Mixed mode delivery of introductory economics Faculty Spark - View, reflect and apply

Last updated on 16/09/2019

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Description

Recently, GBS introduced a refinement of its dual mode face-to-face/online teaching by moving to a mixed mode system. Here we share a snapshot of our journey in developing and delivering our introductory economics course under the mixed mode system.

Challenge

Economics for Decision Making One has been traditionally perceived to be a technically challenging course. In trimester 1 or trimester 2, the course will have a combined enrolment of around 1000 to 1200 students across the face-to-face offerings across the different campuses and in the online space. Furthermore, this course provides the foundational knowledge for both commerce and business students. Therefore, effective delivery of the course was crucial.

The dual-mode system was used in the past to deliver the course to students who were enrolled face-to-face at the Logan campus (enrolment: 40 students approximately), and those enrolled online (enrolment: 150 students approximately). The new GBS initiative of the mixed-mode system was implemented in Trimester 1, 2017 to replace the dual-mode system. One of the objectives of the implementation of the mixed-mode system was to provide the two cohorts of students with a more equitable, engaging and interactive learning environment. Face-to-face lectures (recorded in echo centre for online students) have been replaced with the use high quality studio recording. A one hour weekly workshop session (face-to-face or online) has been replaced with a weekly session that now runs for 2 hours.

The new system presented us with some key challenges around a number of issues including resource development, course design and course delivery strategies. Nevertheless, we were also excited to explore the opportunities which the system could provide in terms of engaging students into the course, and in enhancing their learning and academic performance. Herewith, we present a snapshot of our journey in developing and delivering our introductory economics course under the mixed-mode system. Moreover, we will also share a number of key resources developed and utilized in the course, as well as presenting student feedback on the course and its delivery.

Approach

Studio Recordings

Our first and key priority was to develop the high quality studio recordings. Recordings were made in the Learning Futures Create Your Own (CYO) studios. Recording for each module was split into several mini sections (5 to 10 mins per section). The split of the sections was done logically and according to the contents or sub-topics within the module. The presenter (convenor) was visible in the recording, and conducted the presentation in engaging ways through the use of facial expression, hand movement, variation of voice, etc. The presentation was delivered in interactive ways by asking questions to the viewers and working through the solutions with them. Content in each module was explained systematically and thoroughly in fun and engaging ways to promote: 1) understanding of the content, 2) deep and critical thinking, and 3) appreciation and ability to utilize concepts and tools taught in the course for analysis and application.

The presenter used both powerpoint slides and the document video camera in the recordings. The use of the document video camera was essential to enable the presenter to draw and explain the many diagrams of economic analysis in real time. Custom made music was created by the presenter, and added in each opening scene of the video recordings to add flavour and personality to the presentation.

Learning@Griffith site

We then put a lot of thought in the design / layout of the Learning@Griffith (L@G) course site and in the incorporation of additional resources to complement the use of the video recording. In the course content tab of the L@G course site, we created folders for each module. When clicking into a module, students are then presented with a brief introductory overview of the module, followed by reading activity from the textbook.

Video recordings (split into parts) were then presented for students to view whilst working through the powerpoint notes. Upon completion of watching a video, students are then given reflective question/s in the form of a series of response boxes which collates students responses as part of their learning portfolio.

Workshop resources

Next we developed workshop resources for each module. Each workshop resource consists of: Section A - 10 multiple choice questions (theory based); Section B - 2 or 3 short answer questions (application based); and Section C - further application with the use of YouTube videos relevant to the module. The questions were carefully constructed to be in line with content taught in the video to revise both theories and applications. We developed the workshop resources in such a way to achieve an optimal balance between theories and application to engage students in their learning, and to enhance their understanding.

Workshops

Students then participated in their workshop classes either face-to-face or online which were facilitated by the course convenor. The use of the two hour workshop sessions (instead of one hour) provided us with a great opportunity to thoroughly work through the solutions to the workshop questions and answer further queries which students may have had. The extended sessions were also useful to conduct further interactive activities (group work etc.). All activities conducted in the face-to-face workshops were replicated in the online class through the use of the Blackboard collaborate learning platform.

Outcomes

We were grateful for the outstanding outcomes received in the course as evidenced by the very high student satisfaction scores obtained in the SEC and SET surveys. Logan (face-to-face students) gave a score of 4.7 (out of 5) in the SEC overall satisfaction question. Online students gave a score of 4.8 in the SEC overall satisfaction.

In the SET overall satisfaction question, the convener/presenter/instructor received a score of 5.0 and 4.9 from the Logan students and the online students respectively. Similarly, when asked on the usefulness of the video recording and the extended workshop session, both Logan and online students gave a high score of 4.8.

Numerous positive feedback was also received from the students. Below are some comments received in the SEC and SET qualitative responses.

“This course was very well organized and planned. I thoroughly enjoyed the weekly activities set out and questions that were presented in each mini lecture. I found it easy to learn the mini lectures spread out and already there waiting for me just to look at my own pace. Having them pre-recorded allowed me to pause whenever I needed to take notes so I don’t have to worry about missing any information compared to attending a live lecture. Content was simple to follow and assessment was fair and the amount of resources provided was great.”

“The lecture videos split the learning into sections making them concise and easy to follow. I liked utilizing the ‘answer boxes’ to help with learning. Also, I particularly liked the workshops which I found extremely invaluable as they very much helped clarify what was taught in the videos.”

“I found this course well organized and logical. There have been plenty of resources available to assist with my learning. In the online delivery format, I have found having the same person deliver the lectures and the workshops has given me the most benefit as a student as both presentations are consistent. Having the same person delivers both lectures and tutorials (online workshops) has given me better learning outcomes and results in those courses.”

“I found the progress checklist being included in the course was very helpful as it made me keep on track with the required topics needed to learn each week. This is especially useful when I was unable to attend some face to face workshops/ lecture classes or at times that I was behind. I also found that with the upbeat music being added in the introduction of all the Economic mini lecture videos were entertaining and fun to hear which for some reason, always gave me a sense of positive approach to studying the contents of this topic."

“Tommy was great at engaging and explaining his class. His online workshops were engaging and especially good because of the replay factor that you don’t quite get in the F2F lectures. His quality of content is top notch through his explanation, drawings and breakdowns. He made the course entertaining using a variety of case studies. His thorough breakdown of the course made assignments and exams much easier to be confident about.”

“Tommy made the subject interesting and relevant to everyday life situations. I think that is important as we were easily able to relate to the information on a personal level which aided us in being able to understand the information, which was sometimes quite complex. Tommy’s engaging personality, clear explanation, and amazing knowledge were most valuable in making the subject more accessible and easier to understand.”

Enabling Technology

To enable effective delivery of the course in this mixed-mode environment, the following technology resources are essential:

  • In campus recording studios. In light of the increasing number of courses at Griffith which will be delivered online, we wish to suggest here that the University adds more studios in each campus as booking into the studios can often be difficult.
  • Blackboard collaborate online learning platform.

The success of the convenor/presenter in delivering the course was also greatly contributed by the support received from Ms. Lenka Boorer (Educational Designer) and Dr. Suzanne Bonner (Gold Coast Course Convener), as well as the technical team of the learning future department of the university.

Implement

If you need to deliver a mixed mode course or are thinking about implementing the approach suggested, consider the following:

  • Carefully design the structure and delivery of your course. Plan well in advance.
  • It is preferable to have the consistency between who presents the video and who delivers the workshop (face-to-face and online). This will ensure an equitable experience for both cohorts. A mixed-mode course therefore would suit better for courses or cohorts of courses with relatively small enrolments.
  • Reach out to the Blended Learning Advisor / Educational Designer within your Group.
  • Treat both cohorts of students as one single cohort and ensure that the same resources are provided to all students.
  • View it as a learning journey which you all undertake together.

Next Steps

In the future, I wish to update some of the video recordings and other resources to incorporate topical economic events occuring in 'real time.'

Griffith Graduate Attributes

This learning strategy aligns with Griffith’s Graduate Attribute, “Knowledgeable and skilled with critical judgement.” Through designing the course in an innovative way, students were engaged in discipline content and were able to grasp challenging economic concepts.

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Preferred Citation

Soesmanto, T., & Learning Futures. (2019). Mixed mode delivery of introductory economics. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/4967/view