A new digital learning framework for blending on-campus classes with synchronous and asynchronous provision

Abstract

This paper discusses a pilot “hybrid” undergraduate Business Management module, which uses a virtual classroom platform to integrate synchronous contact and bespoke asynchronous material. The pilot aimed to achieve the following: 1) more flexible support for our undergraduate learners; 2) sustainable and reusable learning artefacts; 3) live online collaboration for deeper learning through “digital discussions”; 4) a Digital Learning Framework embedded within a pedagogical theoretical framework. We offer our experience of “making the blend”, reviewing learner feedback and constructing a Digital Learning Framework which promotes Active Learning pedagogies. Online education has grown in popularity (Barber et al., 2013; Beetham and Sharpe, 2013) and the emergence of MOOC’s has afforded a new paradigm and expanded reach for Higher Education Institutions (Zemsky, 2014). This course development responds both to the proliferation of distance learning courses (Knight, 2009) and to recent calls to provide a quality “hybrid” provision (Conole et al., 2010). In designing this technology-enhanced learning environment, we took into account pertinent examples from the plethora of published material on constructivist learning principles and e-learning theories. The resulting Digital Learning Framework aims to provide a valuable set of guidelines for practitioners who aim to align their use of digital approaches with constructivist pedagogical principles.