Enhancing Blended Learning Strategies at the University of the West Indies

Justin Zephyrine eLearning Support Specialist Centre for Excellence in Teaching and Learning (CeTL), The University of the West Indies, St. Augustine

Outline of Presentation Context of Study (Blended Learning at the UWI) 1. 2. Objectives of Research 3. Research Methods 4. Research Data and Discussion 5. Conclusion

Blended Learning at the UWI

BL at the UWI [ ] the appropriate organisation of face to face approaches with web-based and other information and communication technologies for advancing student- oriented, active, collaborative teaching-learning processes (The University of the West Indies, 2012, p.1)

BL at the UWI a programme that comprises a substantial number (between 50-75%) of courses, which are offered using a combination of face-to-face and online modes of delivery (p 84). Thurab-Nkhosi (2013)

Implementation of Policy Vision + Action = Fruition

BLWs Conducted in a computer laboratory Provided hands-on training in ICTs Catered for 30-35 persons per workshop Campus-wide invitation

BLWs Assessing our Practice Pros Catered to a large number of people Allowed for networking among staff Provided opportunities for collaboration

BLWsBut Scheduling conflicts Awareness/promotion Commitment Low attendance (3-4 per workshop) High costs Minimal impact

BLCs Blended Learning Clinics (BLCs) are one-on-one consultations in which Educators are provided with hands-on experience in a myriad of technology tools under the personal supervision of a training specialist who also provides guidance in the use of these tools to the specific contexts and conceptual frameworks of the Educator s course curriculum.

BLWs vs BLCs Blended Learning Number of Total Number of Training in 2014 Training Sessions Participants BLWs 9 64 BLCs 45 45 Fig1. Shows the attendance for the total number of BLCs against BLWs

Objective of Study What were students experiences in courses taught by Lecturers who were (not) exposed to BLCs? What were Lecturers course experiences before and after completing a series of BLCs? In what way has technology been integrated into courses before and after BLCs?

Research Methods Quantitative SECL Survey Reports Qualitative Informal Structured Interviews Often the purpose of triangulation in specific contexts is to obtain confirmation of findings through convergence of different perspectives. The point at which the perspectives converge is seen to represent reality (Jakob, 2001).

1. What were students experiences in courses taught by Lecturers who were (not) exposed to BLCs? The SECL Survey/Reports

Department Semester Number of Percentage of Student-responses student-response Life Sciences 1 493 39 Life Sciences 2 246 38 Electrical & Computer Engineering 1 80 25 Geomatics Eng & Land Management 1 33 22 Mech & Manufacturing Eng 1 128 26 Mech & Manufacturing Eng 2 116 27 Computing & IT 2 69 21 Chemistry 1 134 33 Chemistry 2 106 25 Medical Sciences- Optometry 1 5 8 Agricultural Economics & Extension 2 139 26 Film 2 23 26 Fig 2. Shows the percentage of students who strongly agreed that online course components were useful in 2013/2014.

The vision of the policy [ ] the appropriate organisation of face to face approaches with web-based and other information and communication technologies for advancing student- oriented, active, collaborative teaching-learning processes (The University of the West Indies, 2012, p.1).

2. What were Lecturers course experiences before and after completing a series of BLCs? The Interviews

Why ICTs and Blended Learning? Because it is less cumbersome for lecturers and it pleases students and other stakeholders better, and the students are the customers we ought to please. (Interviewee E, personal communication, March 2015) It facilitates classes of large numbers (for e.g. 500-900 students). It also helps with management of content and effective communication with students across faculties. Additionally it helps in administering quizzes [ ] for large classes and provides students feedback and statistics immediately. (Interviewee A, personal communication, March 2015)

Why ICTs and Blended Learning? To keep up and be relevant with 21st century education via online tutorials etc (Interview C, personal communication, March 2015) To keep pace with new technology-oriented life-style of modern young students [ ] to utilize the [face-to-face] sessions more effectively for engaging students and to make [teaching and learning] more flexible. (Interviewee D, personal communication, March 2015)

The Use of ICTs Before BLCs Figure 3. Illustrates the Progress of Technology-Use by Lecturers Before BLCs at the UWI, St. Augustine

How have BLCs helped you? it encouraged me to change my teaching and learning environment and to be more technology oriented (Interviewee D, personal communication, March, 2015), the attitude of the Guide/Helper/Facilitator was helpful, understanding, insightful, empathetic of the situation and was willing to help [ ] the environment was always there to come back to practice and learn helped me to acquire competence[ ] (Interviewee E, personal communication, March, 2015), gave a better understanding [ ], practice alternatives to using [the LMS] more effectively (Interviewee B, personal communication, March 2015) provided further insight on things from a student s perspective (Interviewee A, personal communication, March, 2015).

Increased Student Engagement since BLCs Observable behaviours such as: The students responses in online fora and face- to-face discussions 1. 2. The feedback from their students regarding online notes and activities 3. The improved teacher-student rapport

BLCs or BLWs? BLCs because it is effective to my unique circumstances I would have been lost in the workshops. The BLCs [are] more convenient for my timetable/schedule and it helps me to overcome the fear of technology. Workshops cater to more people (reaches more people) but not as effective as BLCs and the timing of the workshops is often problematic (Interviewee E, personal communication, March, 2015)

BLCs or BLWs? Both BLCs help you to better understand things that one may be ashamed to ask in front of other colleagues and it would be better to meet individual needs. But the training workshops allowed for sharing of ideas and experiences (Interviewee B, personal communication, March 2015)

Impact Features of BLCs The ease of feedback and ready solutions to problems and concerns as well as the availability of the consultant (Interviewee A, personal communication, March 2015) The Guide [or consultant] training despite the limited office hours, space and resources. The person [or consultant] and the personality of the person made the difference [for example, created] a comfortable environment to learn (Interviewee E, personal communication, March 2015).

In what way has technology been integrated into courses before and after BLCs? Nominal Checklist

What the Checklist Revealed Empty Course Shell Shell with resources Shell with resources Shell with Activities Shell with activities Embedded sites/apps

So what does all this mean?

Another Look at BLWs vs BLCs BLWs BLCs Low attendance High expenses Scheduling conflicts Long preparation time Quick Intensive Impactful Inexpensive Convenient Private

A Closer Look at BLCs Practice Insight Advice BLCs

BLWs or BLCs? BLCs BLWs

Blended Learning Clinics (BLCs): An Alternative to Blended Learning Workshops (BLWs)

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