The results
and analysis of this article completes the intervention activity by reflecting
upon the impact and responses the evidence gathered in the action research in forms
us about Blended learning Practice (BLP) at the ILFEC.
3.1: Impact on practice.
The impact of
the intervention on practice fell into three categories:
- The activity increased general awareness of the issues and praxis surrounding (BLP); operating as a catalyst for additional investigation and Continuous Personal Development (CPD).
- The research findings indicated the reality of the level of (BLP) in current use at the ILFEC as opposed to a general perception.
- The intervention illuminated the polarisation of (BLP) focus between different stakeholders i.e. end-users, deliverers and policy-makers at the ILFEC.
3.1.1: Part 1: Introduction to surveys
Most
students’ - initial reaction to the survey - was that teaching at the ILFEC was
effective.
This was
based upon 81% response to the survey i.e. 35% (1st Year students) and 65% (2nd
Year students) – all Business cohort tutor groups have been fairly represented.
Conversely, of the 128 teachers contacted for the survey - 40% (52 recipients)
responded over the two weeks stated collection period. The relevant profile
sizes of the campus were accurately represented with: Campus
(C) delivering 26 responses, Campus
(D) furnishing 12 responses, and Campus
(A) & (B) each supplying 6 responses respectively.
Notwithstanding,
only 10% of the various decision-makers contacted responded over the three
weeks collection period i.e. senior management, middle-management, trainers and
specialist in the field of BLP. Ref.: Student
Survey Results (2013_SSR), Teacher
Survey Results (2013_TSR)
3.1.2: Part 2: Off-line components of
surveys
The student
survey findings for offline learning demonstrated that “Turn-It-In (UK)
Grade-Mark” feedback gained the majority vote of 86% and “Learning on the job”
was the preferred workplace learning style. Moreover, books, Learning-logs and
Work-books were utilised more than any other reading & writing device.
Also, tutoring (78%) was the method of choice for learning support and preferred
classroom learning styles gravitated between: presentations, lectures and
discussion groups. In summary,
students at the ILFEC exhibited a good appreciation of offline learning
approaches. Notwithstanding, the survey did uncovered that students were very
conservative in their choice of learner support i.e. focused in one area. Most
students had a general idea of what offline learning meant. However, the
division on the college’s ability to provide appropriate classroom to meet the
student’s needs was split 68:32 at meeting their needs.
The off-line teachers' survey results demonstrated convergences with the student survey for the majority of questions in this area. Notwithstanding, the survey did uncover that teachers were very conservative in their choice of workplace teaching style i.e. invariable choosing the same selection out of seven options. Most teachers had a general idea of what offline learning meant. However, the division on the college’s ability to provide appropriate classroom to meet the student’s needs was split 50:50. Teachers at the ILFEC exhibited flexible offline learning approaches.
Lastly, the
decision-maker's findings suggested that the upcoming focus of the ILFEC is
likely to be on on-line activity and policy. Moreover, it was expressed that it
is crucial that the college combine this with new approaches to off-line
activity by revamping the entire curriculum. Institutional educational policies
were seen as not clearly understood, but the feedback suggested that there are
a number of experiments underway connected with blended learning. Also, there
are pockets of innovation with peer learning, co-created mutual learning and
situated out of classroom learning. It was general conveyed that there is not
sufficient drive to develop off-line components. Ref.: Student
Survey Results (2013_SSR) Teacher
Survey Results (2013_TSR)
3.1.3: Part 3: On-line components of
surveys
The students’
online survey finding established that “Web 2.0” was the preferred e-learning
style utilised by their teachers and “Websites” learning technology was their
teachers 1st choice as a learning tool. Furthermore, “Email” was deemed the
collaboration method (91%) most used by their teachers. In summary, students
made over 62 suggests as to what type of new online teaching instruments should
be employed at the ILFEC; however, no strong candidate emerged from the survey
- laptops and better internet connection being the most popular selections. Notwithstanding,
the division on how many classes should be Online was split 81:8 in favour of
being Online. Conversely, most students sampled, expressed the view that the
ILFEC was successful at implementing online learning.
The online teachers'
survey results triangulated with students for most of questions in this area
-with teachers making over 24 suggests as to what type of new online teaching
instruments should be employed at the ILFEC. However, 92% of teachers surveyed
indicated that they had not been supported by a learning management system,
such as, Moodle 2.0. Also, the results uncovered that teaching focused too much
on using Email rather than the other 7 options employed for collaborative
learning. The division on how many classes should be Online was split 87:13 in
favour being Online; most teacher spolled, expressing the view that the ILFEC was
not, at present, very successful at implementing online learning.
Lastly, the
decision-maker's findings suggested that there are plans to use a greater
amount of on-line activity and there are some very appropriate new technologies
being used that can help support this. For example, experiments with the use of
Google resources such as collaborative docs and sites, G+ social communities
and G+ video hangouts. On the technology front things look promising, but it
was felt that the off-line components and teaching-learning were where the real
challenge resides. Ref.: Student
Survey Results (2013_SSR) Teacher
Survey Results (2013_TSR)
3.1.4: Part 4: Support components of
surveys
The students’
survey "support" findings established that over 74% of those polled
felt that their tutors were helpful and the teachers were trained in the most
up-to-date teaching methods. Also, most students were positive regarding the
effectiveness of non-business teaching i.e. maths and English and felt that the
college asked their advice on potential changes on the way they were taught.
For example, students indicated that –when enrolling -college staff did not
effectively make them aware of the teaching approaches use at the ILFEC.
Moreover, when questioned regarding their experience at ILFEC, the
majority of the student specified that they were no more than moderately satisfied.
Conversely, the teaches’ survey findings - for learning support - established
that most of those polled felt that their direct support contacts were helpful
and obtaining resources from the library system was unproblematic. Also, a
preponderance of teachers promoted maths & English in their everyday
lessons and believed that students were effectively made aware of teaching
approaches during enrolment at the ILFEC. For example, teachers expressed the
view that the college was unsuccessfully in its implementation of Blended
(Offline & Online) Learning. This sentiment was reinforced by > 96% of
teachers’ opinion, that the college was too dependent on volunteers promoting
ILT (Information Learning Technology) based development and strengthened further
by the survey’s poor score on how adequately were staff trained in the most
up-to-date teaching methods.
The teachers’
survey also indicated that the ILFEC's current appraisal system did not
effectively aid the enhancement of new teaching approaches -with > 89%
believing that college did not effectively remunerate a culture which develops
ILT. In addition, more than 84% thought that the college had not put in place
effective actions to promote ILT strategies; for example, the ILFEC accessible
plagiarism software, such as, Turn-It-In (UK) were utilised by only > 1/3 of
the teaching staff. Over 70% over those polled felt that the college did not
ask their advice on potential changes on the way did their job and that there
were insufficient in-house career opportunities which developed ILT. However, a
50:50 teacher ratio, felt that Blended Learning Courses could generate
additional revenue streams for the college and they would be interested in
being involved in a broader research project in this area. Lastly, the decision-maker's
findings suggested that developments relating to Learning Centre Systems have
enabled a single sign-on for Athens protected online resources. This means that
if learners use the student portal to visit Athens protected resources, &
the college has rights to the resource, then the learner sees no barrier on route
to displaying the resource on screen. Athens protected resources typically are
purchased e-books, archived Newspapers & Journals & other specialist
subject resources. The survey suggested that the problem to promoting the
online half of blended learning problematic i.e. getting the right teaching
staff aware of the available resources, bearing in mind that the range of
resources is increasing all the time. Also, the findings indicated that the
college is working on the post 2012 ILT strategy at the moment; and that most
of the decision-makers would like to see enhanced communications between
teachers’ et al and more learning support roles. Ref.: Student
Survey Results(2013_SSR) Teacher
Survey Results (2013_TSR)
3.2:Reflection on what research could
have been done differently.
The research
has achieved its objectives in that the results do indicate that the college
resources (human, physical and technological) are mainly split into opposing
camps of off-line based and Information Learning Technology (ILT) based. This
is preventing the growth of Blended Learning capabilities and the associated
organisational competitive advantage. In retrospective, the research may have
benefited from ascertaining potential future of the ILFEC core competencies -by
extrapolating from the existing ILFEC policies and strategies. However, the
communication barriers cited in all the surveys have largely prevented this
activity. Ref.: ILFEC (2012)
staff survey
