Comparing Traditional, Blended, and Online Learning in Tourism Education<br />Nicole L. Davis, PhD <br />Stephanie Rhodes<...
Our Journey<br />
“Individual learning differences are an  important area to consider in making instructional decisions for learner-oriented...
Background<br />Students prefer to use a combination of synchronous and asynchronous in class communication<br />Students ...
Purpose<br />of the<br />study<br />Evaluate students' learning style with various teaching methods, to include the tradit...
Research Questions<br />What are the current learning styles of students enrolled in HTA 435?<br />Are there differences i...
HTA 435 <br />Fall 2010 - Traditional <br />Spring 2011 – Blended<br />Summer 2011 – Online <br />
Preliminary Results<br />
Putting it all together <br />From old school to new technology<br />
“The recent trend in higher vocational education can be identified as a shift toward a more constructivist concept of educ...
Where to Start<br />Outline!<br />
“Overall, e-learning platforms are                increasingly adapting a pedagogical                approach that is base...
Thank You<br />Hospitality and Tourism Administration<br />ndavis@siu.edu<br />stephrho@siu.edu<br />618.453.5193<br />htt...
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Comparing Traditional, Online and Blended Learning Environments

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As presented March 29, 2011 at Sloan-C Blended Learning Conference.

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  • Our JourneyWe’ve hit a few road blocks along the way (enter) and certainly have made a few mistakes (enter), and there have been days like this for sure (enter) but it has been our vision and persistence toward online learning that has led us to the (enter) here and now.
  • I know we have a mix of faculty, designers, and administrators here, so raise your hand if you’ve ever taught a class?
  • Taught an online course?
  • Taught a blended courses? Well, we’re trying all three at SIUC and comparing the learning styles and student achievement levels between them all.However, we were asked by our college administration to complete this study so we have some legs to stand on when trying to convince faculty that blended and online learning is as good as or better than traditional. Obvious, we’re hoping it is a successful study!
  • “Individual learning differences are an important area to consider in making instructional decisions for learner-oriented blended instruction” (Lim &amp; Morris, 2009, p. 291). This study goes on to find that creating applicable learning experiences from design to delivery to evaluation is a very important task. This and other studies similar to it led us down the learning styles path and how to best transform traditional classes to blended and online environments.
  • Research by Saeed, Yang and Suku (2009) shows relationships that students prefer to use a combination of synchronous and asynchronous in class communication. Results further suggest that students today are not only ready to experience new technology in the classroom and their studies, they are also willing to collaborate and use multiple communication channels (Saeed et al., 2009). While this is a favorable report for blended learning, there is only a limited amount of research conducted in the subject area. (Saeed, N., Yang, Y., &amp; Suku, S. (2009). Emerging Web Technologies in Higher Education: A Case of Incorporating Blogs, Podcasts and Social Bookmarks in a Web Programming Course based on Students&apos; Learning Styles and Technology Preferences. Educational Technology &amp; Society, 12(4), 98-109. doi:10.1.1.170.1615)
  • There is little research that focuses on student achievement and learning outcomes in tourism-related curriculum while comparing online,blended and face-to-face learning environments.ENTERThis research will serve to identify learning styles best suited for the online environment and to create effective instructional techniques and meaningful content in curriculum.
  • We really can’t answer these until we complete the entire study. However, we will share with you this morning what we are essentially doing and some preliminary results from the traditional course.
  • A student assessment instrument based on the Index of Learning Styles (Felder and Soloman, 2004) was developed to collect information concerning learning styles, student satisfaction, and student achievement in HTA 435 Hospitality Marketing ManagementSame Instructor for all classes - same assignments, exams, etc
  • Example questions. We have 10 copies for those who would like to see the whole survey now. It is also available on the conference website. What we know now are learning styles of students enrolled in the traditional course from last semester.
  • Active reflectiveSensing intuitiveVisual verbalGlobal sequential
  • Active reflectiveSensing intuitiveVisual verbalGlobal sequential
  • Within the constructivist framework, the teacher takes on the role of facilitator rather than lecturer. Research from Diaz and Entonado (2009), comparing face-to-face and online learning recognizes that traditional teaching methods neglect the need to guide students through conceptual learning and development of the subject-matter.We started out this way in the traditional class…not more sage on the stage.
  • Sage on the stage to guide on the side
  • Begin with a course introductionBreak material into modules … chapter by chapter is okay I guess for traditional (although I don’t like it), module work very well with blended and online because it chunks material together. It’s hard to transfer chapter by chapter week by week to the online environment…becomes nutty. (Lim &amp; Morris, 2009, p. 291
  • Comparing Traditional, Online and Blended Learning Environments

    1. 1. Comparing Traditional, Blended, and Online Learning in Tourism Education<br />Nicole L. Davis, PhD <br />Stephanie Rhodes<br />Sylvia Smith, PhD<br />Hospitality and Tourism Administration<br />
    2. 2. Our Journey<br />
    3. 3.
    4. 4.
    5. 5.
    6. 6.
    7. 7.
    8. 8.
    9. 9. “Individual learning differences are an important area to consider in making instructional decisions for learner-oriented blended instruction.” <br />- Lim & Morris, 2009, p. 291 <br />
    10. 10. Background<br />Students prefer to use a combination of synchronous and asynchronous in class communication<br />Students today are not only ready to experience new technology in the classroom and their studies, they are also willing to collaborate and use multiple communication channels <br />-Saeedet al., 2009<br />
    11. 11. Purpose<br />of the<br />study<br />Evaluate students' learning style with various teaching methods, to include the traditional classroom, online and blended settings<br />
    12. 12. Research Questions<br />What are the current learning styles of students enrolled in HTA 435?<br />Are there differences in student learning styles based on gender and ethnicity?<br />Are there significant differences in student satisfaction levels based on instructional methods (traditional, blended, and online teaching) and student learning style?<br />How does student achievement in traditional courses compare to blended and online courses?<br />
    13. 13. HTA 435 <br />Fall 2010 - Traditional <br />Spring 2011 – Blended<br />Summer 2011 – Online <br />
    14. 14.
    15. 15.
    16. 16. Preliminary Results<br />
    17. 17. Putting it all together <br />From old school to new technology<br />
    18. 18. “The recent trend in higher vocational education can be identified as a shift toward a more constructivist concept of education.” <br />- Zwaal& Otting, 2007, p. 256 <br />What is constructivism?<br />
    19. 19.
    20. 20. Where to Start<br />Outline!<br />
    21. 21. “Overall, e-learning platforms are increasingly adapting a pedagogical approach that is based on the theoretical underpinnings of constructivism (critical thinking skills) and collaboratism.” <br />- Sigala, 2003, p. 120<br />
    22. 22. Thank You<br />Hospitality and Tourism Administration<br />ndavis@siu.edu<br />stephrho@siu.edu<br />618.453.5193<br />http://genxprofessor.blogspot.com/<br />http://www.slideshare.net/TalkingTourism<br />

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