Science Faculty: Blended Learning Approaches & Arrangements during national lockdown

The Science Faculty has collaborated with the CIECT team to design structured, blended teaching and learning approaches and arrangements during the national lockdown. Lecturers have embedded an array of learning materials, simulations, worksheets, and activities within their online environments to enhance their teaching practice. Lecturers have made use of various teaching applications such as Narrated PowerPoints, Documents, WhatsApp, Google Meet, Zoom, Cmap software, and learning simulations to enhance the student learning experience.

Blended Learning Approaches & Arrangements: Interactive Online Environments

ContentRelevant content, contextualisation, discipline-specific
Integrated pre-lab simulations: Pre-lecturepre-lab safety simulations were embedded in online environments to familiarise and prepare students regarding the safety protocols, specific labware, and dress code they need to adhere to work safely within any physical or virtual lab spaceDuring the lecture: The embedded simulations arranged within the structured environments enabled students to interactively engage and practice experiments to weigh out sample solutions and collect material. Through this process, students were able to accurately engage with lab equipment, explore different options and understand the consequences of their choices. Immediate feedback was provided at any stage about specific elements that may be unclear to them. Post-lecture: The interactive simulations were accessible to students throughout the entire duration of the module and they could review and revisit the experiments at any stage to reinforce their learning processes. 
Integrated ‘Smart’ worksheetsTheSmart worksheets (aligned to the pre-lab simulations) is a collection of customised worksheets preloaded with auto-generated data, which enables students to analyse and complete calculation activities. These worksheets include a broad range of disciplines across bioscience, chemistry, and mathematics.
Structured units of workLecturers were able to structure units of work for students to actively engage in related content and activities. Lectures were structured according to weeks and lecture topics/themes which included:■        Learning outcomes for each lecture■        Narrated Powerpoints lectures■        Printable PDF notes■        Pre-lecture quizzes setup as polls■        Manageable snippets of learning materials■        Embedding of external resources such as Pearson’s Mastering Visual Anatomy & Physiology* The lecturers were cognisant of file sizes. Hence, the presentations were structured into manageable chunks which students were able to download easily.
Online TutorialsTutorials were structured with related resources and learning activities.
FeedbackFeedback is provided to students via various eTools and modes of delivery. In addition, a downloadable version of the tutorial solutions was shared via iKamva in order to accommodate those students who could not join the live sessions.
ChecklistA checklist aligned to weekly activities, guiding students through the content and required tasks were included. This allowed lecturers to monitor student progress and engagement.
Assessment ActivitiesStudents were expected to complete a number of assessments using iKamva’s Tests & Quizzes tool. These assessments consisted of theory and practical tests, as well as smaller quizzes to reinforce knowledge of learning content. Structured weekly tutorial exercises and practicals were also created within the ‘Assignments’ eTool. Students were required to submit their Tutorial activities biweekly, after engaging in the online tutorial session.Grades were recorded and released to students via the Gradebook. It should be noted that marks from tools such as Tests & Quizzes, and Assignments are automatically captured within the Gradebook.
Engagements with students (discussions)Weekly online consultation sessions were created for students to engage with the lecturer regarding specific questions related to the tutorial topics they are required to complete. During these sessions, the lecturer guided students through the tutorial questions and shared the model answers with those who were able to join. The discussions were recorded so students could view it after the class to reinforce their learning of the topic.

Contact CIECT to assist with the design of your interactive blended environments

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