Blended learning? Design and evaluation of a level 3 undergraduate fluvial geomorphology course

Figures & data

Table 1 Module delivery styles in OLFEO3205: Glacial and Fluvial Processes

1	Five ‘traditional lectures’ using slides, OHP, with detailed handbook on relevant topics (hard copy) and titles of follow-up recommended reading (largely journal papers)
2	One Glacial field day: describing and logging glacial sediments and evaluating models of sedimentation
3	Five lectures using PowerPoint incorporating images, diagrams, video clips, in-class tests.
4	Fluvial geomorphology Web Based Learning Resource (designed for fluvial part of module, FILTER project — see text for full description and URL)
5	Blackboard VLE: Five PowerPoint files of course lecture content, including in-class tests, mounted for students to access plus a past examination paper.
6	Blackboard VLE: Six PDF journal papers mounted for students to access.
7	Reading File: a collection of 20 relevant journal papers which students can borrow and return
8	Interactive GEOGCAL CD Rom on Catchment Systems: Introduction to Catchment Systems; Systems Framework; The Hydrological cycle;The Hydrograph; Catchment characteristics; Hydrograph Simulation.

Table 2 Student responses to FILTER web based learning resource (n = 9)

	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
I found accessing the resources too difficult so I gave up	0	0	0	5	4
The images are a useful way of stimulating my interest in this subject	5	7	3	0	0
The resource was easy to access	2	7	0	0	0
Having further reading is a good idea	0	4	4	1	0
There are too many images which only serve to confuse me	0	0	3	7	1
There were too many photographs and not enough diagrams to explain things	0	0	1	4	3
There is not enough writing, information or facts	1	2	2	4	0
I find further reading frustrating as I have to go to the LRC to find it	0	3	3	2	1
I attempted some of the assessment sections in the resource and found these useful to my learning/revision	0	6	3	0	0

Table 3 Student responses to Blackboard based learning resource (n=12)

	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
Having all the lecture files here in module content 24/7 is a good idea	8	3	1	0	0
I had problems accessing the lecture PowerPoint files	0	3	3	4	2
I have made good use of Blackboard for this part of the module	2	7	1	2	0
I never use Blackboard as I went to the lectures and find all the information I need there	1	0	1	7	3
I didn’t get round to using Blackboard at all	1	1	0	2	8

Table 4 Student responses to reading file of journal papers (n=10)

	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
Having a reading file with Journal articles is a good idea	10	2	0	0	0
The articles are up to date and meet my needs	4	5	1	0	0
The articles are too academic and I don’t understand what they are about	0	1	5	2	2
I haven’t had time to borrow any articles or do any reading at all	0	0	1	4	5
The articles in the file are out of date and not useful to me at all for this module	0	0	1	6	3
I was able to reference journal articles I’d read in my coursework essay	4	4	2	0	0
Having a reading file and expecting us to read stuff in it is just asking too much	0	0	1	6	3
I was able to reference journal articles I’d read in my exam answers.	0	2	4	2	2

Table 4 Marking scheme for essay and examination questions.

	% in essay	% in exam questions
1. Structure, grammar, spelling	15	15
2. Content and evidence of knowledge and understanding of the question	40	50
3. Use of relevant illustrations (e.g. graphs, diagrams, photographic evidence, maps, charts, tables of data)	20	20
4. Citation of literature sources	25	15
This marking scheme was introduced three years ago and experience showed that few students were able to demonstrate evidence for reading texts and journal papers and gaining knowledge beyond the key facts presented in lecture sessions. The reading file was introduced as a mean of assisting students to read and therefore be able to gain marks in section 4 of the marking scheme, particularly in the exam questions.

Table 5 Past module mean marks for OLFEO3205: Glacial & Fluvial Processes compared with Final Degree Classifications.

Year	Mean Essay Mark (34%)	Mean Exam Mark (66%)	Mean Module Mark	Final Degree Classification Breakdown	Number of Students
				I	II.i	II.ii	III
2001	59	37	44	1	2	8	1	12
2002	40	38	39	1	4	9	3	17
2003	65	32	41	1	5	4	4	15
2004	55	45	47	0	3	8	3	15
2005	66	50	55	2	5	18	1	11