Flexible Blackboard Delivery Modes MSc Real Estate Management

Flexible Blackboard Delivery Modes MSc Real Estate Management ‘…hard when distance learner to feel part of the cohort…’ Separate module runs The modules on the MSc Real Estate Management were separated into two Blackboard module runs Module X Attending and Distance Learning (DL) Students Module X_1 Attending Students Module X_2 Distance Learners The same • Academic content • Assessment • Staff ‘…. often feel forgotten in the process. ’ [DL] Why? Based on student feedback: • PTES 2017 • Programme Evaluation Jan 2017 [Student comments are in ] Blackboard Announcements 43% less for attending students less for DL students Different • Blackboard module runs • Module handbooks • Tools to facilitate collaboration • Induction activities s t n e m e c n u o n An ‘…felt DL were put aside…’ Increase in total number of announcements made by staff Targeted Teaching ‘…had no idea where to go to to obtain information’ 25% Staff Survey Programme Enhancements FET Blackboard Template ‘…difficult to get and overview/understanding of the different systems’ • Supports a common induction programme • A consistent experience across the modules on the programme • Easier to support colleagues • Resources available for each delivery mode with links to support services, reducing the need for email contact with module leaders • Discussion boards and students’ own webinar rooms set up on all modules Cohort Cohesion • Relevance of the module content for the mode of the delivery • Discussion boards and students’ own webinar rooms set up on all modules • Smaller student group encourages a stronger group identity ‘Very few opportunities to interact with other DL students. ’ Helga Gunnarsdottir Learning Technologist Learning Innovation Unit Faculty of Environment and Technology University of the West of England 0117 32 83824 helga. gunnarsdottir@uwe. ac. uk Attending students have lectures (recorded) and tutorials • 60% of staff reported a somewhat increased workload • 40% of staff thought the workload had not changed • 20% of staff considered the amount of emails to have increased • 40% of staff reported no change in email traffic • 40% of staff thought there had been a slight decrease in email traffic Recordings feed into DL provision with interactive webinars replacing tutorial activities Further Enhancements Recorded lectures and interactive webinars available for attending and DL students for improved accessibility More announcements 34% Staff Feedback Workload comparison: Email traffic: Improved Signposting Significant reduction of announcements received by students ‘…distinction between initiatives for attending students and distance learners should have been made clearer ‘More practicals on some courses. ’ Future Enhancements • Inclusion of more group work • New materials being developed • Continuously improving module organisation • Easier to communicate • No irrelevant announcements • Less confusing for students • Tailoring services leads to educational gain • More to remember • Somewhat more work • Increased chances of making mistakes Student Experience Awaiting PTES 2018 results…. ? Working with Distance, Online and Blended Learning programmes? Join our DOa. BLe Community of Practice!