Blended Learning@Staffordshire University

Blended Learning@Staffordshire University 1. Executive Summary ‘Smarter Futures’ states that as part of Staffordshire University’s vision for learning and teaching we will “work harder on flexible learning models and we will constantly be exploring new ideas, new curricula, and new approaches to learning so that we remain modern and relevant”. In addition, the current university plan, the current university academic strategy and the Staffordshire Graduate Attributes state that we will increase the use of technology in learning and teaching to create more opportunities for students to study more flexibly, to enrich their learning and to develop their digital literacy. Many academic staff already deliver a range of learning activities using a range of technologies, but there is inconsistency in the terminology used and there is a range of practice in how this use of technology relates to and potentially impacts ‘normal’ contact hours. This document aims to clarify the terminology so that we can move towards a more consistent approach to accurately describing what we are doing and in particular provide a clearer framework to allow us to state clear expectations for both staff and students about what ‘counts’ as contact hours. Blended Learning is defined as the thoughtful integration of each of the following in order to maximise student flexibility:    

independent study (student reading/research and assessment preparation); guided independent study (homework, group tasks and e-support in Blackboard); *online scheduled contact time (at least 10% of total contact time is online lessons where the tutor is ‘present’) and classroom contact time

*Further clarification of online scheduled learning activities and how they can be designed to ensure that they comply with QAA/HESA guidance on contact hours is given below together with examples of some blended learning scenarios. This document clarifies the definitions of what ‘contact’ hours are by QAA and HESA (for the KIS) as well as includes some findings from the NUS study on contact hours. There are a number of examples of online learning activities that are designed so that they will satisfy the QAA and HESA definitions and give staff confidence that we are accurately reporting contact hours. Guidance and examples of feedback that is equivalent to face-to-face is also given.

2. Introduction and Context Existing Staffordshire University plans all state that we will deliver excellent learning through flexible models, the use of technology and through distance and online learning.

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However, there is no consistent approach to the definition of each. Smarter Futures (2014) proposes a vision for Staffordshire University that includes the following strand: 

We will be known for our learning and teaching and our distinct and specialised portfolio

To deliver this, we will “work harder on flexible learning models and we will constantly be exploring new ideas, new curricula, and new approaches to learning so that we remain modern and relevant.” The existing Staffordshire University plan states that we aim to deliver learning that is more flexible and innovative:  

“The Staffordshire approach to higher education means more students, studying in a way, in a place and at a pace that suits their needs.” “Growing our part-time numbers, including distance and online learning, by looking for innovative and market responsive modes of delivery in areas of demand”

Our academic strategy states that we aim to use technology to enrich learning: “Students, increasingly, will want and expect: increased flexibility of study; to be treated as partners in the learning process that places them at the centre of learning rather than treated as the objects of it; the ubiquitous use of technologies that enrich their learning experience, supports flexible access to learning materials and enables communication with staff and to other students. Key developments: 2.3.1 Expand the use of Blackboard 9 as the required University VLE for on-campus awards and those in partners and to optimise its pedagogic applications including eassessment and feedback 2.3.2 Develop a consistent approach to the delivery of Distance Learning in order to support an increase in the number of online and blended learning programmes across levels 2.3.3 Broaden use of new technologies such as mobile devices, new social media and other innovations” In addition, Staffordshire University learning and teaching activities are mapped to the Staffordshire Graduate Attributes in order to demonstrate that students develop a range of employability skills in addition to their main degree studies. One of the attributes is that students will be: 

technologically, digitally and information literate

At Staffordshire University technology enhanced learning (TEL) is being used in a variety of ways from providing simple electronic access to key learning materials via the university Helen Walmsley-Smith ADU July 2015

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VLE (Blackboard) through to delivering fully online postgraduate awards, and all approaches in between. We are engaged in a wide variety of TEL to support students, to offer more flexible and engaging learning, and to develop their digital literacy skills. However, there is no common terminology to describe these activities and little consensus on their relation to contact hours. This document refers to modules – the definitions for Blended and Distance Awards are as follows:  

Blended Learning Award = a minimum of 1 day attendance at campus (regardless of the length of the award) Distance Learning Award = no campus attendance

The definitions and guidance from QAA and HESA below show that online learning activities can be considered as equivalent to classroom contact given certain constraints. This document proposes a selection of blended learning models that include some online learning ‘lessons’ that can be regarded as equivalent to classroom contact for the purposes of managing staff and student contact time that will better support the delivery of the above aims.

3. Definitions of flexible/blended/online learning from QAA/ HESA/ KIS QAA Chapter B3: Learning and teaching contains no specific definition of blended, flexible or online learning. Learning and teaching is described as embracing: “a wide variety of modes of both learning and teaching, which can be used in different combinations. These include flexible and distributed learning, work-based or placement learning, and technology-enhanced learning. At one end of the continuum, programme delivery, learner support and assessment are all provided by staff of the degree-awarding body on its campus(es). The other end of the continuum can be represented by a distancelearner who:   

has no direct contact with the degree-awarding body, its staff or other students has a programme of study delivered by an organisation that is not the degreeawarding body, and is provided with support for learning from an organisation that is neither part of the delivery organisation nor the degree-awarding body.” (QAA, 2012)

This document does not comment on contact hours specifically other than to state that this can be variable. QAA Explaining Contact Hours includes the range of activities that can be classed as contact time, for example:

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“Contact time may also take a virtual rather than face-to-face form, through the use of email, email discussion groups, virtual learning environments (VLEs) and other technologyaided means.” (QAA, 2011b p4) The NUS Independent learning and contact hours study of students’ perceptions included the following findings:  

 

Some students identified that a course’s advertised contact hours had a major impact on their course choice. There was a split between students that defined contact hours in terms of classroom time (time spent in lectures/tutorials) and those whose definition included access to staff, such as office hours or email contact. 84.2% of students either agreed or strongly agreed that contact hours directly improves the quality of their learning experience/course. 50.2% said there should be more interactive group teaching sessions or tutorials. The next most popular improvements were more individual tutorials and more contact time with the personal tutor. (NUS, 2012)

HESA Calculation of assessment methods and learning and teaching methods distinguishes only between ‘scheduled learning and teaching’, ‘guided independent study’ and ‘placement’ for the KIS. They supply some additional notes to aid when calculating contact hours for the KIS as below (HESA, 2014): Relevant extracts from indicative list of learning & teaching methods (QAA, 2011) p15)

Lecture

The term 'lecture' covers everything from the traditional model, where a single member of the institution's staff or an affiliate introduces ideas or delivers facts to a group of students, to approaches that might be much more interactive, involve a variety of contributors, make use of a range of media and technologies, and take place virtually as well as in person.

Helen Walmsley-Smith ADU July 2015

Relevant extracts from HESA notes

KIS category

Note that any 'office hours' where staff are available to students, but where this time is not individually scheduled, cannot be included in scheduled contact hours If a webinar is only available at Scheduled a specific time, it should be included as scheduled learning

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Seminar

Tutorial

Project supervision Demonstration

Practical classes and workshops

A discussion or classroom session focusing on a particular topic or project. As with lectures, use of technology means seminars may take place virtually. A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project. Tutorials can happen virtually as well as face-to-face.

If a webinar is only available at a specific time, it should be included as scheduled learning

Scheduled

Where feedback tutorials are scheduled in learning programmes (for example, following the return of marked coursework), they should be categorised as scheduled tutorials

Scheduled

A meeting with a supervisor to discuss a particular piece of work. Meetings can take place virtually or in person. Examples might include the demonstration of laboratory skills, clinical skills, performance art or fieldwork techniques. Demonstrations can take place virtually or in person. Practical classes and workshops might incorporate elements of teaching or guided learning, and they are at least likely to be supervised or observed. These sessions are more likely to take place in person but, depending on the nature of the subject, may also be conducted remotely.

Guided independent study

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Scheduled

Scheduled

Scheduled

Guided independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of assessment tasks, revision, etc. Webinars should be categorised as guided independent study when a student can access them on demand Distance learning will generally be guided independent study.

Guided independent study

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4. Proposed Staffordshire University definition of Blended Learning: It is clear from the above that contact hours can be delivered online. However, there remains some inconsistency in terminology, so it is proposed that academic staff use the suggested terms below to aid clarity when designing technology supported learning activities. This will ensure that student and staff workload expectations are better understood and met. Blended Learning is the thoughtful integration of independent study, guided independent study, online scheduled learning activities and classroom contact to maximise student flexibility in a module. Each of these elements is clarified below:  





Independent study is the student’s time for reading, research, preparation and assessment. Guided independent study is the use of course documentation and learning resources for specific learning activities e.g. homework, specific pre-class readings/research, group tasks etc. This includes e-Support in Blackboard as per the current Blackboard minimum/recommended requirements. Online scheduled contact time is a lesson delivered online with tutor ‘presence’ and within a specific time-frame that is equivalent to classroom contact (see below for more details). A ‘blended’ module includes at least 10% of contact hours delivered online Classroom contact time. This includes traditional scheduled face-to-face teaching and learning that takes place in the classroom and/or workplace with both tutor and students present. In a Blended Learning approach, the classroom focus can move from the delivery of content to discussion, application, problem solving, group-work tasks etc. There are examples below of a variety of blended models.

In addition to an increase in flexibility, the development of blended learning can also offer a range of other advantages that may include greater accessibility, variety of teaching and learning styles, greater levels and types of student and tutor interaction etc. that may increase engagement and attainment. See, for example, ‘The undergraduate experience of blended e-learning: a review of UK literature and practice’ (Sharpe, Benfield, Roberts, & Francis, 2006) Distance learning is defined as independent study by the QAA. However, it can be combined with online scheduled learning hours that are the equivalent to the on-campus classroom contact to form Blended Learning. Using the terms identified above allow us to move to a situation where we can more accurately classify approaches to teaching where blended learning can be seen as part of a continuum that ranges from traditional delivery (dominated by classroom contact) through to distance learning delivery (dominated by independent study with no or very limited classroom contact time).

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At the moment, there is no university guidance on levels of contact hours for credits. There seems to be a very wide range of contact hours for a 30 credit (300 hours) programme, so the figures below are an example of 30 classroom contact hours for a 30 credit course. Traditionally Delivered Learning and Teaching Modules (e.g. full-time on campus) 300 hours Independent Study + Guided Independent Study 270 hours Classroom contact time (e.g. 10% total hours = 30 hours) Campus Blended Learning Module (e.g. full time on campus) 300 hours Independent Study + Guided Independent Study 270 hours Online Scheduled contact time (min 10% of classroom contact e.g. 3 hours)

Classroom contact time (e.g. 27 hours)

Distance Blended Learning (e.g. full/part-time distance with small amount of online scheduled + classroom induction) 300 hours Independent Study + Guided Independent Study 294 hours Online Classroom Scheduled induction contact (e.g. 3 time (e.g. hours) 3 hours)

5. Staffordshire University definition of Online Scheduled Learning In order to comply with the QAA/HESA/KIS guidelines and to ensure that online learning sessions are as engaging as face-to-face classroom learning session and manageable for staff to prepare and deliver, it is proposed that they are structured as though they were scheduled classroom sessions. This helps to ensure that they are linked to learning outcomes and assessment and that the expectations of student and staff workload can be made more transparent. Specific scheduled online learning and teaching activities will comply with the QAA/HESA guidelines and can be regarded as part of the overall contact time for staff and students if the same principles that would apply in classroom contact below are followed:

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





 

Tutor and student ‘presence’ is required in the scheduled learning and teaching activity (i.e. through ‘live’ online events, virtual scheduled office hours and required attendance) Online scheduled learning and teaching activities include clear guidance for students on when to do an activity and how long to spend (+ word-counts where appropriate). Specific times when tutors are online/present during the activity will be included. Online scheduled learning and teaching activities will include clear guidance on the expected learning outcomes and how the activity maps to the overall assessment in the module Online scheduled learning and teaching activities will include clear guidance on when and how students will receive feedback on their performance in the online activity Online scheduled learning and teaching activities will be carefully scaffolded and include induction activities to support the development of students’ digital literacy and online learning skills

Some examples of possible online scheduled learning and teaching activities that are mapped to the QAA/HESA guidelines: Learning & Teaching Activities (from QAA/ HESA) Lecture/ Demonstration / Seminar

Tutorial/ Project supervision

Online scheduled learning and teaching examples

 Live video/ telephone conference delivered by the tutor. A 1 hour video conference including feedback (see below) is equivalent to 1 hour classroom contact  Live webinar with discussion facilitated by tutor. A 1 hour webinar with feedback is equivalent to 1 hour classroom contact  Online discussion where tutor is present in forum during specific part of discussion activity times. A 1 hour online discussion including feedback is equivalent to 1 hour classroom contact  Group collaborative online activity using wiki where students contribute and add comments/ questions to other students’ contributions. A 1 hour wiki activity including feedback is equivalent to 1 hour classroom contact  Individual reflective activity where students reflect on learning and post to a group or personal online blog. A 1 hour blog activity including feedback is equivalent to 1 hour classroom contact  Scheduled tutorials via webinar/ video/ telephone conference. A 1 hour webinar including feedback is equivalent to 1 hour classroom contact  Students create resources and/or collate resources into an online portfolio. A 1 hour portfolio activity including feedback is equivalent to 1 hour classroom contact.

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6. Feedback Feedback is essential for student learning, and Hattie’s review of learning interventions found that feedback has the greatest effect on achievement (Hattie, 2003). Feedback to students as part of online scheduled learning activities should be equivalent to the feedback that would be given during face-to-face sessions and student expectations made clear. Some examples are below: Lectures Students may be invited to respond to activities/ask questions during a face-to-face lecture and will receive individual and/or group feedback. Feedback is given within the time for the lesson. An online lecture (for example a video conference or webinar) may include individual and/or group activities and students may use software tools to poll or to answer multiple choice questions. The tutor will respond to individual activities and questions to the whole group and the software may give individual feedback on test questions. Feedback is given within the time for the lesson. Discussion A classroom discussion will usually include some students contributing and feedback is given in the form of individual feedback to those who contribute and general class feedback to the group. Feedback is given within the time for the lesson. An online discussion, for example, may run for 5 days and students can access and contribute at any time. Tutor may be present, reading posts, commenting and giving feedback etc. at any time, but will be present online during, for example, specific 1 hour scheduled time-slot for to give some individual (perhaps randomly selected) student feedback and general class feedback to the rest. Feedback is given within the time for the lesson, and is not given after the discussion is closed (although students may continue to contribute). Group activities A classroom group activity may include students working independently with occasional support from the tutor. The group may then feedback to the whole class and receive group feedback from the tutor. Feedback is given within the time for the lesson. An online group activity (for example using the discussion forum or a wiki page) may run for several days and the students work independently on the task in their group. The tutor may access at any time and support where necessary. The tutor will be online during, for example, specific 1 hour scheduled time slot to read/view each group’s task outcome and offer group feedback. Feedback is given within the time for the lesson, and is not given after the activity is complete (although students may continue to contribute).

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Individual tasks An individual classroom activity may involve students completing a reflective journal or collating items for a portfolio. The tutor may spend a small amount of time with most students for consultation and to give individual feedback during the lesson. An individual online activity (for example using a blog or online journal) may run for several days and the student will complete the task at their own time and pace. The tutor may access at any time and offer support where necessary. The tutor will be online during, for example, specific 1 hour scheduled time slot to read/view a selection of individual blogs etc. and offer feedback. Feedback is given within the time for the lesson, and is not given after the activity is complete (although students may continue to contribute). 7. Examples of Blended Learning Models Blended Learning can be designed to integrate independent study, guided independent study, online scheduled contact and classroom learning and teaching activities in a variety of ways to suit the curriculum and students. Such integration has resulted in the emergence of different models of and approaches to blended learning. Some of the more common models are identified below, though this list should not be seen as complete: 7.1 Flipped classroom model In this model, the traditional classroom ‘lecture’ or delivery of content is moved to a scheduled online preparation session. Classroom activities include discussion, experiment and application of the learning (Brame, 2013), for example: Learning & Teaching Activities (from QAA/ HESA) Lecture/ Demonstration/ Seminar

Flipped Classroom examples

Online scheduled preparation before class

Classroom activity

 Students participate in online live web/ video/ podcast/ telephone conference presented by tutor  Online discussion where tutor is present in forum during specific part of discussion activity times  Online group collaborative activity using wiki where students contribute and add comments/ questions to other students’ contributions where tutor is present during specific part of activity in forum to comment/ give feedback

 Students complete test/ quiz on content  Students discuss test/ quiz responses and help each other  Students engage in discussion/ activities based on the podcast/ video/ reading  Students work in groups to apply learning to case studies and/or problems  Individual and/or group tutorials  Journal/ blog is used as basis for tutorial

Tutorial/ Project  Students prepare/ review work in supervision preparation for tutorial and add posts to online journal/ blog where tutor is present during specific part of activity in

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forum for consultation and feedback/ support  Students participate in scheduled tutorials via online web/ video/ telephone conference calls.

discussion

7.2 Reflection-based Learning Model This model is commonly used in education and health programmes and can include the use of the students own experiences as learning material (Moon, 2004). Students engage in scheduled online reflection activities before and after classroom sessions. Learning & Teaching Activities (from QAA/ HESA) Lecture/ Demonstration/ Seminar

Reflection-based Learning examples

Online Scheduled Preparation before class

Classroom activity

Online Scheduled Homework

 Students participate in online live web/ video/ telephone conference presented by tutor  Online discussion where tutor is present in forum during specific part of discussion activity times  Online group collaborative activity using wiki where students contribute and add comments/ questions to other students’ contributions where tutor is present during specific part of activity in forum to comment/ give feedback

 Students engage in discussion/ activities based on the podcast/ video/ reading  Students work in groups to apply learning to case studies and/ or problems

Tutorial/ Project  Students prepare/ supervision review work in preparation for tutorial and add posts to online journal/ blog

 Individual and/ or group tutorials  Journal/ blog is used as basis

 Students reflect on learning and post to a group or personal blog where tutor is present during specific part of activity in forum for consultation and feedback/ support  Students create resources and/or collate resources into an online portfolio where tutor is present during specific part of activity in forum for consultation/ support  Online discussion where tutor is present in forum during specific part of discussion activity times  Students complete reflective blog based on tutorial. Tutor is present during specific part of

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where tutor is present during specific part of activity in forum for consultation and feedback/ support  Students participate in scheduled tutorials via online web/ video/ telephone conference call.

for tutorial discussion

activity for consultation and feedback/ support

7.3 Problem-based Learning Model This model engages students in exploring solutions to ‘messy’ problems. Typically, students identify and research relevant learning material themselves, rather than having content delivered (Savin-Barden & Wilkie, 2006). Students engage in a variety of classroom and online scheduled sessions to find solutions. Learning & Teaching Activities (from QAA/ HESA) Seminar

Problem-based Learning examples

Classroom activity

Group work (scheduled online or in class)

Online Scheduled Homework

Classroom activity

 Students presented with ‘problem’ using variety of media

 Students engage in discussion/ activities to explore problem and identify what they need to know. Tutor is present in forum during specific part of discussion activity times

 Students use online resources to explore solutions to problem. Tutor is present in forum during specific part of activity for feedback and guidance.  Students engage in online discussion where tutor is present in forum during specific part of discussion activity times

 Students present solutions to problem

(Note: many of the suggested preparation, classroom and homework activities are interchangeable. It is assumed that both independent study and e-Supported learning is also available to all students in addition to the activities suggested above.)

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8. Summary This document clarifies definitions of what we mean by flexible learning, blended learning, TEL and online learning that will help us to deliver our university aims. This document illustrates ways that greater flexibility and an enhanced learning and teaching experience can be achieved by the careful use of a blend of traditional classroom learning with scheduled online learning activities and outlines the conditions that need to be in present to be able to classify online scheduled contact time as contact hours.

Bibliography Brame, C. J. (2013). Flipping the Classroom. [Online]. Retrieved July 25, 2014, from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ Hattie, J. (2003). Teachers Make a Difference: What is the research evidence? In Australian Council for Educational Research Annual Conference on: Building Teacher Quality. HESA. (2014). Calculation of assessment methods and learning and teaching methods. [Online]. Retrieved July 09, 2014, from https://www.hesa.ac.uk/index.php?option=com_studrec&task=show_file&mnl=14061 &href=Calculations_methods.html Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning. London, UK: Routledge Falmer. NUS. (2012). Student Experience Research 2012 Part 2: Independent Learning and Contact Hours. [Online]. Retrieved February 12, 2015, from http://www.nus.org.uk/PageFiles/12238/2012_NUS_QAA_Independent_Learning_and_ Contact_Hours.pdf QAA. (2011). Explaining contact hours: Guidance for institutions providing public information about higher education in the UK. [Online]. Retrieved February 12, 2015, from http://www.qaa.ac.uk/en/Publications/Documents/contact-hours.pdf QAA. (2012). UK Quality Code for Higher Education Chapter B3: Learning and teaching. [Online]. Retrieved February 12, 2015, from http://www.qaa.ac.uk/en/Publications/Documents/quality-code-B3.pdf Savin-Barden, M., & Wilkie, K. (2006). Problem-Based Learning Online. Buckingham, UK: Open University Press. Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006). The undergraduate experience of blended e-learning: a review of UK literature and practice. York, UK: Higher Education Academy.

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