Teaching for better learning: a blended learning pilot project with first year geography undergraduates

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Title: Teaching for better learning: a blended learning pilot project with first year geography undergraduates
Authors: Moore-Cherry, NiamhGilmartin, Mary
Permanent link: http://hdl.handle.net/10197/4305
Date: 21-Sep-2010
Online since: 2013-05-07T11:23:48Z
Abstract: Internationally, recognition is growing that the transition between post-primary and higher education is raising a number of challenges for both students and educators. Simultaneously with growing class sizes, resources have become more constrained and there is a new set of expectations from the “net generation” (Mohanna, 2007, p. 211) The use of e-learning in medical education, Postgraduate Medical Journal, 83, p. 211). Within this transforming context, modes of instruction that cater for different paces of learning and learning styles by combining traditional and electronic media have become increasingly important. This paper discusses the transformation of an introductory human geography module at University College Dublin using a blended learning approach that extends beyond the media used to incorporate all aspects of, and inputs into, the learning process. Our experience highlights how blended learning can aid the achievement of a range of objectives in relation to student engagement and the promotion of deeper learning. However, blended learning is not a quick-fix solution to all issues relating to new university students and our analysis draws out a more complex relationship than anticipated between blended learning and student retention that will require further examination.
Funding Details: Not applicable
Type of material: Journal Article
Publisher: Taylor & Francis (Routledge)
Journal: Journal of Geography in Higher Education
Volume: 34
Issue: 3
Start page: 327
End page: 344
Copyright (published version): 2010, Taylor & Francis
Keywords: Blended learningCommunities of inquiryFirst yearStudent engagement
DOI: 10.1080/03098265.2010.501552
Language: en
Status of Item: Peer reviewed
This item is made available under a Creative Commons License: https://creativecommons.org/licenses/by-nc-nd/3.0/ie/
Appears in Collections:Geography Research Collection

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