Emerging Insights from an Evaluative Study: exploring the impact of active Learning on academic practice in blended and online learning

Abstract

This reflection is based on the initial key finding from a research study exploring the impact of Active Learning on Academic Practice in Blended and Online Learning. The findings are based on a review of literature in the area of active learning and blended ad online learning aswell as analysis of staff interviews and a student survey. From the thematic analysis of the staff and student data to date, initial key findings have emerged. Online Learning Should Incorporate Student-Centred Active Learning Approaches Aligned to Student Engagement There are many factors that need to be considered when designing and teaching online. Multiple variables will impact on the design choices around how the course is taught. The types of content/learning material to be developed, the types of in-class activities that can/should be implemented and the assessment types that are selected will be unique to each programme. However, one consistency should be that designing blended and online programmes needs to begin with a student-centred approach. The analysis of the staff interview data reflected many challenges for getting students to actively participate in online class. This void impacted on staff being able to gauge students’ level of understanding of the material covered and the effectiveness of the teaching. Staff found it was difficult to replicate the interaction and engagement from a face-to-face class in the online class.