1. November 2009 Blended Learning in Higher Education Lauren Kane Educational Developer Flexible Learning Unit College of Engineering and Computer Science Australian National University, Canberra
3. What it is Online Face-to-face Chat Automation Discussions Lectures Simulations Demonstrations Virtual world One Location Many locations Laboratories
4. What it is not Add-on Use of technology Time saving exercise
5. What it is not Add-on Use of technology Time saving exercise
6. Blended Learning “Results to date show improved student learning in 19 of the 30 projects, with the remaining 11 showing no significant difference. Other outcomes achieved by the redesigns include increased course completion rates, improved retention, better student attitudes toward the subject matter, and increased student satisfaction with the mode of instruction compared to traditional formats.” Heterick & Twigg, 2003 (as cited in Garrison & Kanuka, 2004)
8. Blended Learning Learners who took all or part of their class online performed better Blended learning has a larger advantage Different content and learner types Educational online interactions enhance learning U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
9. Blended Learning Learners who took all or part of their class online performed better Blended learning has a larger advantage Different content and learner types Educational online interactions enhance learning U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
10. Blended Learning Learners who took all or part of their class online performed better Blended learning has a larger advantage Different content and learner types Educational online interactions enhance learning U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
11. Blended Learning Learners who took all or part of their class online performed better Blended learning has a larger advantage Different content and learner types Educational online interactions enhance learning U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
12. Blended Learning Learners who took all or part of their class online performed better Blended learning has a larger advantage Different content and learner types Educational online interactions enhance learning U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
14. Why Blend? Additional ‘on task’ learning time Interactive materials Opportunities for collaboration Reflective elements Improved results across disciplines and learning styles U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
15. Why Blend? Additional ‘on task’ learning time Interactive materials Opportunities for collaboration Reflective elements Improved results across disciplines and learning styles U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
16. Why Blend? Additional ‘on task’ learning time Interactive materials Opportunities for collaboration Reflective elements Improved results across disciplines and learning styles U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
17. Why Blend? Additional ‘on task’ learning time Interactive materials Opportunities for collaboration Reflective elements Improved results across disciplines and learning styles U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
18. Why Blend? Additional ‘on task’ learning time Interactive materials Opportunities for collaboration Reflective elements Improved results across disciplines and learning styles U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
19. Why Blend? Additional ‘on task’ learning time Interactive materials Opportunities for collaboration Reflective elements Improved results across disciplines and learning styles U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
22. Blended Learning in Action Lectures Presentation of content Tutorials Application and analysis of material Laboratories Hands-on experiments Assessment Written reports, group design project, examinations
Hello, this is Lauren Kane for the College of Engineering and Computer Science, and welcome to this presentation on Blended Learning in Higher Education.
In this presentation we will define what Blended Learning is, examine supporting research and reasons why Blended Learning is effective, and demonstrate how it is implemented in an innovative University project.
We can best define Blended Learning by looking at what it is and what is not.Blended Learning is that which combines elements of face-to-face and online learning. It takes the strengths of each mode to provide flexibility and to facilitate the achievement of student learning outcomes.
When considering Blended Learning, it is important to note that it is
not simply adding to the existing dominant approach, nor is it using technology purely because it is available. Similarly, it is not a time saving exercise- in fact designing and offering a course in such a manner takes a comparable amount of time as that of a face-to-face course. That said, these mistakes are easily and often made due to the overwhelming and virtually limitless design possibilities that the use of technology enables in so many contexts.
As evidence supports, blended learning has the potential to be more effective and efficient when compared to traditional classroom models. Results from a case study by Heterick and Twigg showed improved student learning in 19 of the 30 projects, with the remaining 11 showing no significant difference. Further outcomes achieved included increased course completion rates, improved retention, better student attitudes, and increased student satisfaction.
A meta analysis by the U.S Department of Education objectively analysed the difference of effectiveness between online, blended and face-to-face learning. It identified several key observations in support of blended learning and provides a rationale for the effort required to design and implement blended learning approaches.
Notable findings included:
1. Learners who took all or part of their class online performed better, on average, than those taking the same course through completely face-to-face instruction
2. Blended Learning has a larger advantage relative to face-to-face learning and purely online learning.
3. The effectiveness of a blended delivery holds true across different contexts and learner types.
4. Educational online interactions enhance learning as they trigger learner activity, reflection and self monitoring of understanding.The comprehensive study results can be found in the attachments for this presentation.
So this leads us to why, when elements of online and face-to-face learning are blended, do they become a better framework? Heterick and Twigg (2003) begin by questioning the dominance of the relatively passive lecture in favour of more active and meaningful learning activities and tasks.
This is further supported by the US Department of Education’s conclusions.
It was observed that online learning was better at keeping learners engaged in the learning process for a larger duration than face-to-face learning.
The inclusion of media, videos, and flashier templates does not offer any significant advantage in learning retention, however if the learner is given control over these media elements then it can lead to significantly better results. Inclusion of simulations also appear to have a positive learning outcome.
Technology can facilitate a simultaneous independent and collaborative learning experience- learners can be independent of space and time yet still be together and engaging with content.
Students who were asked to reflect upon their learning's, or self-measure their understanding online showed significantly larger learning gains.
Blended learning is transferrable and has been shown to be successful across a variety of learning contexts and styles.
Blended learning is significantly different from known approaches to teaching and learning. It is hard to define the exact percentage breakdown of face to face and online components that constitute a blended delivery as no two courses are the same. We can however, describe what a typical University course could look like.
A current focus in the School of Engineering at ANU is the Hubs and Spokes Project. This is a collaboration between ANU and the University of South Australia with a view to expand and improve our educational offerings by building on each other's strengths. Beginning in 2010, three undergraduate courses from each University are to be offered at the opposite institution in a blended delivery mode.
Previously, these courses were offered in a traditional manner with lectures, tutorials and laboratories spanning over a 13 week period. Assessment was primarily summative, that is assessment OF learning.The new, blended delivery mode supports formative assessment FOR learning.
Lectures are transformed into 5-10 minute interactiveonline presentations, followed by automated quizzes to monitor student understanding. This changes thestudentlearning pattern to a cyclic 'passive to active' mode to assist retention of knowledge.
Typical tutorial questions based on material will be self-paced in private study and submitted online. This leaves face-to-face sessions to facillitate deeper discussion into concepts. These will then be followed up online with reflections and asynchronous chat.
Traditional laboratories will be undertaken to allow for hands on experience with equipment. This will be supported online by simulations, remote manipulation of real equipment and access to current, relevant online data to draw on.
Assessment will be dispersed across the course and vary from traditional format. Active learning is promoted and students are expected to participate in all aspects.
Online lecture quizzes give students the choice of when to study.
Tutorial reflections will be scaffolded by stimulus questions and help to verify student understanding of key concepts.
Individual assessment will involve simulations and data analysis to provide application of relevant and authentic skills.
Collaboration on design assignments and presentations will be initiated in face-to-face sessions and further supported in the online learning environment.
Blended Learning and more specifically, the convergence of classroom and online education has been noted as the “single greatest unrecognised trend in higher education today”.
As outlined in "ANU by 2010" developing individual talents to the fullest extent possible through the quality of the learning experience is our highest educational priority. Embracing blended learning in course design and delivery is the way to ensure we continue to facilitate lifelong learning and maintain a position of providing high quality learning experiences for all students.
There is a vast array of documentation relating to Blended Learning, however the articles shown here were referenced for this presentation as they are clear, comprehensive and specific to higher education. Both articles can be found in the attachments for this presentation and are recommended as further reading. Also included in the attachments is the ANU by 2010 strategic plan and a downloadable, print version of this presentation.
That concludes this presentation about Blended Learning. If you would like further information, please view the documents in the attachments or contact any member of the Flexible Learning Unit team, thank-you.
