Table 3 Implementation of effective teaching and learning principles in the MADAS course
From: Blended learning across universities in a South–North–South collaboration: a case study
Theoretical construct | Instructional method | Experience and lessons learned (SF, student feedback; TF, teaching staff feedback) |
|---|---|---|
1. Student–faculty contact | Direct interaction with the main lecturer and guest speakers via synchronous online sessions | The experience of ‘live’ interaction with experts was exciting, but the occasional interruptions were frustrating (SF) During synchronous sessions, the instructor’s attention had to be divided between the face-to-face and remote online student groups (TF) |
Regular in-class and email contact with course leader and facilitators | Support for students during and between the synchronous sessions helped create a “safe blended learning environment” (SF) | |
2. Collaborative and social learning | Synchronous online discussions | Real-time discussions were a key to students’ peer-to-peer learning. The online modality of discussion somewhat limited the possibilities for spontaneous comments or questions (SF) Video of students in remote classrooms was not available at all times, and students wanted to know to whom they were speaking (SF) |
Collaborative assignments | Students wished for more opportunities for formal and informal interaction with other university sites (SF) | |
3. Active learning | Individual assignments Demonstrations | Individual assignments and practical exercises helped students apply new knowledge and kept students engaged (SF) Students wished to work on the research problems of their interests (SF) |
4. Prompt feedback | Feedback via email or on site from on-site facilitators and the main course leader Interaction via synchronous online sessions | Local facilitators strengthened personalised feedback to students, which they valued (SF) These sessions enabled getting immediate answers and learning from peers (SF) |
5. Time on task | Access to structured course materials and video-recorded lectures on the Moodle platform | The time allocated to self-directed learning was not sufficient to explore some learning materials and activities (SF); the duration of the course and time allocated for completing self-directed activities should be revised |
6. High expectations | High expectations about quality of the final assignment set by individual assignments | Students found individual assignments to be ‘useful’ in their learning and were motivated to submit high-quality assignments and get individualised comments on their work (SF) |
7. Respect for diverse talents and ways of learning | Combination of learning activities in the course | The combination of learning activities helped match different learning styles. Students reported different views on the most helpful learning activities in the course (readings and exercises), which might be related to their preferred learning styles (SF) |
Selected level of complexity of the learning materials | Based on students’ feedback, the level of complexity was appropriate (SF) | |
Synchronous online sessions connecting people in three different contexts | The participation of students with diverse backgrounds in the discussions stimulated learning through providing interesting examples and challenging other’s ideas |