Development of Blended Learning for Degree Apprenticeships
The Degree Apprenticeships have attracted students who are already established professionals to study at the University of Birmingham. Degree Apprenticeships enable students to complete a qualification that connects work-related skills with academic content to encourage evidence-based practices.
The student profile varies between new professionals and ones that are more experienced. These learners may have studied at undergraduate level, post-graduate level or indeed have no higher education. Equally, it may be some time since they have studied.
What these learners do have in common is that they typically lead busy work lives and the courses we deliver need to respond to and reflect their preferred method of study in a way that is truly student-focussed
Creating blended degree programmes gives learners the flexibility to study when and where they choose.
We have created immersive environments in truly innovative ways that enhance students’ and academics’ experience and we have developed an inclusive environment that enables all learners to participate.
So what are the main benefits of our blended approach to DAs?
· Staff and students find that using a well-constructed blended approach offers more space to in the face-to-face time to explore topics in depth in lectures and seminars.
· Designed and developed to cater needs of all of our students, Blended Learning enables learners to reach their full potential.
In this short video we talk about our research-based approached to delivering student-centred learning using the blended approach.
Further reading:
Allen, M. and Sites, R., 2012. Leaving ADDIE for SAM: An agile model for developing the best learning experiences. American Society for Training and Development.
Bayne, S., 2008. Higher education as a visual practice: seeing through the virtual learning environment. Teaching in Higher Education, 13(4), pp.395-410.
Biggs, J., 1996. Enhancing teaching through constructive alignment. Higher education, 32(3), pp.347-364.
Boyle, E.A., Duffy, T. and Dunleavy, K., 2003. Learning styles and academic outcome: The validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting. British journal of educational psychology, 73(2), pp.267-290.
The Degree Apprenticeships have attracted students who are already established professionals to study at the University of Birmingham. Degree Apprenticeships enable students to complete a qualification that connects work-related skills with academic content to encourage evidence-based practices.
The student profile varies between new professionals and ones that are more experienced. These learners may have studied at undergraduate level, post-graduate level or indeed have no higher education. Equally, it may be some time since they have studied.
What these learners do have in common is that they typically lead busy work lives and the courses we deliver need to respond to and reflect their preferred method of study in a way that is truly student-focussed
Creating blended degree programmes gives learners the flexibility to study when and where they choose.
We have created immersive environments in truly innovative ways that enhance students’ and academics’ experience and we have developed an inclusive environment that enables all learners to participate.
So what are the main benefits of our blended approach to DAs?
· Staff and students find that using a well-constructed blended approach offers more space to in the face-to-face time to explore topics in depth in lectures and seminars.
· Designed and developed to cater needs of all of our students, Blended Learning enables learners to reach their full potential.
In this short video we talk about our research-based approached to delivering student-centred learning using the blended approach.
Further reading:
Allen, M. and Sites, R., 2012. Leaving ADDIE for SAM: An agile model for developing the best learning experiences. American Society for Training and Development.
Bayne, S., 2008. Higher education as a visual practice: seeing through the virtual learning environment. Teaching in Higher Education, 13(4), pp.395-410.
Biggs, J., 1996. Enhancing teaching through constructive alignment. Higher education, 32(3), pp.347-364.
Boyle, E.A., Duffy, T. and Dunleavy, K., 2003. Learning styles and academic outcome: The validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting. British journal of educational psychology, 73(2), pp.267-290.The Degree Apprenticeships have attracted students who are already established professionals to study at the University of Birmingham. Degree Apprenticeships enable students to complete a qualification that connects work-related skills with academic content to encourage evidence-based practices.
The student profile varies between new professionals and ones that are more experienced. These learners may have studied at undergraduate level, post-graduate level or indeed have no higher education. Equally, it may be some time since they have studied.
What these learners do have in common is that they typically lead busy work lives and the courses we deliver need to respond to and reflect their preferred method of study in a way that is truly student-focussed
Creating blended degree programmes gives learners the flexibility to study when and where they choose.
We have created immersive environments in truly innovative ways that enhance students’ and academics’ experience and we have developed an inclusive environment that enables all learners to participate.
So what are the main benefits of our blended approach to DAs?
· Staff and students find that using a well-constructed blended approach offers more space to in the face-to-face time to explore topics in depth in lectures and seminars.
· Designed and developed to cater needs of all of our students, Blended Learning enables learners to reach their full potential.
In this short video we talk about our research-based approached to delivering student-centred learning using the blended approach.
Further reading:
Allen, M. and Sites, R., 2012. Leaving ADDIE for SAM: An agile model for developing the best learning experiences. American Society for Training and Development.
Bayne, S., 2008. Higher education as a visual practice: seeing through the virtual learning environment. Teaching in Higher Education, 13(4), pp.395-410.
Biggs, J., 1996. Enhancing teaching through constructive alignment. Higher education, 32(3), pp.347-364.
Boyle, E.A., Duffy, T. and Dunleavy, K., 2003. Learning styles and academic outcome: The validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting. British journal of educational psychology, 73(2), pp.267-290.