Approachestoblendedlearning Jun10


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Why do institutions adopts blended learning and how do they make it work?

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  • Course structure, student needs, nature of learning objectives all influenced choice of blend
  • Conditions for supporting students Constraints you are willing to accept A spectrum from asynchronous to synchronous communication
  • Approachestoblendedlearning Jun10

    1. 1. Approaches to blended learning Dr Janet Macdonald OU in Scotland Developing independent learners: the role of online media. CUHK, June 3 rd 2010
    2. 2. Agenda <ul><li>Why do institutions adopt blended learning? </li></ul><ul><li>How do they make it work? </li></ul><ul><li>Blended learning: what does it mean? What should it mean? </li></ul>
    3. 3. Blended learning in action <ul><li>1. Blended learning case studies: 48 case studies from 37 institutions, 14 countries </li></ul>Macdonald, 2008
    4. 4. What is your current practice in blended learning? Why did you adopt this approach?
    5. 5. Students Default Campus-based F-to-f study for content delivery and support. Informal networks happened naturally Distance Course books + distance technols, some f-to-f. Informal networks were less easy Campus plus distance F-to-f on campus + distance technols for support distance students. Informal networks were less easy for distance students
    6. 6. Location <ul><li>The module is run in two campuses… with a good 30-45 minutes driving between depending on traffic. Lectures, labs and seminars would take place for different groups of students based on the different campuses. Furthermore, next semester a remote Hong Kong campus will be teaching this particular module … through the VLE. </li></ul><ul><li>(Middlesex Univ, UK) </li></ul>
    7. 7. Student numbers <ul><li>“ it was questioned how quality education could be guaranteed in an active way and educational support could be provided to a large number of first year students. The introduction of a blended learning environment, combining face-to-face sessions and asynchronous discussion groups, was seen as a way out.” </li></ul><ul><li>(Ghent Univ. Belgium) </li></ul>
    8. 8. Student diversity <ul><li>“ Our cohort has become increasingly diverse, with many students having to juggle work and family commitments alongside study...” </li></ul><ul><li>(Griffeth Univ, Australia) </li></ul>
    9. 9. Students Default Adoption of online Campus-based F-to-f study for content delivery and support. Informal networks happened naturally More flexibility . But maybe less attractive than f-to-f. plus informal networks Distance Course books + telephone, some f-to-f. Informal networks were less easy More continuous contact + collaborative working plus informal networks Campus plus distance F-to-f on campus + distance technols for off campus students. Informal networks less easy for distance students Equal access for all. More collaborative working, plus informal networks
    10. 10. Targeted advice and pacing <ul><li>The course begins with an </li></ul><ul><li>optional face-to-face workshop and then continues online ... Tutorials are usually based around project support ... At the end of the course participants share their projects in a face-to-face session ... participants often need such targeted advice for their project to progress. </li></ul>
    11. 11. Time for reflection or for decisions? <ul><li>The main goal for introducing the online discussion groups was to expand students’ opportunities to get in touch with each other in order to discuss and reflect on medical cases. Face-to-face discussions focus on the diagnostic process …. </li></ul><ul><li>(Univ. Ghent, Belgium) </li></ul>
    12. 12. Providing community/focus <ul><li>“ For the first two years of this module, it had been delivered entirely online ... But the project entailed interpersonal complexities and depths of meaning that challenged my assumptions about online. Weekly face-to-face problem-based learning tutorials will be supported by online learning events e.g. exploration of online resources, collaborative research, online reflective journaling.. </li></ul><ul><li>Dublin Inst. Of Technology, Ireland </li></ul>
    13. 13. Student experience <ul><li>“ while some are very comfortable with this, learning independence is a major deficiency for many. It is an explicit goal of this course to encourage and support this…” </li></ul><ul><li>(Southern Cross Univ Australia) </li></ul><ul><li>“ Many of the students had previously experienced only traditional chalk and talk with formal exams of regurgitated information. These may be the older students..” </li></ul><ul><li>(City Univ, London) </li></ul><ul><li>“ In reality, younger students need to be supported and sense a degree of observation and control to maintain momentum” </li></ul><ul><li>(Istituto Tecnico Agrario Statale, Italy) </li></ul>
    14. 14. Choosing appropriate communication Asynchronous reviewability revisability simultaneity audibility visibility co-presence Synchronous <ul><li>Flexible study </li></ul><ul><li>Reflective study </li></ul><ul><li>Collaborative study </li></ul><ul><li>Socialising </li></ul><ul><li>Meeting deadlines </li></ul><ul><li>Brainstorming </li></ul><ul><li>Decision making </li></ul>Clark & Brennan, 1991
    15. 15. Blended learning <ul><li>The principled adoption of strategies and tools (including face to face contact) to support course objectives and enhance responsiveness to student needs. </li></ul>
    16. 16. In summary
    17. 17. Think about the environment <ul><li>What are the alternatives to online? </li></ul><ul><li>Are they more attractive to students? </li></ul><ul><li>What are the institutional drivers? </li></ul>
    18. 18. Think about the students.. <ul><li>Can they study independently? </li></ul><ul><li>What experience do they have of online? </li></ul><ul><li>What access do they have to online services? </li></ul>
    19. 19. Think about purpose of your teaching <ul><li>Your intention: </li></ul><ul><li>meeting the group </li></ul><ul><li>keeping in touch </li></ul><ul><li>explaining difficult concepts </li></ul><ul><li>maintaining motivation </li></ul><ul><li>issuing timely reminders </li></ul><ul><li>final assessment? </li></ul>
    20. 20. When could your students work online? When are the critical times to use face to face?