Implementation of blended learning strategies in a core civil engineering subject : an experience

![CDATA[The competing and often conflicting time demand on today’s university students have necessitated the development and implementation of flexible learning strategies (Bower et al. 2015). This has resulted in some institutions resorting to complete removal of face-to-face teaching, in favour of curriculums that are 100% online. While such learning and teaching design may be suitable for some specific courses or purposes, this approach is generally not suitable for undergraduate engineering courses due to the need for the graduates of these courses to demonstrate acquisition of pre-defined skill sets (Rashid 2013). An alternative is to replace traditional approaches with a considered blend of face-to-face and technology supported methods. Termed as blended learning (BL), the method uses face-to-face interaction assisted by self directed study, work placements, projects, and structured online activities using an appropriate learning management system (LMS). Francis and Shannon (2013) argue that BL is ‘a best-practice instructional’ model with the caution that this model has a potential to disadvantage less engaged students. As a part of its BL strategy, the Western Sydney University (UWS) distributed 11,000 iPads to all incoming students and staff in 2013. The iPad initiative was one of the many curriculum renewal strategies to incorporate more flexible study options by engaging students in new ways of learning and interacting within and outside the classroom through use of new technology. The challenge then was to prepare academic staff to generate learning materials that can take full advantage of this emerging technology. A team of Blended Learning Advisors, Designers and E-learning (BLADE) specialists were appointed and embedded within each faculty to address this issue. Two BL advisors and three BL designers were placed within the School of Computing, Engineering and Mathematics (SCEM) in 2013.]]