Blended Learning

The mode of delivery of the University’s distance programmes is now in transition, moving towards a mode that that is more scaleable and allows for greater flexibility. By moving towards the blended learning/asynchronous delivery mode, UWIDEC is seeking to make its course offerings more scaleable – a course can be delivered to a cohort of less than a hundred students and another to several thousands. In terms of flexibility, this approach will allow students greater scope for studying anywhere anytime.

From the synchronous …
An essential strategy towards achieving the above is the move away from a dependence on synchronous technologies to a greater use of asynchronous technologies. The two implications of this shift is that first, there will be a reduction in the use of audio-conferencing for interaction between the course coordinator and students and secondly, face-to-face tutorials will be de-emphasized. Overtime, the aim is to allow students to be able to complete their programme of study without the need for attendance at specific locations. The removal of the need for attendance also addresses the problems of limited physical and timetable space for tutorials and teleconferences.

…to the asynchronous

In terms of replacement, greater use is being made of web-based technologies, in particular for teaching-learning interaction. After an analysis of the various learning management systems available, it has been agreed that UWIDEC should use the open source software Moodle as our learning management software for the course development. In addition, CD ROMs are being introduced as an added component of the learning resource package. Overall therefore, the blended learning/asynchronous delivery approach will be based on the following:

  • The print course package containing the core instructional content, compilation of readings, learning activities and other complementary course elements.
  • The web-based learning management system through which students will access essential course information (e.g. course outline, assignments), which will provide links to other web-based resources, and, very importantly, which will facilitate active and interactive learning experiences.
  • CD ROMs comprising Powerpoint presentations with audio accompaniment and/or video inserts.

It should be noted that in this new arrangement, there will still be limited audio-conferencing and optional limited face-to-face tutorials.

Implications of shift for Course Coordinator

  • Less direct contact with students
  • Recognises tutor as main facilitator
  • Provides tutor with resources and guidelines to function as a facilitator
  • Monitors tutor in performance of that role.
  • Greater emphasis on up-front preparation of learning materials, activities, instructions
  • Increased clarity and precision in information communicate
  • Improved team building skills.

Implications of shift for the e-tutor

  • Continuous interaction with students
  • Required to analyse and respond to student needs on ongoing basis
  • Must strengthen facilitating skills and de-emphasize didactic teaching skills
  • Required to provide clear, timely feedback on ongoing basis
  • Must be a team player.