Faculty and student attitudes and experiences of blended learning in postgraduate programmes: a case study in an Irish university

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dc.contributor.advisor Hall, Kathy en
dc.contributor.advisor O'Reilly, Seamus en
dc.contributor.advisor Curtin, Alicia en
dc.contributor.author Foley, Tom
dc.date.accessioned 2020-05-19T10:25:01Z
dc.date.issued 2020
dc.date.submitted 2020
dc.identifier.citation Foley, T. 2020. Faculty and student attitudes and experiences of blended learning in postgraduate programmes: a case study in an Irish university. PhD Thesis, University College Cork. en
dc.identifier.endpage 297 en
dc.identifier.uri http://hdl.handle.net/10468/9984
dc.description.abstract While technology has undoubtedly increased the breadth and depth of access to education, shifts of this magnitude need reconstruction of approach from faculty and administrators in higher education to rethink the pedagogy for the twenty-first century learner who require such skills as critical thinking, problem solving and the ability to communicate through different media where the face-to-face lectures still dominate teaching practice. In this exploratory study, a case study approach was used to investigate the implementation of blended learning with a group of students on their postgraduate programmes and explore the influence blended learning is having on both faculty and student experience. This study explores the challenges and benefits of a holistic approach to digital learning for a modern university. In conducting this study, the TPACK model of Mishra and Koehler (2006) and the Multimodal Model by Picciano (2009) form the basis of the conceptual frameworks adopted as these were deemed the most relevant frameworks because of their pedagogic dimension. The themes identified included the need for face-to-face interaction, course structure, induction and providing adequate support. Challenges arose due to isolation with the physical distance between the instructor and students, using technology to communicate on forums, workload, lack of training, time management issues and the ongoing need to provide a variety of assessment methods and subsequent feedback. Blended learning is endorsed as a strategy that helps to create a more integrated approach for both instructors and learners. What also emerged was that a holistic, seamless and well integrated blended learning approach using pedagogically appropriate models and more active learning, provided faculty the opportunity to engage students in a richer, deeper, and more meaningful context. Overall, students valued this learning and assessment strategy and viewed the online environment as an inclusive space in which to collaborate and share ideas where they had the option to share knowledge and interact with each other beyond the confines of the classroom where the significance of the pedagogy takes priority over and above the efficiency aspect. This study concludes that blended learning can be considered as an efficient approach to distance learning in terms of students’ learning experience where pedagogy transcends technology. The evidence would suggest that effective blended learning does not entail merely ‘toying with technology’ and adapting it into pre-exiting courses where it may serve no pedagogical value. The relationship between content, pedagogy and technology is fundamental, thus, the implementation of powerful blended learning may necessitate changes in pedagogy and the relationship between students and educators. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2020, Tom Foley. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Blended learning en
dc.subject E-learning en
dc.subject Community of practice en
dc.subject Face-to-face learning en
dc.subject Instructional designer en
dc.subject Learner management system (LMS) en
dc.subject Lifelong learning en
dc.subject Virtual learning environment (VLE) en
dc.title Faculty and student attitudes and experiences of blended learning in postgraduate programmes: a case study in an Irish university en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD en
dc.internal.availability Full text available en
dc.description.version Accepted Version
dc.contributor.funder University College Cork en
dc.description.status Not peer reviewed en
dc.internal.school Education en
dc.check.reason This thesis is due for publication or the author is actively seeking to publish this material en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.entireThesis Entire Thesis Restricted
dc.check.embargoformat Apply the embargo to the e-thesis on CORA (If you have submitted an e-thesis and want to embargo it on CORA) en
ucc.workflow.supervisor k.hall@ucc.ie
dc.internal.conferring Summer 2020 en
dc.relation.project University College Cork (College of Arts, Celtic Studies & Social Sciences) en


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