University of Hertfordshire


  • 903777

    Accepted author manuscript, 1.18 MB, PDF document

  • P. Wiggins
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Original languageEnglish
Publication statusPublished - 2009
EventFourth International Blended Learning Conference - Hatfield, United Kingdom
Duration: 17 Jun 200918 Jun 2009


ConferenceFourth International Blended Learning Conference
Country/TerritoryUnited Kingdom


This case study examines students’ use of online resources whether as a campus-based or distance learner and maps use against performance on the module. The student voice is explored using questionnaires and interviews. The range of activities on offer included text based materials such as lecture notes with hyperlinks to significant resources, seminar questions with outline answers, formative assessment exercises online and in the classroom, PowerPoint slides, podcasts of the class based experience and shorter podcasts summarising the key points of a session, clickers in class and MCQs online, the use of presentations in the classroom and online, the use of role play, video and Elluminate. The use of the range of materials was monitored and students’ opinions were sought at all stages to identify which were felt to contribute most successfully to learning. Students were analysed according to entry qualifications, mode of study and achievement on the assessment elements of the module in the context of their response to the materials offered, both in terms of their perception and their usage. The broad intention behind the approach adopted was to provide a learning environment which offered the opportunity for personalisation by each student to appeal to their favoured learning styles.

ID: 7866642