Gilmartin, Mary (2010) Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates. Journal of Geography in Higher Education, 34 (3). pp. 327-344. ISSN 0309-8265

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Abstract

Internationally, recognition is growing that the transition between post-primary and higher education is raising a number of challenges for both students and educators. Simultaneously with growing class sizes, resources have become more constrained and there is a new set of expectations from the “net generation” (Mohanna, 2007, p. 211) The use of e-learning in medical education, Postgraduate Medical Journal, 83, p. 211). Within this transforming context, modes of instruction that cater for different paces of learning and learning styles by combining traditional and electronic media have become increasingly important. This paper discusses the transformation of an introductory human geography module at University College Dublin using a blended learning approach that extends beyond the media used to incorporate all aspects of, and inputs into, the learning process. Our experience highlights how blended learning can aid the achievement of a range of objectives in relation to student engagement and the promotion of deeper learning. However, blended learning is not a quick-fix solution to all issues relating to new university students and our analysis draws out a more complex relationship than anticipated between blended learning and student retention that will require further examination.

Item Type:	Article
Keywords:	Blended learning; communities of enquiry; first year; student engagement;
Academic Unit:	Faculty of Social Sciences > Geography
Item ID:	8818
Identification Number:	https://doi.org/10.1080/03098265.2010.501552
Depositing User:	Dr. Mary Gilmartin
Date Deposited:	13 Sep 2017 10:57
Journal or Publication Title:	Journal of Geography in Higher Education
Publisher:	Taylor and Francis
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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