linc conference 2010 why blended learning? salanieta bakalevu & neelam narayan university of the...
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LINC Conference 2010
WHY BLENDED LEARNING?
Salanieta Bakalevu & Neelam Narayan
University of the South Pacific
Where in the world is Fiji?
The 12 countries of the USP region
USP at a Glance
• Regional university (12 countries)
• Campuses in 12 countries
• Pressure to meet urgent HR development needs
• Pressure to ensure greater access to education
• Operating 41 years; DFL for 40 years
• D.E important/Internet/broadcast of lectures
• Over 60% students study by DFL
• 2003 DFL mainstreaming
Multimodal approach
• 1970 Extension services – mainly print mode
• Dual mode, print and audio/video tapes, CDRoms/DVDs
• Multimodal with USPNet – satellite communication network connecting all 12 USP. Audio & video conferencing with countries, video broadcasting, digitise materials etc
• Also videoconference via AARNet to non-USP countries
• All students access to email and internet
• Online platform – Moodle
Video conference facility
USP service to the region
“the organization doesn’t just serve its customers: they become its lifeblood. People do not just make promises, … they deliver, …over and over again, consistently developing better services. The organization differentiates itself in the marketplace through its people, … products, … processes and … promises”
(Thorne, 2003: 8)
New demands
• New cohort of learners
• Lifelong learning
• Access to learning anywhere, anytime
• Pressure for reduced costs, greater scale and scope, innovation through technology
Why Blended Learning?
“Blended learning accommodates the old with the new; is flexible; brought new understanding of online learning; provided independence and control; provided for deep thinking; encouraged acceptance of responsibility of learning”
Three Case Studies
• Personal experience as online learner
• Coordinating on-campus course (blended mode)
• Coordinating off-campus course (blended mode)
CS 1, 2003
• Instructional designer course online
• Slow introductory session
• No response to posting
• Tutor weekly activity
• Poor co-ordination of discussions
• Sideline spectator
• Tutor “not around’
CS 2, S2 / 2008
• On-campus 3rd year Curriculum Studies course
• 200 students
• Weekly: core lecture, workshop, Moodle
• Moodle discussions inundated, alive, full of activity!
• Workshops – relatively “dead”
Moodle component made huge difference
CS 3, S1/ 2009
• Postgraduate Mathematics Education course
• Late request, began 4 weeks after semester, two different locations
• School holidays (2 weeks)
• Plan – Course Reader; 1 week overview session on each campus; Moodle portal ; one Saturday final session on each campus
• Completed on time
CS 3 challenges
• mostly rural teachers
• mostly primary teachers
• 35-50 year olds
• four couples (husband/wife)
• some lacked basic computer skills
• full-time teachers
Overall observations
• Younger students (CS2) freely used Moodle
• Older clients learned quietly, preferred email
• Assignments well researched & written
• Students wrote a lot
• Greater independence in attending to learning
• All components served purpose
Final comments
• Print mode no longer feasible
• Classroom learning preferred but costly
• Online learning controversial yet necessary
“the integration of the best of regular face to face learning with technology-based online learning”
served best purpose.
Thank you!
USP Tonga campus
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