Transcript Teaching Blended Courses

Blended Learning
A CETL PRESENTATION
BY ANITA MANION
What is Blended Learning
 A hybrid of face-to-face and online learning so that
instruction occurs both in the classroom and online, and
where the online component becomes a natural extension
of traditional classroom learning
 The blend of face to face and online materials can vary
depending on the content, the needs of the students, and
the preferences of the instructor
 Combines synchronous and
asynchronous
 Not just enhancing a face-to-face
course with online materials,
but also reducing face time
Online vs Blended
 Success with online graduate programs
 Interest in online undergraduate programs
 Problems with online
 Differences between graduate and undergraduate students
 Lower retention rates
 Lack of human interaction and sense of community
 Learning curves in adjusting to the new technology
 Difficulty adjusting to the structure of online courses
 Challenges with time management
 Maintaining self-motivation
 Time and cost for online course development
 Perception
Video About Hybrid
Benefits of Blended: The Best of Both Worlds
 Blended learning has been shown to have better
learning outcomes than both purely online and
purely face-to-face courses.
 Security of seeing instructor and classmates
 Fostered sense of community and social interaction
 Improved pedagogy
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Learner-centered approach
 Real-world application
 Addressed diverse learning styles
Benefits of Blended: The Best of Both Worlds
 Access to a world full of information
 Allows/requires everyone to participate
 Provided learners with greater control over
the pace of learning
 Develops independent
learning skills
 Increased information literacy
 High levels of satisfaction
Benefits of Blended: Pragmatically
 Makes Fontbonne attractive in competitive
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environment for quality students
Decreases time and expenses associated with
commuting to campus
Increases flexibility and convenience
Opportunity to increase retention
Potential to reach students in broader geographic
area than fully face-to-face
Cost effective—better use of classrooms and parking
Attractive to corporations
Challenges of Blended Learning
 Self motivation
 Fear of technology
 Lack of access to technology—digital divide
 Learning curve
 Demand on Information Technology
 Getting faculty and student buy-in
 Maintaining a quality training process
 Supporting instructors as they develop engaging courses
What is Blended in ECGBPS?
 8 week classes
 Classroom time is reduced to 12 clock hours and is
supplemented by online activities
 Classes meet weeks 1, 2, 5, and 8 from 6-9pm
 Piloted two courses in Spring 2 2012 and three
courses in Summer 2012
 4 courses were offered in Fall 1 2012 and 7 courses
are being offered in Fall 2 2012
Instructor Training
 Training is required for instructors teaching blended
courses in the ECGBPS.
 Training consists of taking the Bbolt online teaching
course, followed by a one hour meeting, once a month for
three months.
 Training is conducted in a cohort format.
 During the training, instructors learn about the pedagogy
of teaching online, Blackboard and other online
resources that can be utilized, rethink their approach to
class assignments and activities, develop their course
schedule and syllabus for their blended course, and share
their insights and challenges with other instructors and
staff members.
Instructor Feedback
 All instructors agreed or strongly agreed that:
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The blended format allowed for effective interaction.
Utilizing external and/or online resources enhanced student
learning.
I was happy with the amount of blending (4 meetings face-toface and the rest online).
The integration of material between face-to-face and online
allowed the course to flow together well.
The training provided by the Faculty and Curriculum
department was helpful in designing and teaching my
blended course.
This blended course gave me an opportunity to experiment
with new pedagogies and techniques.
I would choose to teach a blended course again.
Instructor Comments
 I realized that these students are working harder and
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most importantly, they are ALL participating.
The students who were more reserved the first night
opened up during the last three meetings. I believe the
online format helped build their confidence so they were
more willing to open up in class.
Training helped me to focus on "bridging" the face-toface material with online so the class sessions felt
connected from week to week.
I have become such an advocate for this format. It gives
students the chance to interact with each other and the
instructor, along with opportunity to discuss and
demonstrate more difficult assignments in person.
One instructor said he/she had issues with Blackboard.
Student Feedback
 Questions specific to the blended format were added
to the student end of course survey. Following is a
summary of their results.
I navigated the course with ease
I interacted with my classmates effectively.
The inclusion of resources other than the text
helped me learn
Blackboard ran effectively for me.
I would choose to take a blended format course again.
Student Comments
 I loved the format of this course, I wish I could have
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taken all of my classes in this type of format.
I really enjoyed the blended format and hope you
implement more of them.
The blended course fit my tight schedule and the
instructor was available for me when I needed to ask
questions.
This was my first blended course and was a very positive
experience for me. Having the mix of face to face and
online requirements was very useful.
Best experience ever! I wish it was offered for all classes
to give those who work long hours a break in between
actual class dates.
Student Comments
 If you are taking more than one class it is a tremendous help
to have nights where you can work on your own and not be in
class especially if you work. It is difficult to be in class until 10
or 10:30 two nights a week when you work.
 Loved the format - please implement more!
 I have tried online classes but always felt as if there was no
one to help me with my questions or difficulties. The face to
face part let me meet my classmates and the instructor which
gave me a sense of who they were and made me feel less
isolated than the online format does. By meeting the
instructor on the first night she was able to explain to me in
her words what was expected.
 This flexibility allowed me to maintain and balance both
personal, school and work responsibilities.
Student Comments
 In traditional classes I barely read the material because I
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knew the teacher would kill me with a power point
presentation for four hours - with the blended I had to
find time to read and actually learn the material.
I enjoyed having some time out of class and being able to
just focus on the assignments without being face to face
I really liked the use of videos and the discussion board.
This helped me gain more from the class.
I finally became very proficient with Blackboard and the
online Fontbonne experience.
I have taken 5 blended classes and I love the format it is
perfect for me and my lifestyle.
Student Comments
 Five students expressed that there were malfunctions
with Blackboard and/or campus email.
 Three students also suggested meeting on the 7th
night instead of the 8th night.
Enrollment
 The ECGBPS launched a Bachelor of Arts in Human
Resource Management in the fall.
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First program to be launched in the blended format.
Largest first-term enrollment in a new program in ECGBPS in
ten years.
 Enrollment in the Fall 2 blended courses is higher
than the enrollment in the face-to-face and online
sections of those courses were in previous terms this
year.
 We are currently expanding blended courses into the
MACC, MSA, BBA, BSEM, and NPM programs.
Conclusion
 Research on blended learning shows positive
outcomes for students and faculty.
 The ECGBPS has had great success with blended
learning and plans on expanded blended course
offerings.
 There are challenges to consider in implementing
blended courses, and instructor training is one way
to help overcome those challenges.
 You are welcome to join one of our training cohorts!
References
 Aycock, A. Garnham, C. & Kaleta, R. (March 2002). Lessons learned from hybrid
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course project. Teaching with Technology Today. Volume 8, Number 6. Retrieved
from http://www.wisconsin.edu/ttt/articles/garnham2.htm
Dzuiban, C. Hartman, J. & Moskal, P. (March 30, 2004). Blended learning.
Educause Center for Applied Research.
Patterson Lorenzetti, J. (January 5, 2011). The benefits of blended learning
explained. Retrieved from http://www.facultyfocus.com/articles/distancelearning/the-benefits-of-blended-learning-explained/
Means, B. Toyama, Y. Murphy, R. Bakia, M. & Jones, K. (September 2010).
Evaluation of evidence-based practices in online learning: A meta-analysis and
review of online learning studies. US Department of Education. Retrieved from
http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Pennsylvania State University. (2009). What is blended learning? Retrieved from
http://weblearning.psu.edu/blended-learning-initiativ
e/what_is_blended_learning
Rovai, A. & Jordan, H. (August 2004). Blended learning and sense of community:
A comparative analysis with traditional and fully online graduate courses.
International Review of Research in Online and Distance Learning. Volume 5,
Number 2.