Blended Learning - Quality Issues

Discussion  document: the belended learning experience – a students perspective

 May 2010

 Student Perceptions of Quality in a Blended Learning Environment

 Purpose

This document intends to progress discussion of how students perceive quality of experience in a blended learning environment. Following concerns being raised by students and Massey staff about the changes occurring in coursework delivery it was felt that a better understanding of how students perceive quality of delivery was warranted. Such a discussion has potential to influence policy and procedures surrounding the development of stream, provision of study material and the blending of internal and distance modes. There is an underpinning notion behind this document that suggests that students who hold their institution in high regard (trust the university to do the right thing by them) will be more accepting of change and tackle the difficulties they are confronted with in a more positive manner.

 Executive summary

Predominantly students are accepting of the direction Massey is taking with the development of online delivery of coursework and the development of digital study material, however there remain concerns about the ability of the University to deliver a satisfying (and improving) learning experience through periods of change. The issue is not change itself but the manner in which change is managed and the changing expectations of students;

• Massey’s long term (strategic) plans around the blending of delivery may not be understood by students.
• The Universities expectations of student contribution (contact courses attendance, downloading course material, setting up discussion groups…), especially in distance delivery, are not uniform across the University. 
• Communication to students of what sort of learning experience to expect are not keeping pace with the changes in delivery. This is partly due to the range of experiences being delivered across the university.
• The expectations of students in a fee paying environment have changed, with students perceiving themselves a customers and the university as a provider.

 It has also been noted that the additional costs demanded of students through the Student Services Levy have the potential to erode the student-university relationship if no improvement of the learning support is evident. Communication of current initiatives as well as strategic plans is necessary if student’s trust in Massey’s intentions is to be maintained or developed.

 Background

Being a student myself and having received many comments from students and staff over the last two years as a student representative, I am able to gain an insight into the most pressing difficulties students are facing in relation to the learning environment. Examples include;

• Students receiving a CD in the mail with no other supporting information – perception of poor value.
• No technology used at all.
• Excessively technological delivery – frustration with multiple technologies. Broadband not fast enough to keep up. Students required to engage with multiple e-environments which is very time consuming.
• ‘All my free time ends up in front of a screen’. ‘Blended’ to a student means having some control over where they study (for example taking work on holiday with the kids) not being forced to be online for extended periods.
• Students required to attend multiple contact courses when no discussion on stream is available (which could reduce the requirement for multiple contact courses).
• Unknown importance of contact courses. Students often do not know how important a contact course may be for a particular paper. What is the difference between compulsory and absolutely compulsory?
• Lack of cultural presence on stream sites and during contact courses.
• Feedback – late first feedback, poor feedback, no feedback.
• Lecturer accessibility – multiple avenues of access confusing to students (where to discuss certain topics).
• Dealing with academic misconduct varies from paper to paper.
• Enrolment process difficult. Study material late.
• Late assignment return.
• Style of delivery not understood by students (web enhanced vs web based…)
• Not knowing about academic support services.
• Students receiving a battered envelope of study material with no folder – perception of poor quality.

 Of course I am only listing issues that have arisen. Some areas of past concern are improving: comments regarding the inability to submit assignments are reducing as stream rolls out.

It should also be noted that Massey students often praise the service they receive. The library, SL&D services and many stream sites receive regular praise from students. However within the above issues there are several that are both more prevalent and have more impact on the student. It is here where the discussion will focus.

Discussion

 Clarity for students around planned changes

There is a risk that digitisation will be perceived as cost cutting. Student’s acceptance and positive view of Massey would be enhanced by communications that described the digitization strategy. In preparing for such a discussion with students there is potential for areas that are not student friendly to come to the surface and the strategy around those areas to be reconsidered.

 Stream/web environments

Students encounter a range of environments online. Research that attempts to pinpoint bugbears for students online would be useful in preparing support material for staff.  The support available for technologically illiterate students could be improved (courses in information technology specifically aimed at Massey’s stream environment).

Increasing the level of support for staff to set up and continually improve the online provision is recommended. It is not reasonable to expect lecturers to improve the online environment without HR support. Over time it is suggested that a moderation practice that includes students becomes part of standard quality assurance systems.

Digitization of study/administration material

The overwhelming consensus is that digitization should use the full potential of the media. If scanned, A.notateable documents are to be introduced then the longer term strategy should be made clear. (That scanned documents is one step of the strategy?) Students in all cases would prefer to have a choice of how they receive the study material.

Many distance students see digitization as a reduction of their flexibility.

Internal students, especially first time students, requiring admin guides that are only online may not realize they must print and bring them to the first lecture. There is potential for students to argue that the material was not made available enough, especially if they confront regulation issues as they progress with their study.

 Lecturer communications

Overload of lecturers through multiple avenues of communication with students is vexing for both lecturers and students. Enquiries may experience delays due to the forum not being checked or the media being inappropriate for that type of enquiry.

Clarity about response times and where to place which types of enquiry is needed for both students and lecturers.

 The Universities expectation of student contribution (contact courses)

Some distance papers require the student to attend several contact courses while not offering any form of discussion on Stream. Here we have the emphasis on the student to be at the contact courses. Other papers have discussions and assessments on Stream thus reducing the need for students to be at multiple contact courses. Having a balance where the student commits to some campus time and the University commits to engaging with the student on Stream is preferred by students. Currently there appears to be no guideline as to where this balance rests.

The importance of a contact course is not uniform. This causes students to question the need to attend and the value they receive when there may only be a small proportion of the cohort attending. Information about the role of a contact course should be explicit and available prior to enrolment. Guidelines are recommended about the physical – web balance required for good engagement that acknowledges both parties needs.

 Contribution

 Teaching and Learning – the delivery of an exceptional and distinctive learning experience

Enabling Excellence – the very best working and learning environments for staff and students

Consultation

Massey internal and distance students, student representatives, student advocates, Massey lecturers and tutors.

 Summary

 These issues are not new to Massey. The key issues that have been focused on may already have strategy attending to them. This document is asking the senior leadership team to consider how these issues around the perceptions of quality may impact on the ability of students to positively engage with their course of study and ensure that strategies are in place to reduce negative impacts and enhance positive outcomes. These issues have the potential impact on the way these students perceive Massey as they progress to consider postgraduate study and become alumni. A student who trusts their place of learning has the potential to be a better contributor to Massey’s future success as well as their own.
 

Ralph Springett

President EXMSS