LN
“Reasons for Choosing
Blended Learning”
Theme: Orientation to Blended Learning
What Students Say
About Technology
and Blended Learning
What do we know about student preferences for learning
environment...
What are student preferences for learning
environments and technology use?
ECAR Survey 2013 MISO Survey 2014
• 220 Institu...
Clicker Questions
• Assess basic understanding of reading assignment
• ECAR Study of Undergraduate Students and Informatio...
What percent of PLU students have
laptops?
A. 25%
B. 56%
C. 75%
D. 89%
E. 98%
Device Ownership
Devices and Academic Success
Technology Helps Me...
(agree or strongly agree)
PLU Students - MISO 2014
How many of your instructors…
What percentage of students say they learn
most in a blended environment?
A. 25%
B. 56%
C. 70%
D. 85%
E. 93%
Which best represents what you based your
answer on for the previous question...
A. I read the research study before class...
ECAR Study Key Takeaways
75% say technology helps them achieve
their academic outcomes
70% of students say they learn most...
The Best of Both Worlds
Recognizing Strengths of Both Environments
SS
Transforming Our Everyday Lives
David Wiley’s 6 Significant Changes:
1. Analog to Digital
a. Move towards online
2. Tether...
We Live In a Blended World
• Immediate access to all aspects of our lives
• World we live in today
• News comes to us
• Co...
Recognizing the Opportunity
• Create the optimal experience by intentionally blending
physical and online activities
• Ble...
Determining Your Blend
• No such thing as “one size fits all”
• Optimal is different for each instructor
• Your blend will...
Face-to-Face Instruction
Strengths +
• Emotional connection
• Complex diagnostics
• Rich discussions
• Synchronous nature
...
Online Instruction
Strengths +
• 24x7 access
• Reliability/consistency
• Full Participation
• Depth of reflection
• Automa...
Best of Both Worlds
Face-to-Face Strengths
• Emotional connection
• Complex diagnostics
• Rich discussions
• Synchronous n...
Recognizing the Opportunity
• Create the optimal experience by intentionally blending
physical and online activities
Blended Learning Attributes
What do we know about the efficacy of blended courses as
compared to those of face-to-face and...
Key Attributes
• Improved and deliberative instructional design
• Increased guidance and triggers
• Easier access to learn...
The DOE Meta Study Found...
A. F2f instruction had a larger advantage than online or
blended
B. Online instruction had a l...
Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis...
• Instruction combining online and face-to-f...
Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis...
Blended courses out-performed online and f2f...
Bryn Mawr Study of Liberal Arts Institutions
• Bryn Mawr + 20 other LAC
• 100% of BMC faculty who piloted have continued u...
Impact on Student Performance
Evidence of Impact - 3 of 4 Large Courses
Key Findings
• Faculty and students found blended learning
supported LAC culture and values
• Blended Learning enhances fa...
Blended Student Perspectives
SS
Student Perspective - Online Forums
• John is a quiet student
• Feels pressure when put on the spot
• Isn’t confident in h...
Student Perspective - Recorded Lecture
• Brenda struggles keep up in class
• Can’t write notes fast enough
• Feels lost in...
Activity: Transformative Goals
10 Minutes
LN
Transformative Goals for Your Blend
What are some of the transformative goals for your
blended course?
• Work in small gro...
Next Steps
SS
Next Steps
• Smart Classroom initiative
• Checkout equipment
• Instructional Technology consultations
• Skilled, passionat...
PLUTO Institute: Reasons for Choosing Blended Learning
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PLUTO Institute: Reasons for Choosing Blended Learning

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Created as part of the four-day PLUTO Institute: Blended Learning 2014.

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Transcript of "PLUTO Institute: Reasons for Choosing Blended Learning"

  1. 1. LN “Reasons for Choosing Blended Learning” Theme: Orientation to Blended Learning
  2. 2. What Students Say About Technology and Blended Learning What do we know about student preferences for learning environments and technology use? LN
  3. 3. What are student preferences for learning environments and technology use? ECAR Survey 2013 MISO Survey 2014 • 220 Institutions (2013) • Across Carnegie classes • 112,000+ Undergrads • No PLU students • Looks at: • technology devices • academic use • preferred modalities • training • 98 Institutions (2005- 2014) • Primarily liberal arts • PLU Undergraduates • 25% sample, ~ 700 • 2014 Participation: 56.3% Data from ECAR Study of Undergraduate Students and Information Technology, 2013.
  4. 4. Clicker Questions • Assess basic understanding of reading assignment • ECAR Study of Undergraduate Students and Information Technology, 2013 • Participation points (low stakes) • One point for responding to > = question, regardless of answer • Some call this attendance • Sakai gradebook integration • More on this tomorrow • Using Clickers • No on/off button • Only last click counts • Display shows recorded answer Get your clickers ready!
  5. 5. What percent of PLU students have laptops? A. 25% B. 56% C. 75% D. 89% E. 98%
  6. 6. Device Ownership
  7. 7. Devices and Academic Success
  8. 8. Technology Helps Me... (agree or strongly agree)
  9. 9. PLU Students - MISO 2014 How many of your instructors…
  10. 10. What percentage of students say they learn most in a blended environment? A. 25% B. 56% C. 70% D. 85% E. 93%
  11. 11. Which best represents what you based your answer on for the previous question... A. I read the research study before class B. I heard about this somewhere else C. I used my intuition D. I just guessed E. None of the above Assignment tweets: • Students slow to adapt to technology especially when related to academics. • Technology must be made meaningful. • Students want to be "trained" by their professors.
  12. 12. ECAR Study Key Takeaways 75% say technology helps them achieve their academic outcomes 70% of students say they learn most in blended learning environments “When it comes to modality, college students seem to recognize effectiveness when they see it.” ECAR… 2013
  13. 13. The Best of Both Worlds Recognizing Strengths of Both Environments SS
  14. 14. Transforming Our Everyday Lives David Wiley’s 6 Significant Changes: 1. Analog to Digital a. Move towards online 2. Tethered to Mobile a. Instant access 3. Isolated to Connected a. Never losing touch 4. Generic to Personal a. Choosing own adventure 5. Consuming to Creating a. Sharing made easy 6. Closed to Open a. Sharing made easy
  15. 15. We Live In a Blended World • Immediate access to all aspects of our lives • World we live in today • News comes to us • Communication across the globe • Health symptoms and appointments • Banking from your phone • Dining via apps • Home automation • Automotive services • Travel instant updates
  16. 16. Recognizing the Opportunity • Create the optimal experience by intentionally blending physical and online activities • Blended courses provide teachers the means to accomplish this
  17. 17. Determining Your Blend • No such thing as “one size fits all” • Optimal is different for each instructor • Your blend will be based on unique needs • Recognize strengths/limitations of each delivery mode
  18. 18. Face-to-Face Instruction Strengths + • Emotional connection • Complex diagnostics • Rich discussions • Synchronous nature • Sensory rich • Human experiences • Highly flexible Limitations - • Reliability/consistency • 24x7 access • Limited participation • Pacing of instruction • One-on-one interaction
  19. 19. Online Instruction Strengths + • 24x7 access • Reliability/consistency • Full Participation • Depth of reflection • Automated grading/feedback • Pacing of instruction • Personalization • One-on-one interaction Limitations - • Procrastination • Human connection • Complex diagnostics • Emotional connection
  20. 20. Best of Both Worlds Face-to-Face Strengths • Emotional connection • Complex diagnostics • Rich discussions • Synchronous nature • Sensory rich • Human experiences Online Strengths • 24x7 access • Reliability/consistency • Full Participation • Depth of reflection • Automated grading/feedback • Pacing of instruction • One-on-one interaction +
  21. 21. Recognizing the Opportunity • Create the optimal experience by intentionally blending physical and online activities
  22. 22. Blended Learning Attributes What do we know about the efficacy of blended courses as compared to those of face-to-face and online courses? LN
  23. 23. Key Attributes • Improved and deliberative instructional design • Increased guidance and triggers • Easier access to learning activities • Individualized learning opportunities • Increased engagement through social interactions • More time on task Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis…
  24. 24. The DOE Meta Study Found... A. F2f instruction had a larger advantage than online or blended B. Online instruction had a larger advantage than f2f or blended C. Instruction combining f2f and online had a larger advantage than f2f or online D. All of the above E. None of the above
  25. 25. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis... • Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction. • Effect sizes were larger where online instruction was collaborative or instructor-directed than when online learners worked independently. • In many of the studies showing an advantage for blended learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy.
  26. 26. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis... Blended courses out-performed online and f2f courses... • Higher faculty and student satisfaction • Greater student engagement • Improved student performance
  27. 27. Bryn Mawr Study of Liberal Arts Institutions • Bryn Mawr + 20 other LAC • 100% of BMC faculty who piloted have continued using a blended approach
  28. 28. Impact on Student Performance
  29. 29. Evidence of Impact - 3 of 4 Large Courses
  30. 30. Key Findings • Faculty and students found blended learning supported LAC culture and values • Blended Learning enhances faculty-student interaction • Assessment and instant feedback enabled students to ask better, more timely questions • Access to learning data helped faculty provide coach and teach more effectively • Blended learning supports individualized, learner- driven education • Can help differentiate instruction • Can help free up time or prepare students for activities that foster deep learning • Can be used to emphasize mastery; students appreciate this • Can be used to help students develop metacognitive skills •
  31. 31. Blended Student Perspectives SS
  32. 32. Student Perspective - Online Forums • John is a quiet student • Feels pressure when put on the spot • Isn’t confident in his answer • Never enough time in class to respond • Blending conversation allows • Think deeply about topic • Ability to research further • Unlimited time to respond
  33. 33. Student Perspective - Recorded Lecture • Brenda struggles keep up in class • Can’t write notes fast enough • Feels lost in class • Blending lecture allows • Multiple viewings • Ability to pause, rewind • Ability to contribute more to class time
  34. 34. Activity: Transformative Goals 10 Minutes LN
  35. 35. Transformative Goals for Your Blend What are some of the transformative goals for your blended course? • Work in small groups - 5 minutes • Report out on three transformative goals with highest impact potential for each group - 5 minutes
  36. 36. Next Steps SS
  37. 37. Next Steps • Smart Classroom initiative • Checkout equipment • Instructional Technology consultations • Skilled, passionate individuals • Partner in exploration & development

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