Give ‘Em What They Want: Blended Learning in a Large Introductory Psychology Course Mark A. Laumakis, Ph.D. San Diego State University Lecturer, Department of Psychology Faculty in Residence, Instructional Technology Services [email_address]

Millennial Generation Students

Millennial Generation Students

More on Millennials

More on Millennials

Frand’s Information Age Mindset: Ten Attributes Computers aren’t technology. The Internet is better than TV. Reality is no longer real. Doing is more important than knowing. Learning more closely resembles Nintendo than logic. Multitasking is a way of life. Typing is preferred to handwriting. Staying connected is essential. There is zero tolerance for delays. Consumer and creator are blurring.

Computers aren’t technology.

The Internet is better than TV.

Reality is no longer real.

Doing is more important than knowing.

Learning more closely resembles Nintendo than logic.

Multitasking is a way of life.

Typing is preferred to handwriting.

Staying connected is essential.

There is zero tolerance for delays.

Consumer and creator are blurring.

EDUCAUSE Center for Applied Research (ECAR) Study of Undergraduate Students (2008) Link: http://tinyurl.com/6a9587 Major findings: 80% own laptops, 54% own desktops, and 33% own both 59% prefer a moderate amount of IT in their courses Students in focus groups emphasized the value of face-to-face interaction with instructors

Link: http://tinyurl.com/6a9587

Major findings:

80% own laptops, 54% own desktops, and 33% own both

59% prefer a moderate amount of IT in their courses

Students in focus groups emphasized the value of face-to-face interaction with instructors

EDUCAUSE Center for Applied Research (ECAR) Study of Undergraduate Students (2008) Major findings continued: 66% IT makes doing my course activities more convenient. 32% I get more actively involved in courses that use IT. 46% The use of IT in my courses improves my learning. % Agree Statement

Major findings continued:

ECAR Conclusion “… Net Generation students, along with older students, report that they are not looking for extensive use of IT when it comes to their academic courses. They do not take lots of entirely online courses, and most indicate that even when course lecture materials are posted online, they still attend classes. Instead there is a widespread attitude that IT resources are best situated in learning environments where technology is balanced with other learning activities, especially face-to-face interactions with faculty and students in the classroom. As one engineering major summed up, ‘I feel that IT is a wonderful tool when it is fully understood by both the course instructor and the students. Anything less than that and the tool suddenly becomes something that merely looks pretty, or in the worst case, is a clunky monster.’” (pp. 10-11)

“… Net Generation students, along with older students, report that they are not looking for extensive use of IT when it comes to their academic courses. They do not take lots of entirely online courses, and most indicate that even when course lecture materials are posted online, they still attend classes. Instead there is a widespread attitude that IT resources are best situated in learning environments where technology is balanced with other learning activities, especially face-to-face interactions with faculty and students in the classroom. As one engineering major summed up, ‘I feel that IT is a wonderful tool when it is fully understood by both the course instructor and the students. Anything less than that and the tool suddenly becomes something that merely looks pretty, or in the worst case, is a clunky monster.’” (pp. 10-11)

Implications for Higher Education Today’s students expect education to emphasize the learning process more than a canon of knowledge They want to be part of learning communities Instructor’s role must change from “sage on the stage” to “guide on the side” Goal must be to match the appropriate use of technology with the content, the instructor’s personal style, and the student’s learning style Blended learning/hybrid courses may represent an optimal choice for today’s students

Today’s students expect education to emphasize the learning process more than a canon of knowledge

They want to be part of learning communities

Instructor’s role must change from “sage on the stage” to “guide on the side”

Goal must be to match the appropriate use of technology with the content, the instructor’s personal style, and the student’s learning style

Blended learning/hybrid courses may represent an optimal choice for today’s students

What I Teach: Mega Courses Two 500-student sections of Psychology 101 (Introductory Psychology) One fully face-to-face (traditional) One in a blended learning format (45% online)

Two 500-student sections of Psychology 101 (Introductory Psychology)

One fully face-to-face (traditional)

One in a blended learning format (45% online)

Setting the Stage Spent Summer 2006 redesigning Psych 101 for a blended learning format Blended learning integrates online and face-to-face activities in a planned, pedagogically valuable manner (Sloan-C Workshop on Blended Learning, 2005) Utilized fundamental principles of instructional design Employed scholarship of teaching approach

Spent Summer 2006 redesigning Psych 101 for a blended learning format

Blended learning integrates online and face-to-face activities in a planned, pedagogically valuable manner (Sloan-C Workshop on Blended Learning, 2005)

Utilized fundamental principles of instructional design

Employed scholarship of teaching approach

Extensive use of CPS clickers ConceptCheck questions Attendance Demonstrations Anonymous polling Predicting outcomes Peer instruction (Mazur) Extensive use of multimedia in PsychPortal Videos, demonstrations, and simulations Face-to-Face Classes

Extensive use of CPS clickers

ConceptCheck questions

Attendance

Demonstrations

Anonymous polling

Predicting outcomes

Peer instruction (Mazur)

Extensive use of multimedia in PsychPortal

Videos, demonstrations, and simulations

Clicker ConceptCheck Question

Clicker Results Chart

Clicker Data: Spring 2008 Question % Agree or Strongly Agree Class clicker usage makes me more likely to attend class. 92% Class clicker usage helps me to feel more involved in class. 84% Class clicker usage makes it more likely for me to respond to a question from the professor. 92% I understand why my professor is using clickers in this course. 94% My professor asks clicker questions which are important to my learning. 92%

Online Sessions Delivered via Wimba Classroom Live sessions were archived for later viewing Sessions included Mini-lectures Demonstrations Polling questions Feedback at the end of each session via polling questions

Delivered via Wimba Classroom

Live sessions were archived for later viewing

Sessions included

Mini-lectures

Demonstrations

Polling questions

Feedback at the end of each session via polling questions

Wimba Classroom Interface

Polling Question in Wimba Classroom

Fall 2006-Spring 2007 Evaluation Evaluation led by Marcie Bober, Ph.D. (Educational Technology) Efforts supported by Academic Affairs, Instructional Technology Services, and College of Sciences Initial evaluation is part of ongoing evaluation process Course (re)design is an iterative process Focus on continuous improvement

Evaluation led by Marcie Bober, Ph.D. (Educational Technology)

Efforts supported by Academic Affairs, Instructional Technology Services, and College of Sciences

Initial evaluation is part of ongoing evaluation process

Course (re)design is an iterative process

Focus on continuous improvement

Evaluation Tools and Strategies Multimethod approach included the following: Week 7 “How’s It Going?” Online Survey In-class Observations IDEA Diagnostic Survey Student Focus Groups Departmental Course Evaluations Course Grades

Multimethod approach included the following:

Week 7 “How’s It Going?” Online Survey

In-class Observations

IDEA Diagnostic Survey

Student Focus Groups

Departmental Course Evaluations

Course Grades

Evaluation Findings: IDEA Diagnostic Survey

Evaluation Findings: IDEA Diagnostic Survey Note: Top 10% = 63 or more 62 65 70 Fall 2006 Blended 72 68 73 Fall 2006 Traditional 71 73 Excellent course 68 69 Excellent teacher 77 77 Progress on objectives Spring 2007 Traditional Spring 2007 Blended

Evaluation Findings: Departmental Course Evaluations

Evaluation Findings: Course Grades (Fall 2006)

Evaluation Findings: Course Grades (Spring 2007)

Evaluation Findings: Course Grades (Fall/Spring Combined)

Evaluation Findings: Course Grades Fall 2007

Evaluation Findings: Course Grades Spring 2008

Summary of Course Grade Data

The Learning Continuum 20% 40% 60% 80% Entirely On-line Classes Conventional Face-to-Face Classes

Blended Learning = “The Sweet Spot” 20% 40% 60% 80% Entirely On-line Classes Conventional Face-to-Face Classes “ The Sweet Spot”

What’s the Latest? Introduction of more blended learning courses at SDSU Students now seek out the blended learning section Continued evolution of online sessions Less lecture More demonstrations, simulations, and polling questions Fully online Psych 101 course in Summer 2008 Course enrollment of 66 students vs. average of 46 in previous 5 years (traditional face-to-face course) D/F rate dropped from 14.1% to 11.0%

Introduction of more blended learning courses at SDSU

Students now seek out the blended learning section

Continued evolution of online sessions

Less lecture

More demonstrations, simulations, and polling questions

Fully online Psych 101 course in Summer 2008

Course enrollment of 66 students vs. average of 46 in previous 5 years (traditional face-to-face course)

D/F rate dropped from 14.1% to 11.0%

Lessons Learned Yes, you can do blended learning in a mega course! Course redesign takes time and effort Support is key Moving to blended learning format does NOT mean moving your face-to-face course online You must change the way you teach Predict problems with technology When we offer blended learning courses, we are giving students exactly what they want

Yes, you can do blended learning in a mega course!

Course redesign takes time and effort

Support is key

Moving to blended learning format does NOT mean moving your face-to-face course online

You must change the way you teach

Predict problems with technology

When we offer blended learning courses, we are giving students exactly what they want