BLENDED LEARNINGA Faculty and Student PerspectiveDr. CynthiaBechtel Dr. Susan Robin S. Mullaney Robinson
Our Agenda Blended Learning at Framingham State University: • What is our experience? • What are the challenges? • What works best? Our Best Practices
Is it Hybrid or Blended? Hybrid versus 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
Blended Learning Blended Learning has the potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
Blended Learning Blended Learning: • combination of face-to-face and online media, with "seat time" significantly reduced • increasing proportion of instruction in U.S. higher education • supplements completely face-to-face courses and completely online asynchronous courses with technology
Course Design Strategies Does a blended course create a better student learning experience?
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. ”
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.”
Why Hybrid? What is driving the pedagogical change at our institution? Why in MSN program?
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.’”
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.”
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.
Why Hybrid? “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.”
What are our challenges? What are the challenges of a blended class?
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
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.”
Best Practices What are the characteristics of a successful blended class?
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.”
Best Practices • Define what hybrid looks like in your course. • Set “Rules of Engagement” for discussion, communication, etc. • 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 experience.
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.”
Best Practices • Keep it simple and start early. • Focus on the re(design) and not on the technology. • Share with each other. • Manage the expectations of your students. • Anticipate problems and prepare for them. • Use existing resources. Modified from: http://www4.uwm.edu/ltc/hybrid/faculty_resources/tips.cfm
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”
Resources • “Enriching Student Experience Through Blended Learning”; Educause Center for Applied Research by Bob Albrecht, ECAR; http://net.educause.edu/ir/library/pdf/ERB0612.pdf • “Ten Questions to Consider when Redesigning a Course for Hybrid Teaching and Learning” by the Learning Technology Center http://www4.uwm.edu/ltc/hybrid/faculty_resources/questions.cfm • What are hybrid or blended courses? http://www4.uwm.edu/ltc/hybrid/about_hybrid/index.cfm • Advantages/Challenges http://www4.uwm.edu/ltc/hybrid/faculty_resources/advantages.cfm • Lessons Learned from the Hybrid Course Project http://www.uwsa.edu/ttt/articles/garnham2.htm • Faculty Case Study http://exedweb.cc.uic.edu/blended/Case_study_CLJ%20120.pdf
Just Ask Questions Answers Thank you Dr. Cynthia Bechtel firstname.lastname@example.org Dr. Susan Mullaney email@example.com