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

2. 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

3. 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)

4. 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

5. Institutional framework

6. Institutional considerations

7. 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

8. 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

9. Student transitions model

10. 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.

11. 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)

12. 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
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), doi:
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, doi:

13. 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)

14. Questions? josephine.adekola@glasgow.ac.uk vicki.dale@glasgow.ac.uk