CRJ - Week 1

CRJ Week 1

What I have learnt?

Technical problems this week in which I was unable to download reading and assessment briefs showed a constraint of online learning. However I reached out over the weekend in the forum to ask my peers if anyone could email me over the PDF chapters and Clare, quickly responded with the downloaded books. This show a huge benefit of online learning, and how the forum aspect can ensure that students can keep up with their learning even out of hours.

I had begun to write my practice CRJ since reading versions from Evgeni and Clare and had noticed two variations of structuring. Initially Evengi’s structure suited my writing style, working through the task in bite sized pieces following each LO. The webinar with Andy and Bianca on Thursday 29th May spoke about how I am to structure my writing to incorporate my LO’s into my writing.

Following on from my past point, I also learnt from the webinar, and by reflecting on my peers writing, specifically Hein’s and Clare’s, that it is important to be specific to my referencing for my learning. It reinforces clearly what is being written and provides a strong argument and confidence to what is being said. I will ensure that throughout the week I make notes as I go along, working in a bullet point fashion, then writing it up at the end of the week in my CRJ.

From reading: Jared Stein, J., & Graham, C. (2020). ‘Essentials for blended learning: a standards-based guide’, I gained a greater overall understanding of online blended learning. I learnt how it can often provide motivation to students, by giving them the feeling that they have a head start on course responsibilities. The case study on page 10 shows that by giving students access to information online, they can choose to look at it in their own time, giving space for personal reflection and planning before a task is carried out in the classroom. I experienced this scenario this week. I read ahead, began planning the practice reflection task on last terms 3-week period. I then listened to the webinar and was able to adjust my first thoughts to match what was required of us. I found the whole process engaging and memorable and has deepened my learning on the subject.

Scholarship from Yates, Bakia, Means, & Jones (2009, p. xiv) argues that students that take purely online classes perform better overall than those same students on the same course just learning through face-to-face teaching. I agree though with the counter argument from Zhang & Zhu (2018) who take into consideration the type of subject being learnt. I feel that through personal experience and their scholarship that a combination of learning styles, face-to-face and online would be beneficial for creative courses.

From reading chapter 1 of Littlejohn, A., & Pegler, C. (2006). ‘Preparing for Blended E-Learning: Understanding Blended and Online Learning’ it gave me a base knowledge of the general uprising of blended learning and technology in education, outlining the benefits and persistent concerns when applying it to teaching. The concerns or constraints can act as an argument against it, or at least to consider to avoid future challenges arising in my own teaching practice.

This week I have childcare commitments, being a bank holiday on the Monday, I lost a day working with no nursery. Tuesday I taught all day at Arts University Plymouth as VL. I managed to achieve all tasks by Sunday night. I managed to listen live to the Thursday webinar.

References

Beatty, B. (2014). Hybrid courses with flexible participation: The HyFlex course design. In Kyei-Blankson, L., & Ntuli, E. Practical applications and experiences in K-20 blended learning environments (pp. 153–177). Hershey, PA: IGI Global.

Jared Stein, J., & Graham, C. (2020). Essentials for blended learning: a standards-based guide. New York; London: Routledge.

Littlejohn, A., & Pegler, C. (2006). Preparing for Blended E-Learning: Understanding Blended and Online Learning. London: Routledge.

Yates, B. A., Bakia, M., Means, B., & Jones, K. (2009). Evaluation of evidence based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education, Office of Planning, Evaluation and Policy Development. Retrieved from http://edicswebed. gov/edics_files_web/03898/Att_ReferencesandGlossary.doc.

Zhang, W. & Zhu, C. (2018). Impact of Blended Learning on University Students’ Achievement of English as a Second Language. International Journal on E-Learning, 17(2), 251–273.