Cristina Felea_Who's Afraid of Blended Learning


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This is the presentation I was supposed to deliver at our Department's symposium in December 2011. Unfortunately, my dear partner Peter left this world that very day. I know he would have liked me to share it with as many people as possible because he's always been very supportive to my career. I owe him my passionate approach for integrating the Internet and technology into my teaching approach so, dear Peter, this is dedicated to you! May you rest in peace!

Published in: Education, Technology
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  • Dear Nellie, I've been a great admirer of your pioneering efforts in integrating technology with teaching and fully agree with your approach. In Romanian higher education, there are very few initiatives as to adopting IT because of reasons that you, I'm sure, are well aware of. Some steps are being taken ' top to bottom approach' and I'm afraid that the huge course management platform that is currently being implemented at my university is going to scare even more the staff. Anyway, I thank you for the prompt reaction to this very modest presentation and for the reference that I'm going to 'devour' soon. Happy New Year and all the best!
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  • Instructors in higher education are excited about using technology, but find blended learning less appealing. I conducted a research study and published a book on instructor experiences with implementing technology in blended learning courses. Many of the interviewees were EFL teachers. Here's the book on Amazon for the cheapest price, but you can find it on ProQuest and on Barnes & Noble, too:
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Cristina Felea_Who's Afraid of Blended Learning

  1. 1. Who’s Afraid of Blended Learning? ●Cristina Felea, Ph.D. ●●Dinamica Limbajelor de Specialitate●Tehnici si Strategii Inovatoare●Cluj-Napoca, 9 Decembrie 2011
  2. 2. Contents21st Century Using Web 2.0 forEducation Actors Teaching ESAP - aBlended Learning Case for Research● Definition ● Subjects● Why Blend? ● Methods● Blend Types● BL in Teaching ESAP ● Results Conclusions ● Benefits ● Whos Afraid of BL? ● Recommendations
  3. 3. Who Are We Teaching?21st Century Student/Learner Profile●● 21st Century Education Actors
  4. 4. Who is Teaching?21st Century Teaching Professional Profile●● 21st Century Education Actors
  5. 5. Who’s Pulling the Strings?●21st Century Decision Makers●Local● Global●- Ministry of Education - Global higher education●- University Management policy-makers●- Faculty - EU higher education●- Department policy-makers●- Teaching and researchstaff - Global education market ● Formare Continua de tip Blended Learning ● UBB Online● ● Calitate si leadership pentru invatamantul superior romanesc 21st Century Education Actors
  6. 6. What Are We Teaching?
  7. 7. Blended Learning● blended/ hybrid/ mixed-mode
  8. 8. Why blend?● flexibility● convenience● learning outcome gainsBlend Types● Supplemental Model● Replacement Model● Emporium ModelSource: Penn State Blended Learning Initiative
  9. 9. Current Views on using BL inTeaching Foreign Languages ● Adults as self-directed learners ● Constructivist approach ● Active learning ● Experiential learning●●
  10. 10. To Blend or not to Blend? A Practitioner’s Dilemma●Tried and tested solutions based on solidresearch●Encyclopedia of Educational technology.Blended Learning
  11. 11. BL Recipe – It’s All Up to the Chef!The cheese● The souffle approachsandwich approach●● many ingredientssimple ingredients difficult to prepareeasy to prepare Source: Blended learning Souffle or Sandwich?
  12. 12. Using Web 2.0 Tools for Teaching English for Specific Academic Purposes - a Case for Research ●English for Academic Purposes Wiki
  13. 13. The BlendFace-to-face meetings Computer/Internetin the computer lab mediated (wiki)- hands on tutorials for online - course managementactivities - self-paced learning- tutorials for individual and activities based on teachergroup work resources- core concept presentations - group student activities on- interactive pair/group work the wiki platform - communication S2S and S2T - discussion forums
  14. 14. HypothesesOn short term● BL promotes task-oriented and project based learning based on authentic materials●On long term BL develops learners’ autonomy and stimulates life-long learning skills (e.g. collaboration); stimulates change of learning culture
  15. 15. Subjects● 181 first year students of the Faculty of Sociology and Social Work, Cluj- Napoca, Romania● distributed in 9 groups:A2-B1: 3 groupsB2: 3 groupsB2-C1: 2 groupsmixed ability: 1 group● aged between 19-21 years old
  16. 16. MethodsData are collected bymeans of- wiki usage statistics- survey-likeinteractive worksheetsand forms built withGoogle Docs- students individualpages
  17. 17. Results● becoming aware of and developing language learning skills such as self-assessment, setting learning objectives, finding resources;● overcoming language barriers by accessing authentic materials and creating content on wiki● developing of collaborative skills by means of project-based learning and group work;● developing trans/inter-cultural communication skills
  18. 18. Conclusions:BenefitsCreating, adding to, andmodifying content in a wiki movesstudents up into the higher orderthinking skills of Bloom’s revisedtaxonomy (Churches, 2008)Students ● Can contribute anytime, anywhere ● Develop collaborative skills ● Develop skills in negotiation and organization ● Develop sense of responsibility and ownership (Richardson, 2005)
  19. 19. Conclusions: So, Whos Afraid of BL?Teachers?- problems in balancing needs Decision-makers?with outcomes - administrative challenges- mismatching content and (lack of awareness, policies,technology plans, goals, support related- re-designing courses and/or to blended learning)programmes - faculty preparedness, and- discomfort with digital media quality assurance Students? - failure to understand the collaborative nature of the new technology - lack of autonomous learning skills -> scared to take responsibility for own learning
  20. 20. Recommendations- Developing new pedagogies by becoming●connected to global trends●●- Training on a regular basis included inlifelong learning programmes●- Participating in community of practice●networks (local and global)●- Developing personal learning plans
  21. 21. So, what about you?■ Having a more convenient way to teach would be important to me.■ I’m interested in becoming a better teacher.■ I’m interested in providing a better learning experience for students.■ I’m ready for a change of pace in my teaching career – something new.■ Actively facilitating online courses appeals to me, but I have some concerns about it.Source: Attracting Faculty to Online Teaching.ReadinessAssessment Tools
  22. 22. References ● E-learning Papers EU - Special Edition, Designing for Learning ● Jaqueline L. Cahill, Implementing online or hybrid courses in a traditional university, ● Judith V. Boettcher, Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory ● Fighting Engagement Deficit Disorder●
  23. 23. References● University of Milwakee. Hybrid Courses Faculty Resources● Educause. Implementing Blended Learning, 2009● Community of Integrated Blended Learning in Europe, European Project 2008-2009● Incentives and Obstacles Influencing Higher Education Faculty and Administrators to Teach Via Distance● Potential Benefits and Complexities of Blended Learning in Higher Education: The case of the University of Botswana● Australian Flexible Learning Framework
  24. 24. Thank you! The future is the sum of all the steps we take, including those that are small, ignored or mocked at. Henri Coanda