Modules

Module title: Supporting the Blended and Online Student Experience
SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10
Module code: EDU11111
Module leader: Anne Tierney
School Department of Learning, Teaching & Enhancement
Subject area group: Learning and Teaching Enhancement
Prerequisites

EDU11100 Introduction to Blended and Online Education
2018/9, Trimester 2, Online, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: Online
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Anne Tierney
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
In this module students and tutors use an applied online learning approach. Students explore key issues and concepts through exploring them in their own teaching context, or through exploring relevant case study examples. From the outset students will engage with the subject, and each other, through a series of individual (LOs 1,2,4,5) and collaborative tasks (LOs 1,2,3) that feed into the assessed work. Participation in asynchronous discussion is required throughout and is assessed (LOs 1,2,3). Tutor support is provided via e-mail, and online tutorials that flexibly utilise asynchronous and synchronous forms of online communication to best individual needs. Students will also have the opportunity to consult online guest speakers.

The intention is for the student to develop an experiential understanding of key issues through exploring the theory and practice of blended and online education while studying online. In order to identify current debates and practice, students are expected to access relevant quality journals, use on-line databases and become familiar with phenomena such as 'Research into HE Abstracts', blogs and a range of educational mailing lists. In undertaking the work for the module, students will be drawing upon established and emerging pedagogical research, including that relating to their discipline.

Within the work to be undertaken, this module will provide students with the opportunity to develop or further develop the following key employability skills:

Critical thinking
Problem solving
Team working
Information handling
Online communication literacy

Assessment is undertaken throughout the module with each element structured to provide opportunities for feedback at key points. Assessment is designed to be integral to the learning process. Assessments triangulate between learning outcomes, content and employability skills and cumulatively provide the summative package for the module. Commencing with participation in a series of c

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 100
Online Groupwork (Scheduled) 60
Online Guided independent study 40
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Discussion/Participation 60 1,2,3 1 HOURS= 0, WORDS= 0
Learning Log 40 4-5 15 HOURS= 0, WORDS= 2000
Component 1 subtotal: 60
Component 2 subtotal: 40
Module subtotal: 100

Description of module content:

Challenges of being a blended or online learner
Learning styles and approaches in blended and online courses
Cultural, interdisciplinary and technological diversity
Accessibility needs
Inclusive curriculum design for blended and online courses
Assessment and feedback
Institutional, technological and pedagogical models of support
Equivalence of support for on-campus and online learners
Plagiarism and the internet
Principles of facilitating online communication and collaboration
Tutor time-management, group conflict, and team teaching strategies
Supporting international online cohorts
Online peer support opportunities
Retention, articulation, and widening access
Learning Outcomes for module:

LO1: Evidence a comprehensive and critical understanding of key factors in student diversity, analysing their implications for supporting learners studying in blended and online course contexts
LO2: Analyse, apply and reflect upon online facilitation skills that prompt student engagement, promote understanding, and demonstrate sensitivity to individual needs
LO3: Critically evaluate institutional and departmental arrangements for meeting the educational and wider support needs of online and blended learners
LO4: During the design or appraisal of new or existing courses, critically consider the complex student support issues that arise in blended and online learning
LO5: Contextualise student support in blended and online learning in relation to broader higher educational challenges including articulation, retention, and internationalisation
Indicative References and Reading List - URL:

Core - VAI, M. & SOSULSKI, K. (2011) ESSENTIALS OF ONLINE COURSE DESIGN: A STANDARDS-BASED GUIDE (ESSENTIALS OF ONLINE LEARNING): NEW YORK:ROUTELEDGE PRESS, 1st ed. - ISBN: 978041587300
Core - SIMPSON, O. (2013) SUPPORTING STUDENTS IN ONLINE, OPEN AND DISTANCE LEARNING.: UNITED KINGDOM: MYLIBRARY, 1st ed. - ISBN: 9780203095737
Core - SMITH, R. M. (2008) CONQUERING THE CONTENT: A STEP-BY-STEP GUIDE TO ONLINE COURSE DESIGN: JOSSEY-BASS, 1st ed.
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