The Hybrid Learning Model: Supporting the Student Experience

The Hybrid Learning Model: Supporting the Student

Experience

Colette Murphy, Vilinda Ross, Áine MacNeill

Overview Consider how the HLM is relevant to teaching practice

Reflect how HLM could contribute to teaching practice

Examine how HLM process models can help staff and

learners to adapt to new learning situations

The Hybrid Learning Model

Hybrid Learning Model:

- 8 Learning Event Model (Leclercq & Poumay, 2005) - Closed set of learning verbs (Bennett, University of Wollongong)

Focus on using universal concepts and language and the interactions between participants in the learning process

Learning Events (1)Receives (Traditional didactic transmission of information:

lecture / content delivery / recommended reading)

Debates (learning through social interactions, collaborative, challenging discussions e.g. f2f debates, online discussions)

Experiments (Learner manipulating the environment to test personal hypotheses e.g. lab work, workshops, computer simulations)

Creates (Creating something new, producing work e.g. essays, projects, etc.)

Learning Events (2)

Explores (Personal exploration by learner, e.g., literature reviews, Internet searches, information handling)

Practices (Application of theory and its assessment, to include teacher feedback, e.g., exam, quiz, exercises, work based learning.)

Imitates (Learning from observation and imitation, e.g., where the teacher models techniques, modeling/simulation, practicals)

Meta-learns (self reflection)

Flash cards (based on 8LEM) Verbs (adapted from Bennett) Model further annotated with relevant context information Captures interactions and roles

HLM Modelled Activity (Seminar)

I could use the HLM for ….

HLM Applications

Articulating and describing teaching and learning processes

Aid for reviewing / reflection for teachers and learners

Inspiration for designing/developing effective learning activities

Provide a recording process that is:

Understandable/Generic/Reusable

Shareable across subject areas

CIES Studies with Students

Studies with different student cohorts (3 main studies and 4 smaller studies, 1st and 2nd year)

Range of different learning situations (including portfolio, seminars, reflective journal, labs, software

development, module)

HLM Models for 1st Year Students

Ulster Business School (2 main studies)

Use of HLM to develop modelled activity

Start of semester presentation (grid and animation)

Student data: Immediate impact and follow up

Initial Impact:Ease of Understanding Concepts of Modelled Activity

Learner Study

Easy Quite Easy Not Easy Not Sure

Study 1Portfolio

(Total n=66)

70%(n=46)

20%(n=13)

6%(n=4)

0%

Study 2Module

(Total n=175)

48%(n=83)

44%(n=77)

6%(n=11)

2%(n=3)

Study 1, Missing (n=3)Study 2, Missing (n=1)

Initial Impact:Usefulness of modelled activity

Learner Study

Useful Quite Useful

Not Useful

Too early to say

Study 1Portfolio

(Total n=66)

36%(24)

46%(n=30)

2%(n=1)

12%(n=8)

Study 2Module

(Total n= 175)

43%(n=74)

36%(n=62)

<1%(n=1)

20%(n=35)

Study 1, Missing (n=3)Study 2, Missing (n=3)

Activity

What challenges do first year undergraduate students face when making the transition to new learning situations?

http://www.wordle.net

Student Comments

“The model helps to keep me on track with what is expected of me when preparing the portfolio” (Study 1)

“Gives me more of a rough guide into what is involved to make your first year a successful year” (Study 2)

“It puts all the information into simple terms, and it easier to understand as a new student” (Study 2)

“Something like this would be a positive help….especially the terminology and being able to focus your learning differently” (Study 1)

Follow Up (1)

Learner Statements % Agree

The modelled activity helped me to adapt to completing my portfolio (Study 1)

92%

The modelled activity helped me to adapt to completing this study skills module (Study 2)

87%

I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2)

66%

Follow Up Sample = Study 1, 50 1st year students; Study 2, 105 1st year students

Follow Up (cont’d)

Yes78%

(n=39)

No22%

(n=11)

Study 2:Use of the model in preparing for any aspect of their module (e.g., completion of assignments)

Study 1:Using (or intend to use) modelled activity in preparing their portfolio

Yes49%

(n=51)

No51%

(n=54)

n=50

n=105

Discussion

Conclusions

Contact Details:

CETL(NI): Institutional E-Learning ServicesUniversity of Ulster at Jordanstownhttp://cetl.ulster.ac.uk/elearning

Director: Dr Alan Masson aj.masson@ulster.ac.uk

Staff Development Officer: Colette Murphyc.murphy1@ulster.ac.uk

Enquiries: elearning@cetl.ulster.ac.uk