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, Niamh; Gilmartin, 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 learning; Communities of inquiry; First year; Student engagement||DOI:||10.1080/03098265.2010.501552||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Geography Research Collection|
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