Use of blended learning to teach mathematics to first year economics students

Haroon, Mohamed

Abstract

Traditional Higher Education providers have been increasingly embracing a more blended learning provisions for last couple of years. The rate of adoption has increased significantly following Covid-19 pandemic. Whilst blended learning is easier to administer in more qualitative modules, it’s much more challenging to break habits and students’ expectation when more quantitative modules are concerned such as mathematics and statistics. This session aims to present the current finding of an ongoing action research project which explores the effectiveness of blended learning through combination of synchronous and asynchronous learning activities
to deliver mathematics for first year economics students. As part of this project, students were provided with face-to-face and online delivery using synchronous and asynchronous online session. Following eight weeks of blended provision, students were asked to fill a survey questionnaire.
Responses to the survey questionnaire and module feedback survey are then analysed and compared with the previous cohort which relied fully on face-to-face delivery. The results thus far reveal that blended learning has contributed to a better student experience and engagement. However, several challenges remain in terms of inclusivity, accessibility and development of learning communities. The blended provision appears to create a significant divide in accessibility across the cohort and formation of organic learning communities.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: UWE Festival of Learning 2021
• Start Date: Jun 17, 2021
• End Date: Jun 22, 2021
• Deposit Date: Oct 7, 2021
• Publicly Available Date: Oct 7, 2021
• Public URL: https://uwe-repository.worktribe.com/output/7490767