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Blended Learning and Flipped Classroom: Increasing Student Engagement NLN  2013
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Blended Learning and Flipped Classroom: Increasing Student Engagement NLN 2013

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Presentation for NLN Education Summit Washington DC September 2013 …

Presentation for NLN Education Summit Washington DC September 2013
Dr Cynthia Bechtel and Dr Susan Mullaney

Published in: Education, Technology

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  • 1. Robin S. Robinson Dr. Susan Mullaney Dr. Cynthia Bechtel BLENDED LEARNING and FLIPPED CLASSROOM Increasing Student Engagement
  • 2. Who are we? Dr. Cynthia Francis Bechtel, PhD, RN, CNE, CSHE, CEN Associate Professor/Coordinator MSN Program Dr. Susan Mullaney, EdD, RN, CNE Professor/Department Chair Nursing
  • 3. Have you seen this classroom?
  • 4. Our students in a face-to-face classroom
  • 5. Why use blended learning? “As I reflect on my undergraduate education, I can honestly say I was a passive learner. All of my undergraduate classes were the usual lecture format. The professor was the sole provider of the information spoon feeding us what we needed to know. I was one of the students in the lecture hall feverishly taking notes on what seemed like endless number of PowerPoint slides the professor prepared on the subject. The amount of collaboration between student and professor was usually limited to ‘we need to get through this information people.’”
  • 6. Objectives • Discuss the innovative teaching modalities of blended learning and flipped classroom • Illustrate creative online course modules • Examine student experiences with blended learning and flipped classroom courses
  • 7. Is it Hybrid or Blended? • Hybrid - course delivery label used to advertise a non-traditional face-to- face course to students. • Blended - combines classroom teaching with web-based or other forms of instruction in and out of the physical classroom. • Result = enhanced learning experience
  • 8. U.S. Department of Education Study • Their meta analysis showed that “blended” instruction – combining elements of online and face-to-face instruction – had a larger advantage relative to purely face-to-face instruction or instruction conducted wholly online. • http://www2.ed.gov/news/pressreleases/2 009/06/06262009.html
  • 9. Flipped classroom • Didactic material online • Face-to-face class time for interactive assignments which build upon online material • Is NOT putting PowerPoint or videos online
  • 10. Course Design Strategies Does a blended course create a better student learning experience?
  • 11. Course Design Strategies “Some benefits of the hybrid format are the self-directed learning modules that can be completed during times that work best for the learner, less time involved in travelling to classes, and no tests with this program. ”
  • 12. Why Hybrid? What is driving the pedagogical change at our institution? Why in MSN program?
  • 13. Our students
  • 14. A student’s reaction “I had been a bit anxious about the on line portion of the classes. All my previous classes had been face- to-face and e-learning seemed like it would be impersonal and solitary. I’m so glad I was so wrong. The hybrid nature of this program appears to combine the best of both worlds. Face-to-face classes allow visual, tactile, real time interaction, and the ability to get to know classmates in a more personal way. The online portion allows greater flexibility, reflection, and time to research things more fully.”
  • 15. Goal of blended learning • Join the best aspects of both face-to-face and online instruction. • Classroom time can be used to engage students in advanced interactive experiences. • The online portion of the course can provide students with multimedia-rich content at any time of day, anywhere the student has internet access.
  • 16. A student’s view “I knew I didn’t want to take online courses as I imagined it would be impersonal. I thoroughly enjoy reading the modules, viewing the videos, reviewing the articles, and writing a discussion board on the subject. I also very much enjoy the Wednesday evenings together, the spirited conversations, the networking, collaborating, and group projects.”
  • 17. “The hybrid class has allowed for a higher level of learning and teaching. I felt that I learned more from these two classes than almost any I’ve taken in the past.” Why Hybrid?
  • 18. What are our challenges? What are the challenges of a blended class?
  • 19. Challenges • Foremost is the need for resources to create the online materials to be used in the courses. • Material development is a time- and labor-intensive process • Student expectations of blended courses
  • 20. What are the challenges? “As for the on-line portion of our class, I thought that that would be a cakewalk. Answer a few questions, post, and no big deal, right? Wrong, I find the discussion boards to be so thought provoking and as I am reading for the modules, I find myself looking for more information. This class has made me more inquisitive.”
  • 21. Best Practices What are the characteristics of a successful blended class?
  • 22. Best Practices “I am finding that I am more of an active learner with hybrid classes. I am more likely to research the discussion board questions and actually put an effort into them.”
  • 23. Best Practices •Define what blended learning looks like in your course •Set “Rules of Engagement” for discussion, communication, etc. •Quality Matters https://www.qualitymatters.org/rubric
  • 24. Best Practices • Design learning activities that actively engage students in both online and face-to- face environment. • Plan how face-to-face and online components integrate to build a cohesive course. • Select and incorporate appropriate instructional technologies to meet learning goals and deliver online experiences.
  • 25. Best Practices “The hybrid course design incorporates diverse learning styles. The online modular topics, readings, assignments, videos, links, and resources gave me alone time to experience the subject in a multidimensional true-life learning process.”
  • 26. Best Practices “In order to be successful in a hybrid course, one must be dedicated and self-disciplined. Unlike the conventional face-to-face classes, e-learning requires that the student complete assignments and course work by a deadline, but without the constraints of being in a classroom setting”
  • 27. Examples • Advanced Technology and Nursing Informatics Module • Management Module
  • 28. Just Ask •Questions? •Comments?
  • 29. Contact us Dr. Cynthia Bechtel cbechtel@framingham.edu Dr. Susan Mullaney smullaney@framingham.edu