Student experiences of transitions into blended learning

Adekola, J. , Dale, V. H.M. and Gardiner, K. (2016) Student experiences of transitions into blended learning. 2016 Enhancement Themes Conference, Edinburgh, UK, 9 Jun 2016. (Unpublished)

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The University of Glasgow, like other UK higher education institutions, is expanding its blended learning provision. We use Garrison and Kanuka’s (2004) definition of blended learning as an optimally designed combination of online and face-to-face learning. This presentation conveys the experiences of diverse cohorts of students transitioning to increased blended learning, and discusses institutional implications for supporting learners. Data were collected from a focus group with postgraduate learners enrolled on a research methods course, and four surveys from two undergraduate Classics courses, all delivered online as part of a blended programme. Findings reveal that participants are positive about the opportunities provided by the blended approach in terms of affording them flexibility and control over their learning. However, issues emerged around the need to balance opportunities for independent learning against a need for more face-to-face interaction, to overcome a sense of isolation. In addition, a one year Masters’ degree allows little time for students to transition to this new way of learning, which requires them to more effectively manage their time. A ‘one size fits all’ approach to blended learning is therefore not appropriate for diverse cohorts of students; this has implications for curriculum design and student support.

Item Type:Conference or Workshop Item
Glasgow Author(s) Enlighten ID:Adekola, Dr Josephine and Gardiner, Mr Kerr and Dale, Dr Vicki
Authors: Adekola, J., Dale, V. H.M., and Gardiner, K.
College/School:University Services > Learning and Teaching Services Division

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