Blended Learning, Student Engagement and Web 2.0: What’s the Connection?

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  • Blended Learning, Student Engagement and Web 2.0: What’s the Connection?

    1. 1. Blended Learning, Student Engagement and Web 2.0: What’s the Connection? Norm Vaughan, Ph.D. Mount Royal College
    2. 2. Overview <ul><li>Blended learning </li></ul><ul><li>Student engagement </li></ul><ul><li>Web 2.0 </li></ul><ul><li>Case study </li></ul>
    3. 3. Blended Learning
    4. 4. Blended Learning <ul><li>Blended learning is the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies (Garrison & Vaughan, 2008) </li></ul>
    5. 5. ONLINE DESIGN & DELIVERY F A C U L T Y ON-CAMPUS DESIGN & DELIVERY © Michael Power, 2008 “ Faculty”= faculty-led instruction S Y N C H R O N O U S A Blended Online Learning Environment Traditional Higher Education
    6. 6. ONLINE DESIGN & DELIVERY F A C U L T Y ON-CAMPUS DESIGN & DELIVERY © Michael Power, 2008 “ Faculty”= faculty-led instruction S Y N C H R O N O U S A Blended Online Learning Environment S Y S T E M A S Y N C H R O N O U S Online Learning “ System”= system-managed instruction Traditional Higher Education
    7. 7. ONLINE DESIGN & DELIVERY F A C U L T Y ON-CAMPUS DESIGN & DELIVERY © Michael Power, 2008 “ Faculty”= faculty-led instruction S Y N C H R O N O U S A Blended Online Learning Environment S Y S T E M A S Y N C H R O N O U S Online Learning “ System”= system-managed instruction Traditional Higher Education Blended Learning
    8. 8. ONLINE DESIGN & DELIVERY F A C U L T Y ON-CAMPUS DESIGN & DELIVERY © Michael Power, 2008 “ Faculty”= faculty-led instruction S Y N C H R O N O U S A Blended Online Learning Environment S Y S T E M A S Y N C H R O N O U S Online Learning “ System”= system-managed instruction Traditional Higher Education Blended Learning Blended ONLINE Learning
    9. 9. A Blended Online Learning Environment <ul><li>…is the simultaneous and complimentary integration and implementation of an asynchronous -mode learning environment (i.e. a course management system, or CMS) and a synchronous desktop conferencing environment” (i.e. a virtual classroom)”. </li></ul><ul><ul><li>Power (2008) AERA . </li></ul></ul>
    10. 10. Advantages - Students <ul><li>Increase in student accountability for ownership of learning (control and responsibility) </li></ul><ul><li>More flexible and accessible course format (convenience, options for courses with multiple sections) </li></ul><ul><li>Improved learning outcomes for students </li></ul><ul><li>Decrease in student drop-failure-withdrawal (DFW) rates </li></ul>
    11. 11. Advantages - Teachers <ul><li>Borderless teaching, reaching more students </li></ul><ul><li>Enhanced teacher interaction with students </li></ul><ul><li>Increased student engagement in learning </li></ul><ul><li>More flexible teaching and learning environment </li></ul><ul><li>Continuous improvement </li></ul>
    12. 12. Advantages - Administrators <ul><li>Overall improvement in cost/effectiveness ratio; </li></ul><ul><li>Lower structure & associated front-end design costs; </li></ul><ul><li>Lower drop-out and failure rates; </li></ul><ul><li>Levels of structure & dialogue sustainable; </li></ul><ul><li>More flexible teaching and learning environment; </li></ul><ul><li>Some economy of scale possible; </li></ul><ul><li>Greater quality </li></ul><ul><li>Greater frequency of content refresh & increased course redesign (incremental improvement) </li></ul>
    13. 13. Challenges - Students <ul><li>General </li></ul><ul><li>Transition – from a passive to an active & collaborative learning approach </li></ul><ul><li>Study and time management skills </li></ul><ul><li>Expecting that fewer classes equates to less work </li></ul><ul><li>Accepting responsibility for completing individual & team activities; </li></ul><ul><li>Technical </li></ul><ul><li>Obtaining high-speed Internet access; </li></ul><ul><li>Learning to use more sophisticated technologies </li></ul>
    14. 14. Challenges - Teachers <ul><li>Time commitment </li></ul><ul><li>Lack of support for course redesign </li></ul><ul><li>Difficulty in acquiring new teaching and technology skills </li></ul><ul><li>Risk factors </li></ul>
    15. 15. National Survey of Student Engagement (NSSE)
    16. 16. Student Engagement <ul><li>What does this term or concept mean to you? </li></ul>
    17. 17. National Survey of Student Engagement <ul><li>Student engagement </li></ul><ul><ul><li>Amount of time and effort that students put into their classroom studies that lead to experiences and outcomes that constitute student success </li></ul></ul><ul><ul><li>Ways the institution allocates resources and organizes learning opportunities and services to induce students to participate in and benefit from such activities </li></ul></ul>
    18. 18. National Survey of Student Engagement <ul><li>Five clusters of effective educational practice ( benchmarks ) </li></ul><ul><ul><li>Active and collaborative learning </li></ul></ul><ul><ul><li>Student interactions with faculty members </li></ul></ul><ul><ul><li>Level of academic challenge </li></ul></ul><ul><ul><li>Enriching educational experiences </li></ul></ul><ul><ul><li>Supportive campus environment </li></ul></ul>
    19. 19. Seven Principles of Good Practice in Undergraduate Education <ul><li>encourages contact between students and faculty, </li></ul><ul><li>develops reciprocity and cooperation among students, </li></ul><ul><li>encourages active learning, </li></ul><ul><li>gives prompt feedback, </li></ul><ul><li>emphasizes time on task, </li></ul><ul><li>communicates high expectations, and </li></ul><ul><li>respects diverse talents and ways of learning. </li></ul><ul><li>Chickering and Gamson’s (1987) </li></ul>
    20. 20. Web 2.0
    21. 21. Web 2.0 <ul><li>A term used to describe the trend in the use of World Wide Web technology and web design that aims to enhance creativity, information sharing, and, most notably, collaboration among users. </li></ul><ul><li>Wikipedia </li></ul><ul><li>http://en.wikipedia.org/wiki/Web_2.0 </li></ul>
    22. 22. Web 1.0 vs. Web 2.0 O’Reilly, 2005 syndication --> stickiness tagging (&quot;folksonomy&quot;) --> directories (taxonomy) wikis --> content management systems participation --> publishing blogging --> personal websites Wikipedia --> Britannica Online Web 2.0   Web 1.0
    23. 23. Web 2.0 - Categories <ul><li>Social bookmarking </li></ul><ul><li>Blogs </li></ul><ul><li>Wikis </li></ul><ul><li>Social networking </li></ul><ul><li>Social media sharing </li></ul><ul><li>Mash-ups </li></ul><ul><li>VOIP </li></ul><ul><li>Virtual worlds </li></ul>
    24. 24. Social Bookmarking <ul><li>Sharing personal collections of URLs on a web-based server </li></ul><ul><li>Ability to re-use and re-purpose existing collections of links </li></ul><ul><li>Tagging of resources helps develop relationships between concepts and people </li></ul>
    25. 25. Blogs <ul><li>A Web-based public diary with dated entries, usually by a single author, often accompanied by links to other blogs that the author of the site visits on a regular basis (Downes, 2004). </li></ul><ul><li>Reflective writing and reading activity </li></ul><ul><li>Opportunity for students to receive external feedback and to make contributions to the dialogue in their field of study </li></ul>
    26. 26. Wikis <ul><li>A wiki is a collection of Web pages that can be edited by anyone, at any time, from anywhere. The possibilities for using wikis as a platform for collaborative projects are limited only by one’s imagination and time. (Cunningham, 1995) </li></ul><ul><li>Support collaborative and creative project-based work </li></ul>
    27. 27. Social networking <ul><li>Focuses on building and verifying of online social networks for communities of people who share interests and activities </li></ul><ul><li>Additional “communication channel” to reach students (i.e. RSS feeds from institutional learning management systems) </li></ul>
    28. 28. Social media sharing <ul><li>Simplify the process of posting and sharing content on the Web (i.e. text, audio, images and video) </li></ul><ul><li>Provide a wealth of re-usable media resources for learners and educators </li></ul>
    29. 29. Mashups <ul><li>Allow non-technical individuals to mix up data, find new meaning and present it in interesting ways </li></ul><ul><li>Mapping mashups – maps are overlaid with different types of information </li></ul><ul><li>Music mashups – mixing tracks from two or more different source songs </li></ul>
    30. 30. VOIP <ul><li>Synchronous communication opportunities (i.e. text messaging, audio, video) </li></ul><ul><li>Support ‘real-time’ collaborative and creative project-based work </li></ul>
    31. 31. Virtual worlds <ul><li>Synchronous interaction in 3-D immersive worlds </li></ul><ul><li>Support collaborative and creative project-based work that goes beyond text-based and audio communication </li></ul>
    32. 32. Case Study University of Calgary
    33. 33. Student Engagement in Blended Courses Moderate High Low Low ENGG205 Moderate High Low Low MODE Moderate Moderate Low Moderate STAS 201 Moderate High Low Moderate PSYC 467 Moderate High Moderate Moderate POLI 541 Moderate High Low Low POLI 343 Moderate High Low Moderate MDSC 361 Low Low Low Low GRST 205 Moderate High Low Low GEOG 361 Moderate Moderate Low Low CPSC 203 Learning Level of Academic Challenge Faculty to Student Interaction Active and collaborative learning
    34. 34. PSYC 467 - Fall 2006 <ul><li>Course initially consisted of three – 50 minute lecture periods per week </li></ul><ul><li>Redesigned to incorporate a lab component and offered in a 120 minute time block – once a week </li></ul>
    35. 35. Active and collaborative learning
    36. 36. Faculty to student interaction
    37. 37. Level of academic challenge
    38. 38. Student learning
    39. 39. Triad model Ehrmann (2002) http://www.marshall.edu/it/cit/flashlight/AuthorGuidelines.htm#triad
    40. 40. PSYC 467 - Winter 2007 <ul><li>Course redesigned for the winter 2007 semester based on feedback from the NSSE survey results </li></ul><ul><li>Lecture component </li></ul><ul><li>Social bookmarking - peer reviewed journal articles used to supplement course textbook </li></ul><ul><li>Article critique assignment </li></ul><ul><ul><li>Student groups select an article to critique each week </li></ul></ul><ul><ul><li>Weekly online discussions in Facebook about the articles – moderated by these student groups </li></ul></ul><ul><ul><li>Groups then make a class presentation based on an analysis & synthesis of the online discussion – summary posted to seedwiki </li></ul></ul><ul><li>Lab Component </li></ul><ul><li>Individual experiments redesigned to become team based </li></ul><ul><li>Data collection required outside of class time </li></ul><ul><li>Mashups used to analyze and present research findings </li></ul><ul><li>Instructor and graduate teaching assistant demonstrated and discussed their current research in the labs </li></ul>
    41. 41. Active and collaborative learning
    42. 42. Faculty to student interaction
    43. 43. Level of academic challenge
    44. 44. Student learning
    45. 45. Student satisfaction
    46. 46. Student Success Final Course Grades C = 6% C = 0% B = 12% B = 36% A = 82% A = 64% Drop/withdrawal = 0% Drop/withdrawal = 15% Winter 2007 Fall 2006
    47. 47. Conclusion <ul><li>Improvement in higher education will require converting teaching from a “solo sport” to a “community-based research activity”. (Carnegie Mellon University) </li></ul>
    48. 48. Questions http://www2.mtroyal.ca/~nvaughan
    49. 49. http://ca.wiley.com/WileyCDA/WileyTitle/productCd-0787987700.html
    50. 50. Contact Information Dr. Norman Vaughan Instructor Department of Education & Schooling Faculty of Teaching & Learning Mount Royal College 4825 Mount Royal Gate SW Calgary, Alberta, Canada T3E 6K6 Ph: (403) 440-5587 FAX: (403) 440-7024 [email_address]

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