Blended and online learning: a comparative study of virtual microscopy in Higher Education

ABSTRACT

Virtual Learning Environments (VLEs) are becoming commonplace in Higher Education. Amongst the latest VLE developments is the design and use of Virtual Microscopes (VMs) that allow for viewing and manipulation of online images by multiple students. Although students are found to be generally satisfied with the use of VMs, it is yet not known what teaching and learning conditions better support their use and lead to enhanced learning outcomes. The aim of this paper is to compare the usage patterns and perceptions of two different cohorts of undergraduate students that made use of the VM in blended and online only learning conditions respectively, and draw conclusions about the pedagogy that better supports teaching and learning with VMs. Data collected from a survey with 139 students and 11 semi-structured interviews revealed that blended learning better caters for students’ engagement and satisfaction due to the systematic use of the VM in course design, its complementary use with a physical microscope, and the ongoing provision of tutors’ support and guidance. Equally good perceived learning gains were reported by both blended and online only students. Implications for the design of learning environments around virtual microscopy are discussed.

KEYWORDS:

• Virtual microscopes
• VLEs
• pedagogy
• online learning
• blended learning
• Higher Education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Christothea Herodotou is a Senior Lecturer (Associate Professor) at the Open University UK. Her research interests focus on the design, use and evaluation of innovative technologies for learning. She is extensively involved in learning analytics research and how it can be used to improve the learning experience. She is a Senior Fellow of the Higher Education Academy.

Dave K. Muirhead is a lecturer in Geology at the University of Aberdeen, UK. His research interests are primarily focused on intrusion and petroleum system interactions and other geofluids research. Recently he has been involved with redesigning undergraduate courses in-line with new VLE initiatives. He is Fellow of the Higher Education Academy.

Maria Aristeidou is a technology-enhanced learning and community engagement postdoctoral researcher. Her interests evolve around science education, community engagement for enhanced interaction and knowledge exchange, and the design of engaging learning technologies. She is a postdoctoral researcher in the Institute of Educational Technology of The Open University.

Malcolm J. Hole is a Senior Lecturer in Geology at the University of Aberdeen and a Senior Fellow of the UK Higher Education Academy. His main research areas are volcanology and petrology and he has more than 25 years of experience of teaching undergraduate geoscience.

Simon Kelley is Professor of Isotope Geochemistry in the school of Environment, Earth and Ecosystems at the Open University. He leads the Virtual Microscope for Earth Sciences project at the Open University and led the JISC project to develop it as an Open Educational Resource. The VMfES now hosts over 1000 thin section including rocks from around the world, meteorites and Moon rocks.

Eileen Scanlon is the Regius Professor of Open Education and Associate Director at the Open University, UK. She has extensive research experience on educational technology projects, including projects that investigate science learning in formal and informal settings concentrating on the development of an inquiry learning pedagogy.

Marcus Duffy is a PhD Researcher in Geology at the University of Aberdeen, UK. His research interests are primarily focused on intrusion and petroleum system interactions and has been involved in demonstrating petrology practical classes for Undergraduate students.