Transcript Slide 1

Addressing Student Motivation
and Learning Styles With
Different Blends of Technology
Curt Bonk, Professor, Indiana University
President, CourseShare
[email protected]
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Indiana Univ (8 campuses): Fall 2003
Students: 99,693 loaded; 77,407 logged in
Faculty: 7,461 loaded; 5,532 logged in
Courses: 22,974 loaded; 7332 active
Enterprise Oncourse Growth
90%
80%
73%
70%
65%
Percentage
60%
58%
50%
44%
40%
27%
29%
72%
65%
47%
32%
30%
21%
20%
0%
79%
38%
30%
10%
43%
62%
77%
26%
28%
20%
16%
11%
7%
4%
3%
Spr99
Fal99
Spr00
Fal00
Spr01
Fal01
Spr02
Fal02
Semesters
Courses
facultyX2
StudentsX2
Sp03
Fa03
Illinois Virtual Campus (Spring 2003)
• 68 Illinois
institutions (public
and private, 2-year
and 4-year)
• 3,951 course
sections in spr ‘03
• 50,125 students,
spring ’03 (24% inc.)
• 125,074 online
students during year
(54% increase)
• 34,399 for summer
’04 (45% increase)
http://www.ivc.illinois.edu/ (Oakley, 2003)
The Sloan Consortium: Students
(2003). Sizing the Opportunity: The Quality and Extent of Online
Education in the U.S., 2002 and 2003
http://www.sloan-c.org/resources/sizing_opportunity.pdf
• 2,033 surveys sent to Academic Leaders (Chief
Academic Officers, President, etc.)
• 994 (32.8% were returned)
Findings:
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Fall ’02: 1.6 million students took an online course
One-third (578,000) took all online
Among all students, 11% took at least 1 online
Projected to inc. 20% to 1.9 million students by fall ’03
The Sloan Consortium: Institution Portion
(2003). Sizing the Opportunity: The Quality and Extent of Online
Education in the U.S., 2002 and 2003
http://www.sloan-c.org/resources/sizing_opportunity.pdf
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81% at least one fully online or blended course
97% of public institutions do
34% offer complete degrees (49% for public ones)
67% said it is crucial to LT strategy
The Sloan Consortium
(2003). Sizing the Opportunity: The Quality and
Extent of Online Education in the U.S., 2002 and 2003
http://www.sloan-c.org/resources/sizing_opportunity.pdf
Blended Learning
Why the term blended?
(Osguthorpe & Graham, 2003, Blended Learning
Environments: Definitions and Directions)
• “Hybrid is the interbreeding of two
different species of animals or plants to
create a new species” (i.e., a mongrel)
• “Blended focuses on the mingling
together in ways that lead to a wellbalanced combination” (i.e., to mix)
What is being blended?
Graham, Ure, & Allen (2003, July). Blended Learning Environments
A Literature Review and Proposed Research Agenda
• Instructional modalities/media (Web,
instructor-led, simulations, documents)
• Instructional methods (pedagogies—
behavioral, constructivist)
• Online and face-to-face instruction
• Training and job tasks
• Synchronous & asynchronous
instruction
• Live and self-paced training
Graham, Ure, & Allen (2003, July)
Blended Learning Environments
A Lit Review/Proposed Research Agenda
The Sloan Consortium
(2003). Sizing the Opportunity: The Quality and Extent of Online
Education in the U.S., 2002 and 2003
http://www.sloan-c.org/resources/sizing_opportunity.pdf
• Traditional: 0% online technology
– (all content in writing or orally)
• Web facilitated: 1 to 29% online
– (Web syllabus or tasks supplemental)
• Blended/Hybrid: 30-79% of content is
delivered online & some FTF meetings
• Online: 80+% of content is online
Blended Learning Advantages
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Course access, Flexibility, and convenience
Increased Learning (better papers, higher scores)
Cost effective (less class space & commuting)
More effective pedagogy and interaction
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*Disadvantages:
Time
Procrastination
Resistance
Overwhelming, try too much
Ok, Million Dollar Question: Where is
blended learning beneficial?
Examples of Blended Learning, Margaret
Driscoll, e-Learning, March 2002
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Put assessments/reviews online
Follow-up in community of practice
Put reference materials on Web
Deliver pre-work online
Provide office hours online
Use mentoring/coaching tool
Access experts live online
Use e-mail and instant messaging
15 Blended Learning Examples
in Higher Education
#1. Online Course Portals and Digital
Libraries for Exploration Activities
(e.g., MERLOT, Einstein Digital Manuscript Repository, May
20, 2003)
#2: Supplement Learning with Web Page
(Human Intelligence Homepage, Jonathan Plucker, IU)
#3. Discussion Forums, Surveys, Word
Docs, Web Links, Presentations
#4. Links to other papers, media, etc.
(Computer Science Course; Pew project)
#5. Guest Expert Chat
#6. Professional Development
Learning Communities
(Christine Dennis, Australian Catholic University)
#7. Some English Classes Online
Graham, Ure, & Allen (2003, July)
Blended Learning Environments
A Literature Review and Proposed Research Agenda
• Freshman English at BYU:
Students are required to meet
F2F once a week instead of
three times a week. Online
modules provide writing
instruction and teaching
assistants use online and F2F
contact to provide feedback and
guidance on writing (Waddoups
et al., 2003).
Example #8: Web for Live Mentoring
MBA Program
(Harvi Singh and Chris Reed (2001), Achieving Success
with Blended Learning, Centra)
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University of Tennessee
Physicians Executive MBA
program showed blended learning
(physical and virtual live
eLearning) students completed
program in half the time and less
than half the cost and with 10%
more learning
#9. Online Grammar Practice on
Spanish (Pew course)
#11. CPA Exam Review (June 14, 2003)
and
Web Videos in Accounting
(July, 2003)
• Texas A&M University–Corpus Christi combines
CPA courseware with bi-monthly class meetings to
prep for CPA Exam. (study text, proficiency
questions, electronic flashcards and practice
exams, scheduled assignments, goals, online
grading, progress reports, tailored discussion
groups, and personalized assistance from leading
professors at the nation’s top accounting schools.)
#12. Preclass Exam Practice
(Pew Foundation course)
#13. Just-In-Time-Teaching
Gregor Novak, IUPUI Physics
Professor (teaches teamwork,
collaboration, and effective
communication):
1. Lectures are built around student
answers to short quizzes that have
an electronic due date just hours
before class.
2. Instructor reads and summarizes
responses before class and
weaves them into discussion and
changes the lecture as
appropriate.
#14. Business Class Simulated
Boardroom Chat
eCollege Wales, Univ. of Glamorgan
#15. Learner Content Interaction
(business and healthcare examples, Option 6,
Bloomington, Indiana)
Blended Works: Here’s Proof
Jeff Barbian, September 2002, Online Learning
“The question is not if we should
blend…rather the question is what are
the ingredients.”
– Per Marc Rosenberg, E-Learning: Strategies
for Delivering Knowledge in the Digital Age
But how might blended learning
address student learning styles?
Why Address Learning Styles?
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Promotes reflection on teaching
Move from just one mode of delivery
Offer variety in the class
Might lower drop-out rates
Fosters experimentation
View from different viewpoints
Kolb (1984)
• According to Kolb, effective learning
involves four phases:
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from getting involved (Concrete Experience) to
listening/observing (Reflective Observation) to
creating an idea (Abstract Conceptualization) to
making decisions (Active Experimentation).
• A person may become better at some of
these learning skills than others; as a result,
a learning style develops.
Active Experimentation vs.
Reflective Observation
• (AE) - I often produce off-the-cuff ideas…
• (RO) - I am thorough and methodical.
• (AE) - I am flexible and open minded.
• (RO) - I am careful and cautious.
• (AE) - I am loud and outgoing.
• (RO) - I am quite and somewhat shy.
Abstract Conceptualization vs.
Concrete Experiences
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(AC) - I am rational and logical.
(CE) - I am practical and down to earth.
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(AC) - I plan events to the last detail.
(CE) - I like realistic, but flexible plans.
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(AC) - I am difficult to get to know.
(CE) - I am easy to get to know.
Index of Learning Styles Questionnaire
Barbara A. Soloman, North Carolina State Univ
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
1. Read
4. Do
2. Reflect
3. Display
The R2D2 Method
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Read (Auditory and Verbal Learners)
Reflect (Reflective Learners)
Display (Visual Learners)
Do (Tactile, Kinesthetic, Exploratory
Learners)
1. Auditory or Verbal Learners
• Auditory and verbal learners
prefer words, spoken or
written explanations.
1a. Videostreamed Lectures
and Expert Commenting
• Video streaming
subscription services
will take off in the next
several years, according
to a new study, which
estimates that the
market's value will reach
$4.5 billion in 2007 (Sept
23, 2003, Stephanie Olsen, CNet
News.com).
1b. Blogs (diaries, writing)
1c. Read and React to Documents in
Foreign Language (Fraser & Liu, IU)
• Have students
receive enewsletters from a
foreign magazine
as well as respond
to related
questions.
1d. Peer Feedback on Papers
(use Word “track changes”)
2. Reflective and
Observational Learners
• Reflective and observational learners
prefer to reflect, observe, view, and
watch learning; they make careful
judgments and view things from
different perspectives
2a. Job interviews & Internships
1. Learners interview someone
about their job and post to the
Web or Instructor provides
reflection or prompt for job
related or field observations
2. Reflect on job setting or observe
in field
3. Record notes on Web and reflect
on concepts from chapter
4. Respond to peers
5. Instructor summarizes posts
2b. Conferences with Live Video Feeds
(Internet Time Group, 6/23/03
http://www.internettime.com/visual/gallery6.htm)
2c. Watch Expert Performances Online
(Music, Cyber Fashion Shows, etc.)
2d. Electronic Portfolios
3. Visual Learners
• Visual learners prefer diagrams,
flowcharts, timelines, pictures,
films, and demonstrations.
3a. Concept Mapping and
Visualization Software
3b. Video Library of Concepts, Cases, or Experts
3c. Interactive: Visual with Chat:
Learningbydoing.net
Participants: a facilitator of online therapy,
students at all levels, a doctoral candidate in
DE, administrators, teachers, lecturers,
researchers, a physicists, a professor of
Psychology, a professor of Mathematics, a
consultant in training, an HR trainer, and a
psychotherapist. We were located in
Herzelia, a beach town north of Tel Aviv,
Stanford California, Baltimore, Montreal, and
Ismir, Turkey.
3d. Flash Visuals and Animations
(e.g., Statistics, Cash Flow, etc.)
eCollege Wales, Univ. of Glamorgan
4. Tactile/Kinesthetic Learners
• Tactile/kinesthetic senses can be
engaged in the learning process are
role play, dramatization, cooperative
games, simulations, creative
movement and dance, multi-sensory
activities, manipulatives and handson projects.
4a. Authentic Data: Interactive News and
Exploratives
4b. Business Case Simulations and
Manipulations (e.g., SimuLearn)
4c. Case-Based Learning:
My Patient.com and SimTeacher
4d. Online Simulations and Lab Resources:
Manipulate Variables in Science
Any questions or comments?
Send to [email protected]