Enablers and barriers to online/blended experiential learning

Title

Enablers and barriers to online/blended experiential learning

Author(s)

Dr Julie Davidson, A/Prof Michael Lockwood, Dr Andrew Harwood, Mr Vishnu Prahalad, Mr Daniel Marr

Presentation Goals

The main aims of this session are to:

• enhance understanding of enablers and barriers to good practice design and delivery of online and blended experiential learning pedagogies in environmental and resource-based disciplines; and
• gather data on participants’ experiences with online and blended learning delivery, particularly in relation to their knowledge of enablers and barriers.

Subtheme

UTAS Blended Learning Model

Presentation Type

Flipped

Keywords

experiential learning, online, blended, environmental disciplines, challenges, enablers, pedagogy

Room

Social Sciences 211

Time

11.30-12.10

Abstract

Higher education is experiencing a period of turbulence arising from increased digitalization, rising costs, falling government support, greater political concern with measuring the outcomes of government investment, and an increase in the number of non-traditional students and adult learners. Associated with these trends is an increasing demand for professional development and accessibility, while the growth of online and blended education is a major component and outcome of this turbulence. Concomitantly, environmental and resource-based disciplines that rely on experientially-based pedagogies are similarly undergoing their own upheaval as the need for greater inter- and transdisciplinary enquiry grows. These combined trends raise substantial questions for online and blended pedagogies and especially the exact nature of their limitations and potential in these disciplines. They also make novel demands on course designers, educators and students. We argue that the potential and limitations of hybrid pedagogies applied to environmental and resource-based disciplines are yet to be fully investigated. The presenters provide a preliminary report on their recent experiences with hybrid pedagogies but the discussion session's main purpose is to draw on participant educators' experience with design and delivery of experiential learning coursework via online and blended formats, beginning with an invitation to validate the importance of identified enablers and barriers to these hybrid pedagogies. The ensuing discussion will focus on (i) the enablers and (ii) the challenges confronting educators in designing and delivering good practice online and blended coursework. The discussion will aid the presenters in their Teaching Development Grant project to integrate online/blended and experiential pedagogies in environmental disciplines, while participants will take away an enhanced appreciation of enablers and challenges, specifically in relation to coursework design, teacher development, and student needs.