Blended learning environments and learning resources

• ¹ Emirates College for Advanced Education, United Arab Emirates
• ² Lesley University, United States

Background: Blended learning environments provide the opportunity to integrate the strengths of synchronous and asynchronous learning models. However implementing teaching activities in a blended learning environment can be challenging. “The real test of blended learning is the effective integration of the two main components (face-to-face and Internet technology) such that we are not just adding on to the existing dominant approach or method.” (Garrison & Kanuka, 2004, p. 97) The design of blended learning courses requires a different teaching and learning dynamics as well as taking into account various specific contextual needs and contingencies such as resources and discipline. To accommodate students’ different learning styles, higher education institutions (HEI) are increasingly incorporating digital/ online instructional material on their curriculum (Yam & Rossini, 2011). However, as stressed by Fidalgo, Santos, & Thormann (2018), it can be a complex task to design courses to accommodate students’ needs and learning styles since there are many other factors to take into account including prior knowledge, motivation, and students’ abilities. Methods: This poster presents the results of a pilot experience done in a 15-week postgraduate course delivered at a HEI in the United Arab Emirates. A blended learning environment was used in the course through the Learning Management System (LMS). Different teaching resources in multiple formats (such as videos, podcasts, written files and PowerPoint (PPT) with voice over) were created for the students to choose from during the course. The learning resources were made available in the Institution’s LMS and students could use those resources according to their learning styles. To collect data, the frequency of access to the online resources in the LMS was analyzed. Questionnaires were also used to assess students’ usage of the teaching resources, their learning styles and preferences regarding the instructional formats. Results: Results show two major conclusions. First, students preferred different formats of learning resources and secondly there was a discrepancy between students’ stated preferences and the access to instructional resources on the LMS. The most used learning resources were the written ones, although PPT with voiceover was the format that students stated to be their preferred. Despite some discrepancies, students were, overall, pleased to the chance to choose among different learning resources. Conclusion: Teaching strategies and educational outcomes can be improved if students’ learning preferences are integrated into the curriculum. This study reinforces the importance of assessing the students’ preferences before designing instructional resources. It also suggests the use of different formats of instructional materials as well as: a) Assessing students’ preferences and needs before creating instructional materials b) Providing students with training lessons about how to create and use different formats in their assignments and presentations and c) Providing the students the opportunity of presenting their assignments in different formats.