Learner experiences of online learning in a blended learning situation:

Different cohorts, different needs

Benjamin Kehrwald University of South AustraliaPeter Rawlins Massey UniversityMary Simpson University of Otago

Context

• 4 year undergraduate Education program• Redeveloped in response to a program review• 5 year re-development process• New conceptual framework• New delivery framework– From 3 parallel delivery offerings to a blend– More extensive use of online learning as an

enhancement

Main Campus• F2f contact• Course coordinators,

primary academics

Regional Campus• F2f contact• Secondary academics, adjunct

faculty

External• Distance education• Technology-enhanced

correspondence model

• Some online interaction

Main Campus• F2f contact (all sessions)• Expectations of online

learning activity

Regional Campus• F2f contact (some

sessions)• Online supported

DE

External• No f2f• Online supported

DE

• Shared OLE – as a venue for learning activity

• Shared/common learning materials

• Online program community

Formative evaluation

...aimed to identify (a) aspects of blended learning which were successful, as determined by the quality of stakeholder experiences and (b) opportunities to improve blended learning in the program based on negative stakeholder experiences

Methods

Questionnaire (whole program)• OLE• Learning Materials• Content• F2f teaching• Views on blended learning• Assessment• Learner support

Interview (Volunteers)• One on one• Themes drawn from

questionnaire data• Not linked to individual

questionnaire responses

Focus Group (volunteer group)• One FG for all volunteers• Asynchronous online group

discussion• Respondent validation

Findings

Demographic data revealed three clear ‘cohorts’

Main Campus

• 75% were 18-20 year olds

• 60% straight from school or gap year

Regional Campus

• Two main groups:• (38%) 20-25• (30%) over 35

• Coming back to study after time away• (35.7%) had time

off before university

• (21.4%)completed bridging study after not completing secondary school

External

• Older: 58.3% over 35 years of age

• Coming back to school: 54.5% having time off after secondary school

3 cohorts had very different online learning experiences

MC RC EE

I feel comfortable learning online 80% 72% 83%The online environment helps me succeed in the program

70% ? 75%

Online interaction is a useful way for me to work with others in the program

? 42.9% 75%

The online learning environment makes me feel that I’m part of a community

? 42.9% 67%

Online learning promotes critical and creative thinking ? 51.7% 100%The online environment promotes interpersonal connection

? 42.9% ?

Blended learning has enriched my learning 74% 72% 92%

Identifying DifferencesPotentially significant variance re• I feel comfortable learning online• Online interaction is a useful way for me to work

with others in the program• I regularly use a variety of tools• The online learning environment makes me feel

that I’m part of a community• The combination of print and electronic resources

is about right• The printed learning materials support my learning

Identifying DifferencesPotentially significant variance re• The learning materials are sufficient for me to

understand what is expected in this program• Blended learning enriches learning• Online learning encourages creative and critical

thinking• There is enough interaction between me and

the teaching staff• I get all of the technical help I need• I get all of the administrative help I need

Main Campus

mostly ‘as expected’--

Responses were not radically different within this cohort from the means

(overall)

Regional CampusApparent dissatisfaction• Comfort learning online• Online interaction is a useful way for me to work with

others in the program• I regularly use a variety of tools in the online

environment• The online learning environment makes me feel like

I’m part of a community• The combination of print and electronic resources is

about right• The materials in the program are high quality• The learning materials are sufficient for me to

understand what is expected in this program• Blended learning has enriched my learning• Online learning encourages critical and creating

thinking• There is enough interaction between me and teaching

staff• I get all the technical help I need• I get all the administrative help I need

External Higher than expected satisfaction• I feel comfortable learning online• Online interaction is a useful way for me to work with

others in the program• I regularly use a variety of tools in the online environment• Online learning makes me feel that I’m part of a

community• Blended learning has enriched my learning• Online learning encourages critical and creative thinking• I get all the technical help I need• I get all the administrative help I need

EXCEPT• There is enough interaction between me and teaching

staff

Notable contrasts:

1. Between Regional Campus and other modes in general2. Between Regional Campus and the Main Campus on

– comfort with online learning, – regular use of a variety of online tools, – views of the combination of print and electronic materials, – views on the quality of the materials, – the extent to which the materials are ‘sufficient for me to

understand what is expected in this program’, – blended learning has enriched my learning, – the interaction between learners and teaching staff, – technical help and administrative help

3. Between External students and others re: the comfort with and use of online learning

• Are the differences in experience between the cohorts due to differences in their needs, wants and expectations?...

• or due to differences in the blend of the program which was offered to them?

How do we make sense

of this?

• How does this inform design and development going forward?

• How does it inform teaching? Learner support?

What have we learned?

Factors?

Disposition towards online learning

Content and Engagement

Peer interaction and support

Teacher interaction and support

Orientation to and readiness for online learning

More questions, few answers• What expectations of blended learning did learners in each of

the cohorts bring to the program? How have those expectations been met (or not met)?

• How are the expectations of teaching staff different across the blends experience by each cohort? How might this affect student activity and experience?

• How are the needs of learners related to the groupings suggested by the three cohorts? Are members of one cohort more (or less) prepared for online learning? What demographic features shape those needs? How can those needs best be addressed in future versions of the program?

More questions, few answers• Do the differences in reported experiences indicate issues of

equity within the program, across the three suggested cohorts? Do students have equitable access to teaching staff, feedback, support, learning materials and other key elements of the program?

• What are the differences in activity (as opposed to experience) across the three cohorts?

• What factors within the university’s control (e.g. program orientation, division of labour amongst teaching staff, production of learning materials) are producing differences in the learners’ experiences?

• Are the differences in student experience producing differences in student performance?

Questions?

Thank youben.kehrwald@unisa.edu.au