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Design for learning - a case study of blended learning in a science unit
Roslyn Gleadow1, Barbara Macfarlan2, Melissa Honeydew3
1School of Biological Sciences, Monash University, Clayton, Victoria, 3088, Australia.
F1000Research
|December 15, 2015
Summary
This study enhanced a university science course by redesigning its learning management system into an interactive teaching space. This blended learning approach improved student engagement and lecture attendance.
Area of Science:
- Higher Education
- Science Communication
- Educational Technology
Background:
- University learning management systems (LMS) are often passive repositories, not active teaching spaces.
- Declining student engagement and poor lecture attendance are significant challenges in higher education.
- Large, compulsory science courses require innovative pedagogical approaches.
Purpose of the Study:
- To redevelop a large, compulsory scientific practice and communication course using a blended learning methodology.
- To transform the LMS from a filing system into a dynamic teaching environment.
- To improve student engagement and learning outcomes in a large-scale science course.
Main Methods:
- Collaborated with an educational designer to implement a blended learning strategy.
- Restructured course delivery within the LMS, focusing on thematic units and weekly questions.
- Integrated pre-class stimuli and follow-up activities to contextualize content.
Main Results:
- The redesigned course fostered an integrated learning experience without altering core content.
- Students demonstrated increased intellectual engagement with the scientific material.
- A notable improvement in lecture attendance was observed post-implementation.
Conclusions:
- A blended learning approach, leveraging LMS as a teaching space, effectively enhances student engagement.
- Restructuring course delivery with educational design principles can significantly improve learning experiences.
- This model offers a scalable and effective strategy for modernizing university teaching.
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