Giving students academic support using a blended learning approach

1. Giving students academic support using a blended learning approach Pam Sherlock School of Nursing & Midwifery p.sherlock@salford.ac.uk 0161 295 2860 Pam Sherlock p.sherlock@salford.ac.uk

2. 4 Areas for consideration: • How can we identify and support students with special needs via blended learning? • Appropriately manage our time in a 24/7 culture? • Give sensitive and appropriate feedback via email? • Consider what information about student contact should be maintained and in what format it should be stored? Pam Sherlock p.sherlock@salford.ac.uk

3. Reasons to consider this research proposal • Although until recently, there has been a big push to recruit more nursing students, it is estimated that one in four student nurses abandon their training (Hall 2006) • The failure of nursing students to complete the programmes in Britain costs the NHS £57 million a year(Hall 2006) • The quality and clinical relevance of nurse education programmes can have a considerable impact on the retention of students (Por and Barriball 2008) Pam Sherlock p.sherlock@salford.ac.uk

4. Backdrop to the research question – changes and challenges • Increased use of VLE, emails, mobile phones and voicemail • Changing style of teaching and learning (less face-to-face contact more blended learning) • Our nursing students combine theoretical study with clinical placements (shift work) + part time jobs • Many of our nursing students have work/life balance issues • Widening participation and increased desire to recruit students from varying ethnic and cultural groups brings a rich blend of students from many backgrounds. But this brings challenges… Pam Sherlock p.sherlock@salford.ac.uk

5. 1) Students with special needs • Students who may have dyslexia or other major problems with the way that they write • Students who demonstrate that English is not their first language and who appear to have difficulties in academic writing (Race 2007) • The “vulnerable” student where personal issues impact on their academic work (Por and Barriball 2008) • International students may bring to the programme differing cultural, religious and emotional issues that may affect their ability to study(Wheeler and Birtler 1995, Race 2007) Pam Sherlock p.sherlock@salford.ac.uk

6. (2) Managing the 24/7 culture • We have to make decisions about how our students communicate with us • Student expectations are that they email us and expect a very quick response in return • Many students leave their work until the “last minute” and then get very frustrated when we may not be able to give feedback in time for submission • We give supervision to a large number of students Pam Sherlock p.sherlock@salford.ac.uk

7. (3) Communication by email • Annotating and giving feedback takes much time, and there is always the concern as to how much “help” you give them • If the feedback is so extensive, how can you return the annotated work in a manner that is supportive and positive? • Etiquette for communicating Pam Sherlock p.sherlock@salford.ac.uk

8. (4) Documentation of student contact • As we have moved to a “paperless” environment and now use our VLE so much, how do we maintain student records? • Do we need to maintain records in the first place? • How do we share this information and how does this “fit in” with Data Protection etc? Pam Sherlock p.sherlock@salford.ac.uk

9. What I have tried out so far… In order to have a concordant relationship with a student and to give effective academic support: • Ideally, you have to have at least one face-to-face meeting in order to negotiate how you will work together • Its important to not only discuss the assignment, but to find out the student’s strengths and weakness • Establish how you will communicate and set parameters. Be assertive as to the “cut off” point for your input Pam Sherlock p.sherlock@salford.ac.uk

10. More thoughts.. • Don’t expect that using VLE and emails is an easy option • Set aside time to do “email tutorials” in the same way you would do face-to-face tutorials • Devise methods of recording your contact but be sure to discuss this with the student so that they can give their consent • Keep all emails/details of contact – consider hard copies • Always copy the student into the emails and be transparent Pam Sherlock p.sherlock@salford.ac.uk

11. Also…. • Do not give extensive feedback just in the form of an annotated email (if its obvious that there is a major problem) – this has to be done face-to-face. Consider visiting student in placement • Seek early support for the student from other services and agencies • Consider using a staff shared drive to file student information (but it needs to be secure and conform to data protection issues) Pam Sherlock p.sherlock@salford.ac.uk

12. Taking the question forward • Applying for funding to work on this further • Potential and possibility of Interprofessional Working • Consider what else might be done to improve the student experience Pam Sherlock p.sherlock@salford.ac.uk

13. References Crouch, R., Barrett,R.,(2006). Issues for online personal tutoring: Staff perceptions from an online distance learning programme as cited in: Thomas, L., Hixenbaugh, P., (Eds),(2006) Personal Tutoring in Higher Education. Great Britain. Trentham Books. Hall, S., (2006). One in four student nurses abandons study. The Guardian, 15 February 2006. Available at: http://www.guardian.co.uk/society/2006/feb/15/health.students1/print (Last accessed 17th June 2008). Por, J., Barriball, L., (2008). The Personal Tutor’s role in pre-registration nursing education. British Journal of Nursing. Vol 17, No 2. 99 – 103. Race, P., (2007). The Lecturer’s Toolkit: A Practical Guide to Assessment, Learning and Teaching. Great Britain. Routledge Taylor and Francis Group. University of Salford AQA(2007/08) Personal Tutoring Role and Responsibilities and Code of Practice. Available at: http://www.academic.salford.ac.uk/aqa/sections/05_personal_tutoring-role_and_responsibilities_and_cop.pdf (Last accessed 17th June 2008) Wheeler, S., Birtle, J., (1993). A Handbook for Personal Tutors. Great Britain. The Society for Research into Higher Education. Pam Sherlock p.sherlock@salford.ac.uk