Refining the blend:

LIS educator perspectives on

blended learning for dual mode cohorts

Zaana Howard | Kate Davis | Helen Partridge | Christine Yates Queensland University of Technology

QUT’s focus on blended learning is in maximising

student engagement with curriculum

617a  –  Party  Lights  –  Texture  by  Patrick  Hoesly  h:p://www.flickr.com/photos/zooboing/4425770337/  

Blended learning

face to face /physical

virtual /online

Flexible learning

provides students’ choice in how, when and where they engage with

learning materials

Dual modality:

courses for campus based as well as online students

Blended learning literature

is deficient in curriculum design across whole

courses and where it involves dual mode cohorts.

Methodology literature review

semi structured interviews content analysis

Findings

Blended learning is

a ‘multi layered’ approach that integrates face-to-face and

online learning experiences that are interactive and engaging, requiring

high student participation.

Students are reluctant

to engage in blended learning efforts

Challenges

1

Delivering quality learning experiences to a dual mode cohort

‘my job is to make certain that they have a quality experience, it doesn’t mean it has to be exactly

the same experience’ (LIS2)

2

Access to appropriate technology, support and

resourcing

3

Insufficient time for learning design, unit preparation and delivery

4

Teachers on demand 24/7

Benefits &

opportunities

1

Increased visibility of student learning and feedback

2

Opportunity to reach a broader and larger student

audience

3

Flexibility in learning delivery for both teachers and students

What matters here? 1.  challenges > benefits 2.  issues are exaggerated with a

dual mode cohort 3.  blended delivery vs blended

experience 4.  student demand for blended

learning

Dual mode provision + extreme flexibility + blended learning = complex environment to manage

thank you. questions?

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