Publisher： Common Ground Publishing
E-ISSN： 1447-9540|15|8|85-94
ISSN： 1447-9494
Source： The International Journal of Learning: Annual Review, Vol.15, Iss.8, 2008-01, pp. : 85-94
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Abstract
A unique blended learning course is currently being offered at The University of British Columbia in which campus-based undergraduate students study online alongside professional non-credit workplace learners drawn from across Canada and internationally. The two groups have a common interest in the subject matter (industrial wood finishing), share course resources through a WebCT e-learning website, and receive similar practical instruction, but they have distinctly different learning goals and assessment criteria. The online pairing of university and industry learners has enhanced the undergraduate learning experience in many ways. Firstly, undergraduate learners have gained an enhanced awareness of the contextual relevance of the subject matter. For example, through online discussions with industry learners they are now able to understand the importance of concepts introduced in the course. The involvement of industry has also yielded valuable information on what subject matter is most relevant to the workplace. Such feedback has allowed the course to be re-focused and improved, leading to increased student satisfaction (both undergraduate and industry learners). The involvement of industry learners has encouraged equipment manufacturers to donate equipment to the teaching laboratories and provide technical expertise which has strengthened both the online and practical components of the course. Finally, tuition revenues from the industry training course have helped the University to hire a tutor/technician to assist with undergraduate teaching. The blended learning format has proven advantageous for geographically disparate industry learners as the flexibility afforded by the web-based study period increases their access to training as well as lowering its overall costs both to the learners and their employers. This paper outlines the rationale for developing this blended learning course, describe the steps involved in redesigning a classroom-based course to become a blended learning course, describe the benefits of the approach for undergraduate students and industry learners, and the host educational institution. The broader relevance of our approach to higher level learning in manufacturing education is also discussed.
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