Feeding the 500: Using blended learning activities to improve the first year learning experience at Manchester Business School (MBS)
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MBS has one of the largest undergraduate intakes of any UK campus-based business school, with up to 550 new students enrolling each year. Students are expected to develop and utilise research skills throughout their degree programme, with many course units focusing on the practical applications of theories from the outset. This session will focus on how a collaboration between academics, library staff and graduate teaching assistants resulted in the creation of a comprehensive suite of blended learning activities (focused around the students’ first assignment), which aided the transition to higher education learning for the new student intake. Blackboard Learn played a pivotal role in the process by housing a suite of bespoke online learning resources (which were adapted from the University of Manchester Library’s Catalyst award winning blended learning programme). The resources were designed to improve the research and referencing habits of new students within the subject area of Business and Management. Blackboard Learn also proved effective in allowing us to monitor students’ progress throughout the course unit. We will discuss how we gathered over 300 feedback responses (relating to students’ perceptions of the effectiveness of the different training elements e.g. online, face-face), together with a short presentation of these findings.
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Feeding the 500: Using blended learning activities to improve the first year learning experience at Manchester Business School (MBS)
- 1. Feeding the 500: Using blended learning activities to improve the first year learning experience at Manchester Business School (MBS) John Hynes & Jody McGurk University of Manchester Library1
- 2. University of Manchester Library • Supports student base of over 40,000. • Made up of 7 different divisions. • Teaching Learning & Students division responsible for supporting student development. • My Learning Essentials blended support programme developed since major restructure in 2012.
- 5. So where does Blackboard fit in?
- 6. student feedback academic feedback is there sufficient need? is it appropriate for online delivery? new resource created most popular workshops
- 7. How are the online resources doing? This academic year: Over 43,000hits Around 18%coming from Blackboard
- 8. http://www.manchester.ac.uk/collaborate/support/priorities Manchester Business School 540 First year undergraduate Students 59 Nationalities Range of educational backgrounds
- 9. A foundation for studying Management at university Academic and study skills Introduction to management disciplines Managerial and professional skills First year curriculum
- 10. https://www.flickr.com/photos/14167917@N07/1441618013 Academic / Library Partnership to deliver on two core courses Academic and Career Development Case Studies in Management
- 11. The Essay Develop academic writing skills Understand the role of citations and referencing in academic writing Learn how to build an academic argument Know how to research and access library resources Do men make better managers than women? AcademicandCareerDevelopment
- 12. The Pitch and Proposal Collect, analyse and interpret business data Work independently and collectively to ensure the delivery of business-focused outputs. Apply, critically, tools and techniques to analyse a business situation Develop and justify recommendations based on appropriate research. Assess the feasibility of opening a new hotel CaseStudiesinManagement
- 13. How to feed the 500?
- 24. Learning through research - MBS https://www.flickr.com/photos/scoobymoo/22565509/ The blend
- 25. August / September: Creation of bespoke online learning resources (Librarian and eLearning Assistant) Week One: Lecture & training of Graduate Teaching Assistants (Librarian) Week Two: Student Workshops – To work through online resources (Graduate Teaching Assistants) Week 4: QA Clinic (Librarian)
- 26. The lecture
- 27. "David Brent 111" by The Office (UK TV series). Via Wikipedia - http://en.wikipedia.org/wiki/File:David_Brent_111.jpg#mediaviewer/File:David _Brent_111.jpg Do men make better managers than women?
- 28. "David Moyes MUFC 2013" by Jon Candy from Cardiff, Wales - DSC05469Uploaded by Dudek1337. Licensed under CC BY-SA 2.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:David_Moyes_MUFC_2013.jpg#mediaviewer /File:David_Moyes_MUFC_2013.jpg "Genève Indoors 2014 - 20140114 - Roy Hodgson" by Clément Bucco-Lechat - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Gen%C3%A8ve_Indoors_2014_- _20140114_- _Roy_Hodgson.jpg#mediaviewer/File:Gen%C3%A8ve_Indoors_2014_- _20140114_-_Roy_Hodgson.jpg
- 30. “Do men make better managers than women?” What are the key words or phrases in this question?
- 31. “Do men make better managers than women?” What are the key words or phrases in this question?
- 32. Men / Women: • Male / Female • Masculine / Feminine • Gender • Gender roles Managers: • Manager / Executive / Leader • Management / Leadership • Management styles (autocratic, democratic etc) Key Phrases • Emotional intelligence • “glass ceiling”
- 33. content owner feedback academic feedback is there sufficient to tailor need? new resource created new tailored resource how many students will have access to it
- 35. Workshops
- 36. 7500 hits via VLE CaseStudiesinManagement EntrypointtoE-essentialsvia VLE
- 37. Survey results
- 39. Which of the following modes of learning do you prefer? Base Size: All students 302 8% 19% 73% Online Lecture Mixed
- 40. Which of the following modes of learning do you prefer? Base Size: UK students (124) International students (178) 8 24 67 7 21 77 0 20 40 60 80 100 Online Lecture-based Mixture of bothUK Students International Students %
- 41. Why do students prefer a mixture of online and lecture modes of learning? Base Size: All students 302
- 42. Why do students prefer a mixture of online and lecture modes of learning? Base Size: All students who prefer mixture of online and lectures (221) Spontaneous mention of… % Having a variety of learning modes makes learning more interesting 10% Online resources enable me to study in my own time / pace 10% Lectures allow me to ask questions about things I don’t understand 10% They provide different information 8% People have different learning styles 8% I like the opportunity to work independently 7% A combination of online learning and lectures reinforces the information 7% Lectures provide extra depth 5%
- 43. Feedback on the Lecture Base Size: UK students (124) International students (178) 78 89 92 90 79 88 89 89 0 20 40 60 80 100 Delivered in an effective manner and held my attention Aims were clear Relevant to my programme Useful and will benefit my studies UK Students International Students Total Agree (strongly agree and agree)
- 44. Feedback on the Online Resources Base Size: UK students (124) International students (178) 77 91 90 92 85 93 90 93 0 20 40 60 80 100 Delivered in an effective manner and held my attention Aims were clear Relevant to my programme Useful and will benefit my studies UK Students Total Agree (strongly agree and agree)
- 45. Overall Learning Experience Base Size: UK students (124) International students (178) 77 79 88 9389 89 93 94 0 20 40 60 80 100 Good learning experience I have been encouraged to develop my skills which will be useful for my future career Relevant to my programme Useful and will benefit my studies UK Students International Students Total Agree (strongly agree and agree) .
- 46. What are the best aspects of this learning experience? Spontaneous mention of… % Showed me where to find information and resources 12 clear / easy to use 12 Helped me with my essay writing 7 Study at my own pace / in my own time 6 Interactive 6 Base Size: All students 302
- 47. How could this learning process be improved? Spontaneous mention of… % Group / peer learning / seminar 3 Audio to go alongside online resources 4 Too slow 3 More examples 2 Base Size: All students 302
- 48. “Our courses wouldn’t be half as good without the input from the library, and student engagement with library resources wouldn’t be half as good if they weren’t integrated into academic courses”. John Pal: Senior Lecturer in Retailing Manchester Business School
Notes de l'éditeur
- On this slide I will introduce the online resource mentioning: The online resource overall mentioning how the resource work in relation to the CLP and then in the open training programme Explaining how our resources sit both in BB, openly on our website and available for download via Jorum We currently have 35 online resources available with more in the pipelin which are identified through feedback we receive from academics, students and the open training programme.
- Here it the land page for the libraries MLE webpages. For the OTP this where students find our workshops and online resource. We have made it easier for students to find our resources by tagging them by the skills/areas they cover
- The resources are added on request by the development team using our files housed in Blackboards content collection. We break down our resources by faculty and use Google Campaign tags to track usage from each of our 4 catagories And this is typically how the resources look within a BB cours
- Talk them through our normal development process
- Could we give some background info on MBS and it’s relationship with University
- Could we talk a bit about how you as academics feel the library can help with student skills development- What are benefits to you and the students
- Assessing a proposal for a new hotel. Self-directed learning about business databases using E-learning essentials accessed via BB Provided with background data (e.g. Mintel, PwC, hotel operators) Supplement this through individual and independent research (e.g. FAME, Keynote, Factiva etc.) Pool resources and deliver a pitch (information on delivering presentations available through the Link2Lists via BB)
- Some information about undergraduates in general (particularly new starters). Their academic skill-sets in Year One. Particular reference to their information searching habits. What sources do they tend to use in their assignments. What does a typical bibliography look like.
- And here is what we produced. A tailored suit of business resources
- The main concept to consider that relates to this concept from an academic viewpoint would be whether there is any relationship between gender and the effectiveness of a manager. There are LOTS of words, phrases and concepts to consider here are a few examples within each category. This will be your first task in the practical session – To come up with a good list of keywords and phrases which you can use to search for useful information
- Talk them through adapting our resources for the CLP
- Explain how they sit within Blackboard