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Can a blended learning approach enhance students transition into higher education? A study to explore perception , engagement and progression.

Dinning, TM and Maghill, CA and Money, J and Walsh, B and Nixon, S (2016) Can a blended learning approach enhance students transition into higher education? A study to explore perception , engagement and progression. International Journal of Advancement in Education and Social Science, 3 (2). pp. 1-7. ISSN 2322 – 0023

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Abstract

This paper is concerned with one programme‟s approach when using blended learning activities to support student transition into an English university. Its intention was to capture students‟ attention and curiosity whilst setting patterns for learning and study. The approach combined face-to-face sessions with on-line learning tasks. Research findings support the progress of students in regard to the level of attainment throughout the weekly tasks, although the students were initially challenged by the intensity of the use of ICT applications to support their learning. In conclusion this learning approach was found to be an effective method to support students during the initial weeks at university.

Item Type: Article
Uncontrolled Keywords: Blended learning, engagement, progression, transition, curriculum design.
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: School of Sport Studies, Leisure and Nutrition
Publisher: International Research Operation in Sciences and Social Sciences
Date Deposited: 04 Jan 2016 14:39
Last Modified: 04 Jan 2016 14:39
URI: http://researchonline.ljmu.ac.uk/id/eprint/2513

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