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The Hybrid Learning Model: Supporting the Student Experience

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A workshop presented at the SEDA Spring Teaching and Learning Conference 2009. Firday 8th May, Brighton.

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The Hybrid Learning Model: Supporting the Student Experience Colette Murphy, Vilinda Ross, Áine MacNeill
Overview ,[object Object],[object Object],[object Object]
The Hybrid Learning Model ,[object Object],[object Object],[object Object],[object Object]
 
Learning Events (1) ,[object Object],[object Object],[object Object],[object Object]
Learning Events (2) ,[object Object],[object Object],[object Object],[object Object]
 
[object Object],[object Object],[object Object],[object Object]
 
HLM Modelled Activity (Seminar)
I could use the HLM for ….
HLM Applications ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CIES Studies with Students ,[object Object],[object Object],[object Object],[object Object]
HLM Models for 1 st Year Students ,[object Object],[object Object],[object Object],[object Object]
Initial Impact: Ease of Understanding Concepts of Modelled Activity Study 1, Missing (n=3) Study 2, Missing (n=1) Learner Study Easy Quite Easy Not Easy Not Sure Study 1 Portfolio (Total n=66) 70% (n=46) 20% (n=13) 6% (n=4) 0% Study 2 Module (Total n=175) 48% (n=83) 44% (n=77) 6% (n=11) 2% (n=3)
Initial Impact: Usefulness of modelled activity Study 1, Missing (n=3) Study 2, Missing (n=3) Learner Study Useful Quite Useful Not Useful Too early to say Study 1 Portfolio (Total n=66) 36% (24) 46% (n=30) 2% (n=1) 12% (n=8) Study 2 Module (Total n= 175) 43% (n=74) 36% (n=62) <1% (n=1) 20% (n=35)
Activity ,[object Object]
http://www.wordle.net
Student Comments “ The model helps to keep me on track with what is expected of me when preparing the portfolio” (Study 1) “ Gives me more of a rough guide into what is involved to make your first year a successful year ” (Study 2) “ It puts all the information into simple terms, and it easier to understand as a new student” (Study 2) “ Something like this would be a positive help….especially the terminology and being able to focus your learning differently” (Study 1)
Follow Up (1) Follow Up Sample = Study 1, 50 1st year students; Study 2, 105 1st year students Learner Statements % Agree The modelled activity helped me to adapt to completing my portfolio (Study 1) 92% The modelled activity helped me to adapt to completing this study skills module (Study 2) 87% I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2) 66%
Follow Up (cont’d) Study 2: Use of the model in preparing for any aspect of their module (e.g., completion of assignments) Study 1: Using (or intend to use) modelled activity in preparing their portfolio n=50 n=105 Yes 78% (n=39) No 22% (n=11) Yes 49% (n=51) No 51% (n=54)
Discussion ,[object Object]
Contact Details: CETL(NI): Institutional E-Learning Services University of Ulster at Jordanstown http://cetl.ulster.ac.uk/elearning Director: Dr Alan Masson [email_address] Staff Development Officer: Colette Murphy [email_address] Enquiries: [email_address]

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The Hybrid Learning Model: Supporting the Student Experience

  • 1. The Hybrid Learning Model: Supporting the Student Experience Colette Murphy, Vilinda Ross, Áine MacNeill
  • 2.
  • 3.
  • 4.  
  • 5.
  • 6.
  • 7.  
  • 8.
  • 9.  
  • 11. I could use the HLM for ….
  • 12.
  • 13.
  • 14.
  • 15. Initial Impact: Ease of Understanding Concepts of Modelled Activity Study 1, Missing (n=3) Study 2, Missing (n=1) Learner Study Easy Quite Easy Not Easy Not Sure Study 1 Portfolio (Total n=66) 70% (n=46) 20% (n=13) 6% (n=4) 0% Study 2 Module (Total n=175) 48% (n=83) 44% (n=77) 6% (n=11) 2% (n=3)
  • 16. Initial Impact: Usefulness of modelled activity Study 1, Missing (n=3) Study 2, Missing (n=3) Learner Study Useful Quite Useful Not Useful Too early to say Study 1 Portfolio (Total n=66) 36% (24) 46% (n=30) 2% (n=1) 12% (n=8) Study 2 Module (Total n= 175) 43% (n=74) 36% (n=62) <1% (n=1) 20% (n=35)
  • 17.
  • 19. Student Comments “ The model helps to keep me on track with what is expected of me when preparing the portfolio” (Study 1) “ Gives me more of a rough guide into what is involved to make your first year a successful year ” (Study 2) “ It puts all the information into simple terms, and it easier to understand as a new student” (Study 2) “ Something like this would be a positive help….especially the terminology and being able to focus your learning differently” (Study 1)
  • 20. Follow Up (1) Follow Up Sample = Study 1, 50 1st year students; Study 2, 105 1st year students Learner Statements % Agree The modelled activity helped me to adapt to completing my portfolio (Study 1) 92% The modelled activity helped me to adapt to completing this study skills module (Study 2) 87% I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2) 66%
  • 21. Follow Up (cont’d) Study 2: Use of the model in preparing for any aspect of their module (e.g., completion of assignments) Study 1: Using (or intend to use) modelled activity in preparing their portfolio n=50 n=105 Yes 78% (n=39) No 22% (n=11) Yes 49% (n=51) No 51% (n=54)
  • 22.
  • 23. Contact Details: CETL(NI): Institutional E-Learning Services University of Ulster at Jordanstown http://cetl.ulster.ac.uk/elearning Director: Dr Alan Masson [email_address] Staff Development Officer: Colette Murphy [email_address] Enquiries: [email_address]