Abstract:

This study looked at using the Business Enterprise Theory (BET) module to deliver a genuine blended learning approach in an academic and engaging manner to 130 students.
Adobe Connect was used to replace 2 traditional lectures. The first online lecture had a total of 92 students logged into the ‘meeting’/lecture. The evidenced number of students online for this ‘meeting’/lecture was well above 100. This research was replicated again in the following weeks with a similar amount of students (c 100) attending online and this time less than 88 attending the traditional face-to-face lecture the following week. Podcasts were used to replace traditional lectures. Once again over 100 students evidenced their online attendance and watched the podcast which was measureable due to the Bb9 ‘tracking and monitoring’ capabilities. The online lecture can be revisited whenever the student wishes-especially in the case of the lecture itself or the visits in the build up to an assessed piece of work. Recorded and streamed conference ‘key note’ speeches:This was used to replace traditional lectures. This online lecture evidenced 2 keynote conference speakers as below. Discussion groups on Bb9 were used to replace traditional seminars.
According to Winch and Gingell (2008:152) ‘Pedagogy means the method of teaching’ however this seems to be a very simplistic view since there’s a wide variety of attributing factors which also influences pedagogy. Pedagogic shift tends to change its structure according to a specific purpose e.g. school age, culture, subject and mode of learning. Jackson’s notion of pedagogy is derived from a theory where creativity is the main focus being imaginative, exploring and teaching where students use decision making and problem solving skills are essential (Jackson et al 2006).
Attendance increased through the delivery of these online lectures.
Above all this study recognizes that through the online mediums used (developmental pedagogies) students were better able to express themselves in a form of enquiry or discovery-based task far more than if they had attended a face-to-face lecture.
The majority of students were complimentary about the use of a ‘blended learning’ approach and favoured a system, which allowed an increased number of students to make comments (as they did in the ‘chat box’ of Adobe Connect) and engage in the lecture in an increased manner.
The use of recorded sessions such as Adobe Connect, Panapto and the Podcasts was seen as a genuine benefit for the students as they were able to revisit these lectures at a later time and recap on any issues, which they wanted to review again.
Students have been asking for an increase in methods of online lectures
Feedback
‘It seems there is a greater and more varied contribution from a wider range of students perhaps those students who are less confident speaking in front of 100 people feel comfortable typing answers etc. This style of lecture allows for a greater engagement with the material being covered, students can discuss, access Google and ask questions of lecturers which definitely enhances the learning experience'.
A ‘blended learning’ approach and the change in pedagogic shift to a more interactive and student led delivery has both increased the student attendance and enhanced their ability to learn and understand. Hubball and Burt (2004:51) support this as an appropriate learning process for students and integrate with the ‘hidden curriculum’.

Keywords:

Blended Learning, Student/increased engagement, Pedagogic shift, Adobe Connect, hidden curriculum.