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Getting the blend right: listening to the wide student voice to enhance the online learning experience

Getting the blend right: listening to the wide student voice to enhance the online learning experience

Reilly, Dawn ORCID: 0000-0003-2317-4700, Warren, Elizabeth ORCID: 0000-0002-1441-9369 and Herdan, Agnieszka ORCID: 0000-0002-6514-2021 (2019) Getting the blend right: listening to the wide student voice to enhance the online learning experience. Journal of Educational Innovation, Partnership and Change, 5 (1). pp. 1-8. ISSN 2055-4990 (doi:https://doi.org/10.21100/jeipc.v5i1.884)

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Abstract

The Teaching Excellence Framework has brought the retention of year one students and their initial experience of higher education (HE) into sharp focus. This project provides the opportunity for students to act as change agents, actively involved in the design of their programmes and therefore empowered to enhance their experience, in the area of online learning. Despite its importance to the overall student experience, where it is part of a blended-learning course design, online learning is not always addressed in student feedback. This case study focuses on year one students in three accounting and finance-related programmes and sets out how we are exploring students’ experience of using online learning platforms in the areas of mathematics, writing and accounting. However, the project also highlights challenges associated with asking students to evaluate in this way aspects of their HE experience.

Item Type: Article
Uncontrolled Keywords: blended learning, students engagment, MyMathLab, MyWritingLab, MyAccountingLab
Subjects: L Education > L Education (General)
Faculty / Department / Research Group: Faculty of Business
Faculty of Business > Department of Accounting & Finance
Greenwich Research into Innovative Pedagogies (GRIP)
Last Modified: 06 Apr 2020 08:54
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/22349

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