An investigation into the potential for blended learning approaches in enhancing students’ assessment experience on an Introduction to Economics and Statistics Module

Abstract

Use of audioslides and videoconferencing was trialled on a cohort of undergraduate Level 4 Introductions to Economics and Statistics students during 2010/11 with the aim of evaluating impact in support students' assessment. Audioslides were produced to provide enriched assessment guidance. A private space in a VLE-linked videoconferencing system was offered to students to support group essay writing at a distance. Students' engagement and views were evaluated. Cohort assessment performance was compared with the previous year. Students feel supported by audioslides. Some are interested in using videoconferencing set up and training was too complicated and there was no actual use. They may be interested in using external, non-VLE linked and more familiar tools such as Skype. Neither blended learning approach had a demonstrable impact on assessment performance which was poorer then the pervious 2009/10 year's