Abstract:
This paper argues that the achievement of learning objectives for a first year mathematics subject, Operations
Research Modelling, can be best fostered through a blended learning design. 'Blended learning' can be used in a
variety of contexts. In this paper, the definition used is that of the integration of 'traditional' learning activities -
lectures, tutorials, Mathematica and optimisation laboratories, and paper-based assessment tasks - 'with learning
activities and environments more usually associated with other disciplines - collaborative learning, online assessment,
peer review, cases studies, spreadsheet technology, and the information and communication technology, Blackboard. It
is argued that a blended learning design includes learning activities that more closely mirror professional practice, and
is more likely to encourage a deep approach to learning. Effectiveness of the blended learning design is examined from
the perspective of students and teaching staff, through the analysis of responses to questionnaires and comments
collected.
