Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Abstract

Internationally, recognition is growing that the transition between post-primary and higher education is raising a number of challenges for both students and educators. Simultaneously with growing class sizes, resources have become more constrained and there is a new set of expectations from the “net generation” (Mohanna, 2007, p. 211) The use of e-learning in medical education, Postgraduate Medical Journal, 83, p. 211). Within this transforming context, modes of instruction that cater for different paces of learning and learning styles by combining traditional and electronic media have become increasingly important. This paper discusses the transformation of an introductory human geography module at University College Dublin using a blended learning approach that extends beyond the media used to incorporate all aspects of, and inputs into, the learning process. Our experience highlights how blended learning can aid the achievement of a range of objectives in relation to student engagement and the promotion of deeper learning. However, blended learning is not a quick-fix solution to all issues relating to new university students and our analysis draws out a more complex relationship than anticipated between blended learning and student retention that will require further examination.

Keywords:

• Blended learning
• communities of enquiry
• first year
• student engagement

Acknowledgements

This research was funded by the UCD Office of the Registrar through the Large Class Teaching Project, an initiative of the Vice-Principals of the Colleges of Human Sciences and Life Sciences, Prof. Bairbre Redmond and Prof. Michael Monaghan. Suzanne Guerin and Arlene Egan, both from the School of Psychology, facilitated the evaluation of this module and we would like to extend our sincere gratitude to them. We would also like to thank Geraldine O'Neill and Richard Arnett for their assistance in developing the module, Joe Brady and Gerald Mills for their support, and Karen O'Connell, Eoin Hughes, Shane Willoughby and Stuart Duffy for giving up their summer to work on the module design.