Uploaded By: Paula Barnard
- Slide 2 - Blended learning = combined and integrated use of e-Learning and face-to-face (F2F) learning activities to develop a community of learning [1-3] Blended learning = combined and integrated use of e-Learning and face-to-face (F2F) learning activities to develop a community of learning [1-3] The OT curriculum delivery has been a purely F2F, problem-based learning (PBL) design, In 2009 blended learning was adopted : enhance the learning opportunities, optimise communication within the occupational therapy courses and alleviate some of the lecturer time resources
- Slide 3 - Initially courses were designed in Blackboard (WebCT) Initially courses were designed in Blackboard (WebCT) For the 2010 academic year courses were migrated onto a Moodle platform. All lecturing staff developed and contributed to all the e-learning / online course environments. All OT students have access to the course for their academic year of study.
- Slide 4 - Document e-Lecturer behaviour in order to determine the level of uptake of blended learning by e-Lecturers. Document e-Lecturer behaviour in order to determine the level of uptake of blended learning by e-Lecturers. Determine e-Lecturer belief in the value of blended learning. Determine e-Lecturer attitude towards blended learning. Determine e-Lecturer Virtual Learning Environment tool preferences. Objective: The results of the study would guide the initiatives and development of enhancements to the blended learning delivery.
- Slide 5 - 12 of the 13 full time lecturing staff participated. 12 of the 13 full time lecturing staff participated. Conducted from January to May 2010. PAR involves a cyclical process.
- Slide 7 - Anxiety about migrating from WebCT to Moodle. Anxiety about migrating from WebCT to Moodle. Consensus that the VLEs were primarily used in 2009 for posting lecture notes or communicating notices to the e-Learners. E-Lecturer frustrations: use of time (esp. F2F time-spend on individual student tutoring) academic output manage their undergraduate teaching responsibilities
- Slide 8 - The VLE platform (Moodle) would remain consistent during the 2010. The VLE platform (Moodle) would remain consistent during the 2010. The VLEs would be branded with the label “e-OT”, the characteristic colour of the curriculum year use to present an environmental “feel”. E-Lecturers attended a morning live Moodle training session. E-Lecturers would encourage e-Learners to use the discussion boards to post queries (instead of F2F meetings). E-Lecturers were encouraged to use the quiz tool to generate self-tests or formative assessments. E-Learners would attend a scheduled computer based training session which introduced them to the tools and functions of the VLE.
- Slide 10 - Reflection and comment on blended learning at the monthly staff meetings. Reflection and comment on blended learning at the monthly staff meetings. Online survey, using surveymonkey.com, of the e-Lecturers beliefs and attitude at the end of the first term. E-Lecturer VLE access statistics logged at the end of the first term for the third and fourth year occupational therapy courses. The data were collected in the second week of May 2010 and analysed using descriptive statistics and thematic analysis.
- Slide 14 - Review of the access logs indicated that Review of the access logs indicated that 83.3% of e-Lecturers actively contributed the content on the VLEs of the third year course and 66.7% to the fourth year courses. Both VLEs have been accessed by 100% of the e-Lecturers during the first term of 2010.
- Slide 15 - Recommendations for the second cycle of the PAR: Recommendations for the second cycle of the PAR: The migration of the VLE platform to a larger, higher processor server. e-Lecturers should be facilitated to use a broader scope of the VLE tools. Sustain the impetus of blended learning within the DOT by presenting the results of this cycle to the e-Lecturers and triggering the start of the second cycle.
- Slide 16 - The use of blended learning in undergraduate occupational therapy PBL curriculum delivery has indicated full initial e-Lecturer uptake and implementation in the DOT. The use of blended learning in undergraduate occupational therapy PBL curriculum delivery has indicated full initial e-Lecturer uptake and implementation in the DOT. Though there is still ongoing scope for development, the initial study indicated a sense of success and ownership by the e-Lecturers.
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