An investigation into the potential for blended learning approaches in enhancing students’ assessment experience on an Introduction to Economics and Statistics Module

Minhas, S. and Starr, S. (2011) An investigation into the potential for blended learning approaches in enhancing students’ assessment experience on an Introduction to Economics and Statistics Module. Project Report. Higher Education Academy Economics Network.

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Abstract

Use of audioslides and videoconferencing was trialled on a cohort of undergraduate Level 4 Introductions to Economics and Statistics students during 2010/11 with the aim of evaluating impact in support students' assessment.

Audioslides were produced to provide enriched assessment guidance. A private space in a VLE-linked videoconferencing system was offered to students to support group essay writing at a distance.

Students' engagement and views were evaluated. Cohort assessment performance was compared with the previous year.

Students feel supported by audioslides. Some are interested in using videoconferencing set up and training was too complicated and there was no actual use. They may be interested in using external, non-VLE linked and more familiar tools such as Skype. Neither blended learning approach had a demonstrable impact on assessment performance which was poorer then the pervious 2009/10 year's.

Item Type: Report (Project Report)
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: pre Nov-2014 > Learning and Teaching Enhancement Unit
Depositing User: Users 68 not found.
Date Deposited: 26 Sep 2011 13:45
Last Modified: 11 Dec 2014 12:46
URI: https://create.canterbury.ac.uk/id/eprint/10112

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Last edited: 29/06/2016 12:23:00