1. “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 John McIntyre Conference Centre, Edinburgh

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

3. Study Abroad
Student mobility
Personal development
Experiential learning
Transitions
Increased workload
Immersed in the culture?
Independent Study

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

5. Our Context Qualitative methods Purely Online L3 honours
L3 study Abroad
L3 honours
Msc conversion
Blended

6. 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

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

8. Student Grades
*p<.0001

9. 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
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

10. 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.

11. 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:
The British Psychological Society. (2014). Standards for the accreditation of undergraduate,conversion and integrated Masters programmes in psychology.
Earnest, D. R., et al. (2016). Study Abroad in Psychology: Increasing Cultural Competencies Through Experiential Learning. Teaching of Psychology 43(1):
Hornsby, D. J. and R. Osman (2014). Massification in higher education: large classes and student learning. Higher Education 67(6):
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 , (Number 3,): p
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):