Presentation by Vicki Dale, Josephine Adekola and Kerr Gardiner, University of Glasgow, to the ALT-C conference, University of Warwick, 6-8 September 2016

1. Towards an institutional framework
to effectively support transitions to
blended learning
Vicki H.M. Dale, Josephine Adekola
& Kerr Gardiner, Learning & Teaching Centre

2. Overview
QAA-funded Quality Enhancement project, 2014-2017
Student, staff & institutional transitions to enhanced blended learning
• Year 1: Developing the institutional framework
• Year 2: Focus on student experience of BL & identifying ‘anchor points’
• Year 3: Implementing ‘anchor points’, identifying case studies of good
practice, extending studies of student experience esp. MOOCs

3. Definition of blended learning
“At its simplest, blended learning is the thoughtful integration
of classroom face-to-face learning experiences with online
learning experiences … The real test of blended learning is the
effective integration of the two main components (face-to-face
and Internet technology) such that we are not just adding on to
the existing dominant approach or method.”
(Garrison & Kanuka, 2004, p96-7)

4. Methods
Interviews with 20 key informants (mostly staff)
• Senior management, heads of services, teachers & SRC VP for Education
Surveys & focus groups with students
• UG & PG blended programmes
Consultations with institutional team incl. world café event
• Deans L&T
• Heads of services
• Teachers
• SRC VP for Education

5. Year 1: Development of the
framework
Interviews with 20 key informants:
• Motivations to engage in
enhanced BL
• Benefits
• Challenges & barriers
• Support needs

6. Motivations / benefits
Enhanced student experience
• Increased self-directed learning
• Information/lifelong learning literacies
• Flexibility
• Optimised learning outcomes
Efficiencies
• High costs of F2F delivery
• Reusable nature of BL
Enhanced teacher experience & upskilling

7. Challenges / barriers
• Research-teaching tension
• Staff workload models
• Infrastructure not optimised for BL
• Lack of local LT support
• Variable digital literacies – students & teachers
• Students’ misperceptions regarding ‘value for money’ re: F2F contact
• Ethical issues e.g. device ownership

8. Support needs
• Staff development: Peer mentoring & communities of practice
• Review workload & promotion criteria
• Continue to embed digital education in institutional strategy
• Recognised appointments in digital education across institution
• More local learning technology specialists & instructional designers
• Centre for technology-enhanced learning
• Enhance investment in infrastructure

10. Management &
organisation
Learning technology
support
• Flexible, active learning
spaces
• Robust IT infrastructure
• Addressing student learning
needs & expectations
• Digital literacies
• New approaches to L&T
• Teacher as facilitator
• Student as co-
producer
• Providing leadership
• Providing support & resources
• Rewarding staff engaged in BL
• Strategy & policy
• Enabling innovation, being
mindful of risks
• Greater tolerance towards
failure
• Equity of access to technology
• Learner support for engaging in BL
• Copyright compliance, training &
support
• Internationalisation of curriculum • Distributed learning technology
specialist support
• TELT Communities of Practice
• Peer mentoring by early adopters
Institutional considerations
for blended learning

11. Year 2: Student experiences
Pre-Honours Classical Civilisation
courses – QA surveys with UG
students
Research methods – focus group,
international PG students
Focused on:
•Expectations
•Benefits
•Challenges
•Skills developed

12. Student transition requirements for BL
Transition aspect Specifics
Autonomy
(ultimate goal)
• Independent learning
• Reflection
Ability • Social literacies
• Digital literacies
• Time management
Attitude • Experiences
• Culture
• Personal preferences
Access • Internet access
• Device ownership/compatibility
• Learning resources
For more detailed findings see Adekola
et al (2016) Student Transitions into
Blended Learning.
http://www.slideshare.net/VickiDale/
student-transitions-into-blended-learning

13. Year 2 consultations with institutional team
Management &
organisation
Learning technology
support
• Flexible, active learning
spaces
• Robust IT infrastructure
• Addressing student learning
needs & expectations
• Digital literacies
• New approaches to L&T
• Teacher as facilitator
• Student as co-
producer
• Providing leadership
• Providing support & resources
• Rewarding staff engaged in BL
• Strategy & policy
• Enabling innovation, being
mindful of risks
• Greater tolerance towards
failure
• Equity of access to technology
• Learner support for engaging in BL
• Copyright compliance, training &
support
• Internationalisation of curriculum • Distributed learning technology
specialist support
• TELT Communities of Practice
• Peer mentoring by early adopters
Institutional considerations
for blended learning
Critically
important

14. Year 2 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
• Variable digital literacies
• 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.

15. Identified ‘anchor points’ to implement in Year 3
1. Guidelines for good practice in e-learning development
2. Resources to support student induction into blended and online learning
3. Digital capabilities work
4. Student engagement – BL co-production via ASPEN
5. Case studies of good practice
6. Promoting organisational learning
7. Continuing to research the learner experience incl. MOOCs

16. Matching anchor points to the framework
1. Guidelines for good
practice in e-learning
development
2. Resources to support
student induction into
blended and online
learning
3. Digital capabilities
work
4. Student engagement –
BL co-production via
ASPEN
5. Case studies of good
practice
6. Promoting
organisational learning
7. Continuing to research
the learner experience
incl. MOOCs
Management &
organisation
Learning technology
support
• Flexible, active learning
spaces
• Robust IT infrastructure
• Addressing student learning
needs & expectations
• Digital literacies
• New approaches to L&T
• Teacher as facilitator
• Student as co-
producer
• Providing leadership
• Providing support & resources
• Rewarding staff engaged in BL
• Strategy & policy
• Enabling innovation, being
mindful of risks
• Greater tolerance towards
failure
• Equity of access to technology
• Learner support for engaging in BL
• Copyright compliance, training &
support
• Internationalisation of curriculum • Distributed learning technology
specialist support
• TELT Communities of Practice
• Peer mentoring by early adopters
Institutional considerations
for blended learning
1, 2, 3, 4, 5, 7
TEAL spaces,
L&T hub
1, 6
1, 2, 7
Service support e.g. copyright
BOLD,
MOOCs
BOLD, MOOCs, PGCAP

17. Acknowledgements
QAA Scotland for project funding
Study participants from the
University of Glasgow &
the institutional ET team

18. /glasgowuniversity
@UofGlasgow
@UofGlasgow
UofGlasgow
Search: University of Glasgow
Any questions?
vicki.dale@glasgow.ac.uk
josephine.adekola@glasgow.ac.uk
kerr.gardiner@glasgow.ac.uk