Interesting use of very short (3 hour online) summative group activites

A CSCL Approach to Blended Learning in the Integration of Technology in Teaching.

Authors:     Jones, Michael¹ mjones@uow.edu.au

Source:       Interdisciplinary Journal of E-Learning & Learning Objects; 2010, Vol. 6, p103-113, 11p, 4 Charts

Abstract:    This paper presents a case study of a blended learning design where technology was integrated into a second year management subject in an attempt to increase student flexibility and interest while simultaneously delivering commercially valuable skills. Specifically, the study will evaluate the effectiveness of this move to a blended learning model of delivery and the use of social networking tools in aiding student learning. The technologies were designed to enhance the learning experience of students by providing an opportunity to work in small groups to collaborate on a group submission based on an authentic workplace scenario. Tasks were also designed to allow students to discuss their group project both synchronously, using a chat tool, and asynchronously, using discussions in the eLearning space. The success of this blended learning design is reported through analysis of the results from a student survey. [ABSTRACT FROM AUTHOR]

                   

Persistent link to this record (Permalink):  http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=58036279&site=ehost-live

                   

                   

Database:   Academic Search CompleteFull Text Database:

Department:	University of Wollongong (Aus)
Class/Course:	Management
Students:	Level 5
Technology:	VLE, Google Docs, Google Chat – homework tasks using these tool in between each F2F session
Assessment Activities:	Series of group tasks set for 3 hours, 50% group answer, 25% presentation, 25% use of technology
Efficiencies:	Online tasks replaced some lectures
Learning Gains:	Student perception of an increase – 83% more convenient and flexible 74% saw it as gaining valuable skills 70% improvement in team work However only 39% found the subject enjoyable

Purpose

Authentic assessment

Prepared for work environment

Maintain student interest

Challenging Tasks

Research method
Case Study – survey with open questions, analysis of task design using theory

Issues

Students and staff wanted to keep f2f

Stress from sudden increase in workload

Group issues including lack of skills and needs to allocate roles