eprintid: 10002022
rev_number: 21
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/20/22
datestamp: 2010-03-19 10:27:12
lastmod: 2017-12-07 21:06:05
status_changed: 2010-03-19 10:27:12
type: article
metadata_visibility: show
item_issues_count: 0
creators_name: Hughes, Gwyneth
creators_id: gwyneth.hughes@ioe.ac.uk
title: Using blended learning to increase learner support and improve retention
ispublished: pub
divisions: B14
abstract: Improving retention and identifying ‘at risk’ learners are high profile issues in Higher Education and a proposed solution is providing good learner support. Blending of online learning with classroom sessions offers the potential to use a virtual learning environment both to deliver learning activities and to support learners using a distance learning model. Online tracking can also help to target ‘at risk’ learners quickly. In an action research project to improve retention, a blended module with proactive tutor support was compared both with a previous cohort of the module, and with similar classroom-only modules where there was no focus on learner support. Learners were also interviewed and the tutor kept records of the learner contact time. The resulting improved coursework submission rate was attributed to learner motivation as a result of peer and tutor support. The total teaching time was no greater in this model, although the workload distribution changed and the tutor needed to be highly skilled in e-learning.
date: 2007-06
date_type: published
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: public
publication: Teaching in Higher Education
volume: 12
number: 3
pagerange: 349-363
pages: 15
refereed: TRUE
issn: 1356-2517
citation:        Hughes, Gwyneth;      (2007)    Using blended learning to increase learner support and improve retention.                   Teaching in Higher Education , 12  (3)   pp. 349-363.          Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10002022/1/Hughes2007Using351.pdf