The document discusses introducing a blended teaching and learning approach to optimize curriculum for technology-centric programs with increasing international student numbers from diverse backgrounds. It proposes using technology as the primary communication tool to overcome cultural barriers by reducing the focus on language. A student questionnaire found that nearly half of students preferred blended learning over traditional face-to-face methods. Blended learning methods allow institutions to more optimally and effectively deal with constraints from large, diverse student cohorts in higher education.
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1. The development of blended L&T methods for curriculum optimisation in technology-centric programmes ZenonMichaelides University of Liverpool Management School
2. Introduction Current model: Cohorts of ever-increasing numbers of international students from diverse cultural and social backgrounds, with varying academic abilities, often with different expectations(from both sides). The challenges include: Internationalisation:the need to develop a more pragmatic & systemic coherent approach, for managing learning and teaching under such conditions. Huge numbers: the need for a change strategy: development of a “self-service” approach to L&T; introduction of a “pull” approach vs. the “push” method for managing synergies. 2 of 15 Zenon Michaelides, ULMS 21/06/2010
3. Aims Introduction of a “blended teaching and learning” approach, for enabling primarily technology-centric subjects, which are traditionally seminar-based. 3 of 15 Zenon Michaelides, ULMS 21/06/2010
4. Change models & literature Lewin’s (1951) model based on unfreezing existing behaviours and re-freezing new behaviours by introducing additional/behavioural change: Research addressing the internationalisation experience in UK higher education suggests that “research neglects to explore the complexities of interactions between students and academics from many different cultures” Hyland et al (2008) 4 of 15 Zenon Michaelides, ULMS 21/06/2010
5. Current challenges Student numbers-[increase of 150%]. Language-[increasing cases of poor performance related to poor English language skills]. Dominance by certain student groups-[classes comprising of 90% students of Asian origin]. Cultural-related issues-[assessment, evaluations, feedback, affecting participation]. Varying levels of competence, limited exposure to advanced systems, no common platform. Frustration on both sides Zenon Michaelides, ULMS 5 of 15 21/06/2010
6. Proposed outcomes L&T methods which overcome cultural barriers. Technology becomes the baseline communication tool, an enabler. Less focus on language, [students with less of an ability in language are not disadvantaged]. Dominance by single groups is less evident. 21/06/2010 Zenon Michaelides, ULMS 6 of 15
7. Deployment plan Student Questionnaire to 2010-2011 cohort: Which method do you prefer There was almost an even split, with 47.9% preferring blended learning over traditional face-to-face method. Only 5% preferred the e-learning only method 21/06/2010 Zenon Michaelides, ULMS 7 of 15
8. Conclusions Current methods of delivering technology-based content are constrained by a number of factors, including large student numbers from diverse cultural, academic and ethnic backgrounds. Blended L&T methods allow a diversion of resources and operations in a more optimal, efficient, and effectivemanner, in dealing with the constrains associated with the above mentioned factors in HE. 21/06/2010 Zenon Michaelides, ULMS 8 of 15
