“It broke the work down and made it less stressful.” A blended approach to project supervision Maxine Swingler, Niamh Friel, Lorna Morrow, David Johnstone & Elizabeth King School of Psychology University of Glasgow Enhancement Themes conference, Thursday 9 June 2016 John McIntyre Conference Centre, Edinburgh

Independent study Self Directed Collaborative Problem Solving Level 1 & 2 Level 3 Level 4 Collaborative Problem Solving

Study Abroad Student mobility Personal development Experiential learning Transitions Increased workload Immersed in the culture? Independent Study http://www.gla.ac.uk/international/abroadexchange/exchangeprogrammeoutgoing/whystudyabroad/

Is Blended Better? Discussion boards Flipped teaching VLE Student outcomes Student satisfaction

Our Context Qualitative methods Purely Online L3 honours L3 study Abroad L3 honours Msc conversion Blended http://www.bps.org.uk/

What we did Home Away Face to face lectures & activities. Online weekly tasks in research process Small working group who met face to face. Conducted Focus Group Attended analysis labs with group Assessed by written independent report Echo recording of lectures. Online weekly tasks in research process Small working group who worked online Conducted Focus Group online Online support for analysis Assessed by written independent report Moodle based course

Student Satisfaction with Online and Face to Face Delivery * *p<.0001

Student Grades *p<.0001

Focus Group: Study Abroad Fear of Missing out be more specific to year-abroad students….rather than…"OK just all students" ‘cause we're not in the same boat as the ones here at all Overwhelmed having.. psychology students from Glasgow as well was very helpful… …having someone who.. had the same mind-set made the transition a lot easier Out of Sync Independent Study …steps would definitely be better than weeks because I think if it's week by week and you also start to have this feeling that you're kind of behind. Study abroad in 2014-15 Interviewed in May 2016. Fear of missing out concerned at first because I thought that um everybody in Glasgow would obviously have a lot more people to talk to and that if there was like any- anything going badly they could just go into the school of uh um psychology and speak to people, and speak to other friends and they'd have like...groups and um students from the year above to support them so (I: yeah) I was a little bit concerned that I was like really far away from everyone, also in a different time zone, so it'd be hard to kind of just call and be like "hello, I'm having trouble with my mini project", so my first reaction was that I was, like, worried let's say. Out of Sync steps would definitely be (F:yeah) better than weeks because I think if it's week by week and you also start to have this feeling that you're kind of behind Overwhelmed like I think it, in terms of challenge, like probably we gained um cause like we gained from the experience because it- we were required as to really um plan our (F:yeah) plan really well and organise ourselves, like what I gained from it personally was just like how to really organise and structure my time really really well …what I gained from it personally was just like how to really organise and structure my time really really well

Is Blended Better? Discussion boards: Promoting independence? Flipped teaching: More=better? VLE: Specific to cohort? Student outcomes: Yr 1 vs Yr2 Student satisfaction Home vs Away Study Abroad: Balancing Workload Home students more satisfied with online & F to F delivery Year 2= Flipped teaching and increased online support Increase in satisfaction and grades between Year 1 & Year 2 Study Abroad experience is overshadowed by workload Do discussion boards help or hinder transition to independent study? Initial quote-it broke the work up….maybe only applies to blended/at home students.

References maxine.swingler@Glasgow.ac.uk Baepler, P., et al. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education 78: 227-236. The British Psychological Society. (2014). Standards for the accreditation of undergraduate,conversion and integrated Masters programmes in psychology. http://www.bps.org.uk/system/files/Public%20files/PaCT/undergraduate_accreditation_2014_web.pdf Earnest, D. R., et al. (2016). Study Abroad in Psychology: Increasing Cultural Competencies Through Experiential Learning. Teaching of Psychology 43(1): 75-79. Hornsby, D. J. and R. Osman (2014). Massification in higher education: large classes and student learning. Higher Education 67(6): 711-719. Barbara Means, Y. T., Robert F. Murphy & Marianne Baki (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record Volume 115 2013, (Number 3,): p. 1-47. Rourke, L., & Kanuka, H. (2012). Student Engagement and Study Abroad. Canadian Journal of University Continuing Education 38,1-12. Todd, M., Bannister, P., and Clegg, S. (2004). Independent inquiry and the undergraduate dissertation: perceptions and experiences of final year social science students. Assessment and Evaluation in Higher Education, 29, 335–355. Hornsby, D. J. and R. Osman (2014). "Massification in higher education: large classes and student learning." Higher Education 67(6): 711-719.