improving module organisation Relevance of the module content for the mode of the delivery Discussion boards and students’ own webinar rooms set up on all modules Smaller student group encourages a stronger group identity Student Experience ? Awaiting PTES 2018 results…. ‘Very few opportunities to interact with other DL students.’ Helga Gunnarsdottir Learning Technologist Learning Innovation Unit Faculty of Environment and Technology University of the West of England 0117 32 83824 helga.gunnarsdottir@uwe.ac.uk Working with Distance, Online and Blended Learning programmes? Join our DOaBLe Community of Practice!