Facilitating the Development of Study Skills through a Blended Learning Approach

Abstract

This study examined the effectiveness of a Blended Learning (BL) environment designed to facilitate the learning of study skills with a large (over 200) and diverse undergraduate student cohort in a Higher Education (HE) institution in the UK. A BL environment was designed using the model provided by Kerres & De Witt (2003), and was also designed to be consistent with Kolb's (1984) experiential learning cycle. Eight focus groups with six students were undertaken to examine student perceptions of their learning experience, and to establish if learning had taken place in each phase of Kolb's (1984) cycle. All students also completed a reflective study skills essay, and a sample of these were scrutinised for evidence of certain aspects of experiential learning. Student engagement in the module and the BL environment was examined through small group tutorials. The results suggest that the module encouraged a high level of student engagement, and learning in each stage of Kolb's (1984) experiential learning cycle, and that the use of a BL environment facilitated aspects of this experiential learning. Teachers in HE should therefore consider the potential benefits of a blended learning approach as a means of facilitating the experiential learning of study skills.

Preservice teachers perceptions about the use of blended learning in a science education methods course

“…For example, BL has been studied in economics (Zhang, Zhang, & Seiler, 2014), vocational schools (Tsai, Shen, & Tsai, 2011), and science (Oikawa et al, 2013). Benefits of BL over that of traditional courses have included the ability to allow students to study at their own pace (Caulfield, 2011;Linder & E., 2017), improved student outcomes (Means, Toyama, Murphy, Bakia, & Jones, 2010;Tsai et al, 2011), increased student engagement (Baepler, Walker, & Driessen, 2014;Smith, Groves, Bowd, & Barber, 2012) and increased student satisfaction (Martínez-Caro & Campuzano-Bolarín, 2011). Many benefits of BL might be caused by the flipped nature of the environment.…”

Encouraging active learning when teaching geospatial sciences

“…Below is the list of some of the existing techniques allowing the teacher to increase efficiency of student time-on-task (18,31):…”

Enhancing Student Teachers’ Teaching Skills Through a Blended Learning Approach

“…Similarly, (Lee & Wu, 2006) indicated that the use of videos in web-based computer-mediated communication effectively enhanced pre-service teachers' teaching experience. Moreover, Smith, et al (2012) concluded that the blended learning environment facilitated aspects of experiential learning.…”