Face-to-face

Jungfalk, Michael ; Rossen, Svend

4. term

Master of ICT and Learning (MIL) (Continuing education)

2008

76

Blended learning kombinerer fysiske seminarer med onlinearbejde. Vi undersøgte, hvilke dele af de fysiske seminarer der støtter de studerendes læring og motivation i perioderne med onlinearbejde. Undersøgelsen omfatter to blended learning-uddannelser: Master of Information, Communications, Technology and Learning (MIL) og Netpaed-uddannelsen ved Roskilde Social Education, University College of Sealand. Datagrundlaget bestod af tre kilder: etnografiske observationer på begge uddannelser; fire semistrukturerede interviews (individuelle eller gruppe) med fem erfarne studerende og tre erfarne undervisere; samt studerendes diskussioner på deres virtuelle læringsplatform (VLE) i perioder omkring de fysiske seminarer. Interviewene blev transskriberet. Data fra interviews og online diskussioner blev analyseret med template-analyse (en metode med på forhånd definerede temaer), ud fra en indledende skabelon med fokus på den studerendes udgangspunkt, rammerne og læringsprocessen. Vi fandt, at de fysiske seminarer blev oplevet som særlige begivenheder, mere som en konference (med navneskilte, computeradgang og praktisk støtte) end som almindelig undervisning, der mødes dagligt. Flere forhold havde betydning: processen og det direkte, meningsfulde møde mellem studerende og undervisere; de fysiske rammer (lokaler og indretning af borde og stole); og det faglige indhold. Ingen enkeltfaktor var afgørende i sig selv; det var samspillet mellem dem, der var essentielt. Når balancen mellem disse centrale faktorer lykkedes, styrkede seminarerne de studerendes motivation for at fortsætte deres uddannelse i perioderne med onlinearbejde.

Blended learning combines in-person seminars with online study. We examined which aspects of the in-person seminars support students’ learning and motivation during the online periods. The study involved two blended-learning programs: the Master of Information, Communications, Technology and Learning (MIL) and the Netpaed program at Roskilde Social Education, University College of Sealand. Our data came from three sources: ethnographic observations in both programs; four semi-structured interviews (individual or group) with five experienced students and three experienced teachers; and student discussions in their virtual learning environment (VLE) around the times of the in-person seminars. Interviews were transcribed. We analyzed interview and online discussion data using template analysis (a method that codes data against predefined themes), starting from a framework focused on the learner’s starting point, the surrounding frameworks, and the learning process. We found that the in-person seminars were experienced as special events, more like a conference (with name badges, computer access, and practical support) than ordinary courses that meet daily. Several aspects mattered: the process and the direct, meaningful meeting between students and teachers; the physical setting (rooms and how tables and chairs were arranged); and the academic content. No single element was decisive on its own; what mattered was how they worked together. When these key elements were well balanced, the seminars strengthened students’ motivation to continue their studies during the online phases.

[This abstract was generated with the help of AI]

Blended learning ; online learning ; face-to-face seminars ; genuine learning

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