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Where in the world is Fiji?

LINC Conference 2010 WHY BLENDED LEARNING? Salanieta Bakalevu & Neelam Narayan University of the South Pacific. Where in the world is Fiji?. The 12 countries of the USP region. USP at a Glance. • Regional university (12 countries) • Campuses in 12 countries

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Where in the world is Fiji?

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  1. LINC Conference 2010WHY BLENDED LEARNING?Salanieta Bakalevu & Neelam NarayanUniversity of the South Pacific

  2. Where in the world is Fiji?

  3. The 12 countries of the USP region

  4. USP at a Glance • Regional university (12 countries) • Campuses in 12 countries • Pressure to meet urgent HR development needs • Pressure to ensure greater access to education • Operating 41 years; DFL for 40 years • D.E important/Internet/broadcast of lectures • Over 60% students study by DFL • 2003 DFL mainstreaming

  5. Multimodal approach • 1970 Extension services – mainly print mode • Dual mode, print and audio/video tapes, CDRoms/DVDs • Multimodal with USPNet – satellite communication network connecting all 12 USP. Audio & video conferencing with countries, video broadcasting, digitise materials etc • Also videoconference via AARNet to non-USP countries • All students access to email and internet • Online platform – Moodle

  6. Video conference facility

  7. USP service to the region “the organization doesn’t just serve its customers: they become its lifeblood. People do not just make promises, … they deliver, …over and over again, consistently developing better services. The organization differentiates itself in the marketplace through its people, … products, … processes and … promises” (Thorne, 2003: 8)

  8. New demands • New cohort of learners • Lifelong learning • Access to learning anywhere, anytime • Pressure for reduced costs, greater scale and scope, innovation through technology

  9. Why Blended Learning? “Blended learning accommodates the old with the new; is flexible; brought new understanding of online learning; provided independence and control; provided for deep thinking; encouraged acceptance of responsibility of learning”

  10. Three Case Studies • Personal experience as online learner • Coordinating on-campus course (blended mode) • Coordinating off-campus course (blended mode)

  11. CS 1, 2003 • Instructional designer course online • Slow introductory session • No response to posting • Tutor weekly activity • Poor co-ordination of discussions • Sideline spectator • Tutor “not around’

  12. CS 2, S2 / 2008 • On-campus 3rd year Curriculum Studies course • 200 students • Weekly: core lecture, workshop, Moodle • Moodle discussions inundated, alive, full of activity! • Workshops – relatively “dead” Moodle component made huge difference

  13. CS 3, S1/ 2009 • Postgraduate Mathematics Education course • Late request, began 4 weeks after semester, two different locations • School holidays (2 weeks) • Plan – Course Reader; 1 week overview session on each campus; Moodle portal ; one Saturday final session on each campus • Completed on time

  14. CS 3 challenges • mostly rural teachers • mostly primary teachers • 35-50 year olds • four couples (husband/wife) • some lacked basic computer skills • full-time teachers

  15. Overall observations • Younger students (CS2) freely used Moodle • Older clients learned quietly, preferred email • Assignments well researched & written • Students wrote a lot • Greater independence in attending to learning • All components served purpose

  16. Final comments • Print mode no longer feasible • Classroom learning preferred but costly • Online learning controversial yet necessary “the integration of the best of regular face to face learning with technology-based online learning” served best purpose.

  17. Thank you! USP Tonga campus

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