Hughes, Gwyneth;
(2007)
Using blended learning to increase learner support and improve retention.
Teaching in Higher Education
, 12
(3)
pp. 349-363.
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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.
| Type: | Article |
|---|---|
| Title: | Using blended learning to increase learner support and improve retention |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10002022 |
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