Abstract
This paper outlines the model of blended learning which has evolved in a large enrolment undergraduate subject offered across multiple campuses. The pedagogical rationale, management and administrative imperatives, and student expectations which have informed the development of the model are discussed. The current design uses weekly online self- directed learning activities supported by an online tutor, maintains weekly face-to-face lectures which are positively evaluated by students and well attended throughout the semester, and has reduced the number and changed the function of face-to-face tutorials. Student and teaching staff evaluations of the current blended learning model are included along with challenges for ongoing development.
Keywords
Blended learning, first-year students, independent learning, higher education.