Blending online learning with traditional approaches: Changing practices

M.E. Condie, K. Livingston

    Research output: Contribution to journalArticle

    63 Citations (Scopus)

    Abstract

    Considerable claims have been made for the development of e-learning, either as stand-alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software and educational resources, and staff development. The potential of e-learning to improve learning and teaching, and in turn, attainment, may be contested by academics but the policy makers are generally positive. Many countries across Europe and North America have adopted information and communication technology (ICT) as a central plank in school improvement and effectiveness planning. At the centre, however, remain the teacher and the learner. The impact of ICT on the learning experience will depend upon the roles adopted by each, the model of the learner held by the teacher and the pedagogy adopted. This paper considers the ways in which teachers and students responded to the implementation of one particular online programme and considers the approaches adopted and the attitudes to its use. The SCHOLAR programme is designed to complement rather than replace traditional teaching and learning approaches within schools and is aimed at students in the post-compulsory years of secondary school working towards external certification. It has a number of features including course materials, revision exercises, self-assessment facilities and a discussion forum. The independent evaluation of SCHOLAR looked at the impact that its use made on learning and teaching in the post-16 classroom and the differing ways in which teachers and students used the various elements of the programme. While it did appear to have a positive impact on attainment, the evidence indicates that this might have been greater had the teachers modified their practice, blending learning through SCHOLAR with more traditional methods.
    LanguageEnglish
    Pages337-348
    Number of pages11
    JournalBritish Journal of Educational Technology
    Volume38
    Issue number2
    DOIs
    Publication statusPublished - 2007

    Fingerprint

    learning
    teacher
    Teaching
    school
    electronic learning
    communication technology
    student
    information technology
    self-assessment
    hardware
    certification
    networking
    secondary school
    electronics
    staff
    classroom
    planning
    evaluation
    resources
    evidence

    Keywords

    • online learning
    • flexible learning
    • educational technology
    • e-learning

    Cite this

    @article{63191e149db24e16b6507af6539bcbd3,
    title = "Blending online learning with traditional approaches: Changing practices",
    abstract = "Considerable claims have been made for the development of e-learning, either as stand-alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software and educational resources, and staff development. The potential of e-learning to improve learning and teaching, and in turn, attainment, may be contested by academics but the policy makers are generally positive. Many countries across Europe and North America have adopted information and communication technology (ICT) as a central plank in school improvement and effectiveness planning. At the centre, however, remain the teacher and the learner. The impact of ICT on the learning experience will depend upon the roles adopted by each, the model of the learner held by the teacher and the pedagogy adopted. This paper considers the ways in which teachers and students responded to the implementation of one particular online programme and considers the approaches adopted and the attitudes to its use. The SCHOLAR programme is designed to complement rather than replace traditional teaching and learning approaches within schools and is aimed at students in the post-compulsory years of secondary school working towards external certification. It has a number of features including course materials, revision exercises, self-assessment facilities and a discussion forum. The independent evaluation of SCHOLAR looked at the impact that its use made on learning and teaching in the post-16 classroom and the differing ways in which teachers and students used the various elements of the programme. While it did appear to have a positive impact on attainment, the evidence indicates that this might have been greater had the teachers modified their practice, blending learning through SCHOLAR with more traditional methods.",
    keywords = "online learning, flexible learning, educational technology, e-learning",
    author = "M.E. Condie and K. Livingston",
    year = "2007",
    doi = "10.111/j.1467-8535.2006.00630.x",
    language = "English",
    volume = "38",
    pages = "337--348",
    journal = "British Journal of Educational Technology",
    issn = "0007-1013",
    number = "2",

    }

    Blending online learning with traditional approaches: Changing practices. / Condie, M.E.; Livingston, K.

    In: British Journal of Educational Technology, Vol. 38, No. 2, 2007, p. 337-348.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Blending online learning with traditional approaches: Changing practices

    AU - Condie, M.E.

    AU - Livingston, K.

    PY - 2007

    Y1 - 2007

    N2 - Considerable claims have been made for the development of e-learning, either as stand-alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software and educational resources, and staff development. The potential of e-learning to improve learning and teaching, and in turn, attainment, may be contested by academics but the policy makers are generally positive. Many countries across Europe and North America have adopted information and communication technology (ICT) as a central plank in school improvement and effectiveness planning. At the centre, however, remain the teacher and the learner. The impact of ICT on the learning experience will depend upon the roles adopted by each, the model of the learner held by the teacher and the pedagogy adopted. This paper considers the ways in which teachers and students responded to the implementation of one particular online programme and considers the approaches adopted and the attitudes to its use. The SCHOLAR programme is designed to complement rather than replace traditional teaching and learning approaches within schools and is aimed at students in the post-compulsory years of secondary school working towards external certification. It has a number of features including course materials, revision exercises, self-assessment facilities and a discussion forum. The independent evaluation of SCHOLAR looked at the impact that its use made on learning and teaching in the post-16 classroom and the differing ways in which teachers and students used the various elements of the programme. While it did appear to have a positive impact on attainment, the evidence indicates that this might have been greater had the teachers modified their practice, blending learning through SCHOLAR with more traditional methods.

    AB - Considerable claims have been made for the development of e-learning, either as stand-alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software and educational resources, and staff development. The potential of e-learning to improve learning and teaching, and in turn, attainment, may be contested by academics but the policy makers are generally positive. Many countries across Europe and North America have adopted information and communication technology (ICT) as a central plank in school improvement and effectiveness planning. At the centre, however, remain the teacher and the learner. The impact of ICT on the learning experience will depend upon the roles adopted by each, the model of the learner held by the teacher and the pedagogy adopted. This paper considers the ways in which teachers and students responded to the implementation of one particular online programme and considers the approaches adopted and the attitudes to its use. The SCHOLAR programme is designed to complement rather than replace traditional teaching and learning approaches within schools and is aimed at students in the post-compulsory years of secondary school working towards external certification. It has a number of features including course materials, revision exercises, self-assessment facilities and a discussion forum. The independent evaluation of SCHOLAR looked at the impact that its use made on learning and teaching in the post-16 classroom and the differing ways in which teachers and students used the various elements of the programme. While it did appear to have a positive impact on attainment, the evidence indicates that this might have been greater had the teachers modified their practice, blending learning through SCHOLAR with more traditional methods.

    KW - online learning

    KW - flexible learning

    KW - educational technology

    KW - e-learning

    UR - http://dx.doi.org/10.111/j.1467-8535.2006.00630.x

    U2 - 10.111/j.1467-8535.2006.00630.x

    DO - 10.111/j.1467-8535.2006.00630.x

    M3 - Article

    VL - 38

    SP - 337

    EP - 348

    JO - British Journal of Educational Technology

    T2 - British Journal of Educational Technology

    JF - British Journal of Educational Technology

    SN - 0007-1013

    IS - 2

    ER -