1. Facilitating the Development ofStudy Skills through a
BlendedLearning ApproachDescription & Analysis by Robert
Stowe
2. Context 2012 study cond ucted byUniversity of Wolverhampton
inthe UK Study group was a diverse & typicalgroup of 200 from
the undergraduateclass Study was conduct with the to address two
issues atthe study institution: Class size too large Lack of study
skills knowledge in new learnersSource: Wikipedia
3. Class Size Too Large The students were not able to get
enoughinteraction time with teachers on basic studyskills The
hypothesis was that the addition oftechnology would reduce
instructors daily load The students in turn receive more
interactiontime per day
4. Lack of study skills knowledge in new learners The average
incoming student does not have thestudy skill knowledge needed to
succeed at theundergraduate level This compounds the issues
experienced becauseof class size The hypothesis is that added
resources viatechnology will provide a better learnerenvironment
for students
5. Model The test environment was designed to match theKerres
& De Witt (2003) model.Source: Kerres & De Witt (2003)
6. Cycle Used Kolbs (1984) experimental learning cycleSource:
University of Leeds
7. Course Design 1 semester long Weekly synchronous
face-to-face tutorials with atutor, in groups of 5 Designed to
provide feedback to learner And assign the task for the next week
Required to attend 10 a year Weekly asynchronous online task
Lecturer is the facilitator Students are directed to online
resources
8. Course Design Continued Open online discussion areas for
students Designed to allow open communication and socialbuilding
Course assessment based on the number of tasksattempted and a
cumulative course essay.
9. Study Results Student feedback largely supports the goals
eachmodule of the blended-learning environment istrying to reach.
Productive learning was observed in each of thefour stages of Kolbs
(1984) experiential learningcycle No comparison to previous courses
or data onstudent success
10. My Analysis The data only provides anecdotal evidence
thatthe goals were met It would be a great follow up study An
excellent design model on paper for thechallenges the institution
faced
11. Image URLsKerres, M., & Witt, C. D. (2003). A
didactical framework for the designof blended learning
arrangements. Journal of Educational Media, 28(2-3), 101-113.Kolb,
D. A. (1984). Experiential learning: Experience as the source
oflearning and development (Vol. 1). Englewood Cliffs, NJ:
Prentice-Hall.Smith, J., Groves, M., Bowd, B., & Barber, A.
(2012). Facilitating theDevelopment of Study Skills through a
Blended LearningApproach.International Journal of Higher Education,
1(2), p108.Wikipedia :
http://en.wikipedia.org/wiki/University_of_WolverhamptonUniversity
of Leeds
:http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.phpReferences
