Transition and Technology-Evaluation of Blended Learning Delivered by University Staff to 6th Form Students

Autor/inn/en	Harnisch, Henriette; Taylor-Murison, Lou
Titel	Transition and Technology-Evaluation of Blended Learning Delivered by University Staff to 6th Form Students
Quelle	In: British Journal of Educational Technology, 43 (2012) 3, S.398-410 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2011.01190.x
Schlagwörter	Foreign Countries; Transitional Programs; College School Cooperation; Barriers; Alignment (Education); Secondary School Students; College Faculty; Secondary School Teachers; Pilot Projects; Computer Assisted Instruction; College Instruction; Teaching Methods; Educational Strategies; Instructional Effectiveness; Program Effectiveness; Questionnaires; Focus Groups; Interviews; Student Attitudes; Teacher Attitudes; Blended Learning; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Fakultät; Pilot project; Modellversuch; Pilotprojekt; Computer based training; Computerunterstützter Unterricht; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Unterrichtserfolg; Fragebogen; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Großbritannien
Abstract	This paper tackles two issues which are closely related: transition from pre-entry learning to studying at university and the role blended learning strategies might have in supporting this transition. It draws on the pilot delivery of two credit-bearing modules which were delivered in two pre-entry institutions. The modules followed two different models in terms of their alignment to the pre-entry curriculum and in their mode of delivery. They were evaluated through questionnaires and focus groups with students. Both university tutors and coordinators at the schools were also interviewed in order to identify barriers in the process from their perspectives. This paper contributes to research in this field by identifying, from the key stakeholders of students' and deliverers' vantage points, factors that are specific to the blended learning process and contribute to a more structured and positive transition experience for the students. It looks at how blended methodologies can enhance the transition process, as well as what some of the barriers might be. As a consequence, the paper will provide some suggestions as to how institutions may overcome some of those issues identified in order to replicate the practice successfully. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10