Abstract:

We developed a blended learning course in response to our concerns that our students needed substantial scaffolding and extra help in their learning.  Our students are in their first year of college study, are ESL students, the course is delivered in English, and they are native Arabic speakers.  Analysis of trace data from the learning management system (LMS), showed that students used dynamically-designed LMS elements (practice exam questions) in a static manner and used the practice quiz material in preference to all other material.  We were surprised that the most under-subscribed element in the LMS was the set of lecture screencasts since, at least from an anecdotal perspective, students seem to prefer visual/aural learning to reading.  Students tended to use elements in a just-in-time fashion. We observed a decrease in usage of the LMS over the course of the semester.  There is only a poor correlation of count data and student success.