Fostering Excellence in Blended Learning, a Mixed Methods Investigation of an Academic Learning Design Support Tool.
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| Title: | Fostering Excellence in Blended Learning, a Mixed Methods Investigation of an Academic Learning Design Support Tool. |
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| Authors: | Benson, Helen1 (AUTHOR) helen.benson@uts.edu.au, Heggart, Keith2 (AUTHOR) keith.heggart@uts.edu.au, Williams, Kylie A.1 (AUTHOR) Kylie.Williams@uts.edu.au, Smit, Chloé1 (AUTHOR) chloe.smit@uts.edu.au, Abela, Patrick3 (AUTHOR) Patrick.abela@uts.edu.au |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Jan2025, Vol. 69 Issue 1, p71-83. 13p. |
| Subject Terms: | *Blended learning, *Learning management system, *Online education, *Active learning, *Prior learning |
| Abstract: | This article investigates the effectiveness of a newly developed online tool for assessing and improving the design and accessibility of Learning Management System (LMS) sites in Higher Education. The study employs a mixed-methods approach, incorporating both quantitative and qualitative data. Results from 25 subject coordinators and 3 peer reviewers reveal the strengths and weaknesses in LMS site design at a particular institution. It identifies recommendations for enhancements such as clearer signposting of educational materials, improved organisation of reading lists, and increased opportunities for collaboration. In addition, the research identifies key areas for improvement in institutional LMS site design, including consistency, organisation, and ease of navigation. These findings underscore the importance of engaging prior knowledge, fostering active learning, and ensuring clear communication of student expectations. The tool is shown to be a valuable resource for educators to assess and enhance their online teaching environments. The study's findings contribute to the ongoing discourse on optimising blended learning experiences, emphasising the need for ongoing improvement in LMS site design and accessibility. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article investigates the effectiveness of a newly developed online tool for assessing and improving the design and accessibility of Learning Management System (LMS) sites in Higher Education. The study employs a mixed-methods approach, incorporating both quantitative and qualitative data. Results from 25 subject coordinators and 3 peer reviewers reveal the strengths and weaknesses in LMS site design at a particular institution. It identifies recommendations for enhancements such as clearer signposting of educational materials, improved organisation of reading lists, and increased opportunities for collaboration. In addition, the research identifies key areas for improvement in institutional LMS site design, including consistency, organisation, and ease of navigation. These findings underscore the importance of engaging prior knowledge, fostering active learning, and ensuring clear communication of student expectations. The tool is shown to be a valuable resource for educators to assess and enhance their online teaching environments. The study's findings contribute to the ongoing discourse on optimising blended learning experiences, emphasising the need for ongoing improvement in LMS site design and accessibility. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-024-01019-z |
