Explanation+and+critique+of+the+course+in+relation+to+course+structure

=‍3. Explanation and critique of the course in relation to course structure ‍=


 * The unit runs for twelve weeks and employs a blended learning approach; however delivery is mainly classroom and laboratory-based. The sessions include a range of teaching methods; small group activities, tutor-led sections, videos, revision sheets, work booklets, problem solving activities, formative assessments (quizzes, worksheets), reflection and experiments.

The tutor states that she would like to use more collaborative activities and encourage students to conduct their own research into the subject area. Chamberlain and Vrasidas (2001) support this idea: learning becomes more interactive when learners are engaged in a variety of activities along with their peers and teacher and they become co-constructors of knowledge.

Overall the course structure encourages engaged learning, “//…a collaborative learning process in which the instructor and learner are partners in building the knowledge base”// (Conrad and Donaldson, 2011, p.vii) and achieves a good balance between instructor-led and learner-directed activity.

The course was constructed according to the TESEP model (Transforming and Enhancing the Student Experience through Pedagogy; (Mayes, 2007a)) and aligns well in terms of learners taking significant responsibility for their learning; facilitating co-operative learning; and formative feedback. || || Adherence to constructivist principles is evident:
 * There is less evidence of an extended induction, to prepare learners by introducing them to the collaborative learning strategy. In addition, there is little emphasis on acquisition of digital literacy skills - although full time students receive IT training, this is not available to those studying part-time. The forum feature in the VLE (Moodle) was not used, and offers the only example of the use of web 2.0 technologies (Anderson, 2007) to foster active learning (Mayes 2007b).
 * students are presented with alternative perspectives through group discussions;
 * alongside assessments from the Scottish Qualifications Authority (SQA) National Assessment Bank (closed book and a written report based on a practical investigation), students self-assess;
 * students learn collaboratively;
 * video, animation and simulations are used to enhance learning
 * students bring their own experience and knowledge to bear, making learning meaningful
 * Lesson plans contain clear learning outcomes and descriptions of activities which make use of constructive learning approaches

Dewey (1916/1997) as cited by Conrad & Donaldson (2011, p.1) recognized that when the tutor acts as a facilitator in the classroom, the individual’s experience and collaboration with others can then contribute to the learning environment. By reducing the “chalk and talk” approach, “chunking up” the learning and introducing outcome-focused activities the tutor aims to achieve this. Individually and socially, students learn through activities designed to consolidate learning (e.g. formative assessments) and build confidence and community (by completing tasks in small groups and feeding back to the class).

The unit is supported by a VLE (Moodle) for self-study. The online resources and tools available include a discussion board, links to each session’s PowerPoint slides, multimedia tutorials, interactive eLearning materials and a list of subject-related resources. Research is encouraged through laboratory experiments as well as use of the VLE to explore other resources and websites to extend the learning. Although lessons are organised to provide opportunities for individual and shared use of resources from the VLE, thereby blending the online and face to face elements, the tutor has not yet taken this role further by actively promoting collaborative learning online. She has not explained this strategy or provided collaborative activities online to demonstrate the strategy. She has not built the course with the phases of engagement in mind (Conrad and Donaldson, 2011, pp. 7-14) whereby students move from being newcomers requiring an induction, to fully engaged collaborative learners, co-constructing knowledge with their peers as community develops. This may disadvantage mature learners more used to instructor-led teaching.

The unit bolts on this online component to the primary approach which is classroom-based delivery. Nevertheless, the student feedback and outcomes suggest this is successful and more effective than the previous approach which made no use of a VLE. ||