Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group
This case study describes the methods used to evaluate a series of study skills workshops and online learning materials created for a cohort of foundation degree arts and humanities students. The workshops and online content were created in response to feedback from the previous cohort which reveale...
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Association for Learning Development in Higher Education (ALDinHE)
2019
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oai:doaj.org-article:640a908128e94926aa144e28a89b54cf2021-11-29T14:02:40ZWalking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group10.47408/jldhe.v0i14.4751759-667Xhttps://doaj.org/article/640a908128e94926aa144e28a89b54cf2019-04-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/475https://doaj.org/toc/1759-667XThis case study describes the methods used to evaluate a series of study skills workshops and online learning materials created for a cohort of foundation degree arts and humanities students. The workshops and online content were created in response to feedback from the previous cohort which revealed that students had struggled to relate the workshops to their assignment, which was a portfolio of critical reflections. In order to better understand the disconnect experienced by the students between the module content and the course assessment, it was decided to track the paths of desire taken by the cohort in their learning, and assess whether online content could improve learning outcomes or whether workshops and print sources are more valuable for skills development. Quantitative data, such as attendance, VLE use and book loans, along with qualitative data from the students’ critical reflections were gathered to track student engagement with material, creating a narrative of the learning journeys of the cohort. Findings revealed that online content has a valuable role in supporting success for some students but that attendance at workshops has a strong correlation with portfolio grade and skills development.Michelle CrowtherAssociation for Learning Development in Higher Education (ALDinHE)articleblended learningstudy skillscurriculum design and developmenthigher educationwidening participationfoundation degreesTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 14 (2019) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
blended learning study skills curriculum design and development higher education widening participation foundation degrees Theory and practice of education LB5-3640 |
| spellingShingle |
blended learning study skills curriculum design and development higher education widening participation foundation degrees Theory and practice of education LB5-3640 Michelle Crowther Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group |
| description |
This case study describes the methods used to evaluate a series of study skills workshops and online learning materials created for a cohort of foundation degree arts and humanities students. The workshops and online content were created in response to feedback from the previous cohort which revealed that students had struggled to relate the workshops to their assignment, which was a portfolio of critical reflections. In order to better understand the disconnect experienced by the students between the module content and the course assessment, it was decided to track the paths of desire taken by the cohort in their learning, and assess whether online content could improve learning outcomes or whether workshops and print sources are more valuable for skills development. Quantitative data, such as attendance, VLE use and book loans, along with qualitative data from the students’ critical reflections were gathered to track student engagement with material, creating a narrative of the learning journeys of the cohort. Findings revealed that online content has a valuable role in supporting success for some students but that attendance at workshops has a strong correlation with portfolio grade and skills development. |
| format |
article |
| author |
Michelle Crowther |
| author_facet |
Michelle Crowther |
| author_sort |
Michelle Crowther |
| title |
Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group |
| title_short |
Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group |
| title_full |
Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group |
| title_fullStr |
Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group |
| title_full_unstemmed |
Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group |
| title_sort |
walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group |
| publisher |
Association for Learning Development in Higher Education (ALDinHE) |
| publishDate |
2019 |
| url |
https://doaj.org/article/640a908128e94926aa144e28a89b54cf |
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AT michellecrowther walkingthepathofdesireevaluatingablendedlearningapproachtodevelopingstudyskillsinamultidisciplinarygroup |
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