Abstract
The focus of this paper is how to improve a course using a blended learning approach. The paper advocates a methodology that is pedagogically driven. The nature of the blend is determined by an analysis of the range and nature of the problems faced by learners. The components and relationships in the blend are developed to tackle these problems systematically to produce an overall solution that makes a measurable impact on student performance. The methodology is illustrated by a major case study where a marked impact on student performance was demonstrated. The paper concludes by discussing how better conceptual representation can underpin the evolution of more powerful methodologies for blended learning development.
Acknowledgements
I have gained many insights by working with the team who worked on the case study referred to in the paper: Poppy Pickard, Ray Jones, Peter Chalk, Ken Fisher and Tingkai Wang (tutors), Richard Haynes (multimedia developer) and Claire Bradley (evaluator). This project was supported by the LTSN (now Higher Education Academy) Centre for Information and Computer Sciences.