LINC Conference 2010 WHY BLENDED LEARNING? Salanieta Bakalevu & Neelam Narayan University of the South Pacific

Where in the world is Fiji?

The 12 countries of the USP region

USP at a Glance Regional university (12 countries) Campuses in 12 countries Pressure to meet urgent HR development needs Pressure to ensure greater access to education Operating 41 years; DFL for 40 years D.E important/Internet/broadcast of lectures Over 60% students study by DFL 2003 DFL mainstreaming

Multimodal approach 1970 Extension services – mainly print mode Dual mode, print and audio/video tapes, CDRoms/DVDs Multimodal with USPNet – satellite communication network connecting all 12 USP. Audio & video conferencing with countries, video broadcasting, digitise materials etc Also videoconference via AARNet to non-USP countries All students access to and internet Online platform – Moodle

Video conference facility

USP service to the region “the organization doesn’t just serve its customers: they become its lifeblood. People do not just make promises, … they deliver, …over and over again, consistently developing better services. The organization differentiates itself in the marketplace through its people, … products, … processes and … promises” (Thorne, 2003: 8)

New demands New cohort of learners Lifelong learning Access to learning anywhere, anytime Pressure for reduced costs, greater scale and scope, innovation through technology

Why Blended Learning? “ Blended learning accommodates the old with the new; is flexible; brought new understanding of online learning; provided independence and control; provided for deep thinking; encouraged acceptance of responsibility of learning”

Three Case Studies Personal experience as online learner Coordinating on-campus course (blended mode) Coordinating off-campus course (blended mode)

CS 1, 2003 Instructional designer course online Slow introductory session No response to posting Tutor weekly activity Poor co-ordination of discussions Sideline spectator Tutor “not around’

CS 2, S2 / 2008 On-campus 3 rd year Curriculum Studies course 200 students Weekly: core lecture, workshop, Moodle Moodle discussions inundated, alive, full of activity! Workshops – relatively “dead” Moodle component made huge difference

CS 3, S1/ 2009 Postgraduate Mathematics Education course Late request, began 4 weeks after semester, two different locations School holidays (2 weeks) Plan – Course Reader; 1 week overview session on each campus; Moodle portal ; one Saturday final session on each campus Completed on time

CS 3 challenges mostly rural teachers mostly primary teachers year olds four couples (husband/wife) some lacked basic computer skills full-time teachers

Overall observations Younger students (CS2) freely used Moodle Older clients learned quietly, preferred Assignments well researched & written Students wrote a lot Greater independence in attending to learning All components served purpose

Final comments Print mode no longer feasible Classroom learning preferred but costly Online learning controversial yet necessary “the integration of the best of regular face to face learning with technology-based online learning” served best purpose.

Thank you! USP Tonga campus