Student transitions to blended learning: an institutional case study

Josephine Adekola, Vicki H.M. Dale, Kerr Gardiner, Moira Fischbacher-Smith

Research output: Contribution to journalArticle

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Abstract

This paper examines the experiences of students transitioning to blended learning in the University of Glasgow as part of the QAA Enhancement Themes work on Student Transitions. We draw here on exploratory, qualitative research to examine the benefits, challenges and skills developed by students during transitions to blended learning as a means of advancing understanding, and informing future curriculum design. Data from home undergraduate and international postgraduate students were collected over two years through focus groups, individual interviews and end-of-course quality assurance surveys. We found that while home/undergraduate and international/postgraduate students have similar transition experiences, international taught postgraduates encounter additional challenges in terms of acclimatising to UK higher education (HE), especially within shorter programmes of study and where pedagogical and language differences exist. The findings are integrated in a conceptual framework highlighting the importance of access, acculturation (attitudes) and attributes (skills) to enable learner autonomy to engage effectively in blended learning. The findings have implications for institutional infrastructure, curriculum design and learner development. Further research is required to collect a larger data set as a means of developing the study’s conceptual framework, in order to better understand and support diverse student transitions to blended learning.
Original languageEnglish
Pages (from-to)58-65
Number of pages8
JournalJournal of Perspectives in Applied Academic Practice
Volume5
Issue number2
DOIs
Publication statusPublished - 1 Mar 2017

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Blended Learning
student
curriculum
program of study
acculturation
quality assurance
qualitative research
experience
autonomy
infrastructure
interview
language
education
Group

Keywords

  • student transitions
  • blended learning
  • digital education
  • learner experience research
  • case study

Cite this

Adekola, Josephine ; Dale, Vicki H.M. ; Gardiner, Kerr ; Fischbacher-Smith, Moira . / Student transitions to blended learning: an institutional case study. In: Journal of Perspectives in Applied Academic Practice. 2017 ; Vol. 5, No. 2. pp. 58-65.
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Student transitions to blended learning: an institutional case study. / Adekola, Josephine; Dale, Vicki H.M.; Gardiner, Kerr; Fischbacher-Smith, Moira .

In: Journal of Perspectives in Applied Academic Practice, Vol. 5, No. 2, 01.03.2017, p. 58-65.

Research output: Contribution to journalArticle

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