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Icbl blended 1a

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  • Let ’s begin with a blended Course Definition - What is a blended course ? . In comparison to a traditional F2F course . A blended is a course where a significant amount of the material has been moved online . The material that has been moved online REPLACES F2F seat time So a blended course is . partially online and . partially face-to-face . and has the ability to take the best of both these worlds What is this mode of instruction called? . Most commonly it is called blended . This is the term used most often in academia In the Business world it has been called blended for quite some time . This is the term that the Slone-C Group has adopted as they have taken an increased interest I this type of learning blended is still the most popular term I ’d like to pointed out that it is also called . Mixed-mode Not used as much any more, but you occasionally hear it But the main point here is that . All these terms refer to the same type of course model
  • So how does a blended course differ from a F2F course? . Students spend less time in the classroom listening to lectures and . spending more time working outside of class . on assignments, projects, and activities . Both individually and collaboratively . Faculty spend less time lecturing . more time reviewing and . evaluating student work and . guiding and . interacting with students
  • Now that I ’ve told you what a blended course is, now let’s talk about what it is not: NOT a traditional course with a Web site . Many faculty think that they are teach a blended course because they have content online . The definition of a blended course is that F2F seat time must be reduce . So it is not just a web-enhanced Not entirely online - not distance education . blended courses have required face-to-face classroom meetings blended courses are NOT all alike . When we work with faculty, they often think there is ONE kind of blended course . They want us to tell them how much of their material to put online and how much should be F2F . What part online and F2F . Whether assessment should be f2f or online There are No specific answers . many factor drive these choices . depend on course and . course content . learning style preferences of faculty . student body For example, the meeting schedule can varies dramatically from course to course Some faculty . Eliminate one class meeting a week . shorten class time (one faculty member taught an evening class of adult learners and cut every session short to avoid burn-out) . Meet in month long blocks . Sometimes the pattern varies throughout the semester A blended course is not just moving all your assignments, readings and materials onto the web. . Involves an extensive course redesign in order to take advantage of the qualities of both F2F and online teaching . blended teaching requires a restructure your course – in order to build ways of connecting what is happening online and F2F . One of the major problems we see with faculty teaching blended without adequate preparation . is that they fail to make a connection between F2F and online assignments
  • Are there any questions about what a blended course is . . The questions comes up - Why should faculty teach Why should institutions offer Hybrid Courses / what are the benefits of hybrid courses? We can address this issue from different perspectives From Teaching perspective From Student perspective From Institutional perspective Start with what most of us feel is the most important benefit – Teaching & Learning Benefits Two sources of data – indicates to us that hybrid course lead to better learning First on a qualitative level - We find that faculty consistently report that they feel that their students are learn and retain more . Better on assignments and exams . Papers and discussion reflect deeper understanding of course material . Better able to apply what they have learned . Better retain what they have learned This is something we consistently hear from faculty With respect to quantitative data - Most of this comes from University of Central Florida Where they have probably been teaching hybrid the longest . They found that students to final grade student got better grades in hybrid than corresponding online of F2F . And retention rates were better in hybrid than in online There are two primary reasons for greater learning – . Hybrid promotes increased engagement through student peer interaction and discussion . They interact with one another in constructive ways through small group work . Effective hybrid incorporates active learning . Assignments are designed to be hands-on and learner centered. . Students are made responsibility for their own learning . students from passive learners to active learners
  • Transcript

    • 1. What is a blended course? Matt Russell, Ph.D. & Gerald Bergtrom, Ph.D. Learning Technology Consultants Learning Technology Center University of Wisconsin-Milwaukee
    • 2. Blended Course Definition
      • Definition
        • Courses where a significant amount of learning has been moved online making it possible to reduce the amount of time spent in class
          • Partially online
          • Partially face-to-face
      • Terminology
          • Hybrid
          • Blended
          • Mixed-mode
    • 3. Basic Blended Concept
      • Students spend more time working individually and collaboratively on assignments, projects, and activities
      • Faculty spend less time lecturing and more time reviewing and evaluating student work and guiding and interacting with students
    • 4. Blended Course Description
      • Blended courses are:
        • NOT simply traditional classes with a Web site
          • Not web-enhanced
          • Online time replaces some classroom time
        • NOT traditional “distance education” courses
          • Not entirely online
          • Face-to-face classroom meetings
        • NOT all alike
          • Many different formats and schedules are possible
        • NOT just transferring information to the Web
          • Involves an extensive course redesign
    • 5. Teaching & Learning Benefits
      • More learning, understanding, and retention
        • Faculty consistently report students learn more
        • University of Central Florida research on grades
      • More interaction and discussion
        • Students are more engaged
      • More student and learning centered
        • Less listening and more active learning
        • More hands-on student involvement with learning