Blended learning and flipped classroom in nursing 2014

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See how one nursing program has successfully developed a nursing program using the blended learning and flipped classroom models.

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Blended learning and flipped classroom in nursing 2014

  1. 1. Increasing Student Engagement BLENDED LEARNING AND THE FLIPPED CLASSROOM: College of Southern Maryland June 2014
  2. 2. Dr. Cynthia Francis Bechtel, PhD, RN, CNE, CSHE, CEN Associate Professor Coordinator MSN Program Dr. Susan Mullaney, EdD, RN, CNE Professor Department Chair Nursing WHO ARE WE?
  3. 3. Discuss the innovative teaching modalities of blended learning and the flipped classroom Examine student experiences with blended learning and flipped classroom courses Illustrate creative online course modules EXPECTED LEARNING OUTCOMES
  4. 4. HAVE YOU SEEN THIS CLASSROOM?
  5. 5. “If you are teaching the way you were taught, you are preparing students for a healthcare system that no longer exists.” Visions of Students Today HEARD AT NLN EDUCATION SUMMIT 2013
  6. 6. What is your impression of blended learning? Is it… A. An online enhancement to a face-to- face learning environment B. A face-to-face enhancement to an online learning environment, or C. Something else entirely A POP QUIZ…
  7. 7. Do you currently use blended learning/hybrid format for any of the courses that you teach? A. Yes B. No POP QUIZ
  8. 8. Hybrid and Blended – Education designed to integrate face-to- face and online activities that • reinforce, • complement, and • enhance one another, instead of treating the online component as an add-on or duplicate of what is taught in the classroom University of Wisconsin IS IT HYBRID OR BLENDED?
  9. 9. OUR STUDENTS IN A FACE-TO-FACE CLASSROOM
  10. 10. The Sloan Consortium (a professional organization dedicated to postsecondary online learning) defines blended learning as a course where 30%-70% of the instruction is delivered online. BLENDED LEARNING
  11. 11. Web-based learning activities are introduced to complement face-to-face work "seat time" is reduced, though not eliminated altogether the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each. From http://www4.uwm.edu/ltc/hybrid/about_hybrid/index.cfm KEY CHARACTERISTICS
  12. 12. “As I reflect on my undergraduate education, I can honestly say I was a passive learner. All of my undergraduate classes were the usual lecture format. The professor was the sole provider of the information, spoon feeding us what we needed to know. I was one of the students in the lecture hall feverishly taking notes on what seemed like endless number of PowerPoint slides the professor prepared on the subject. The amount of collaboration between student and professor was usually limited to ‘we need to get through this information, people.’ ” STUDENT VIEW OF BLENDED LEARNING
  13. 13. What is driving the pedagogical change at our institution? WHY BLENDED LEARNING?
  14. 14. http://tinyurl.com/nl4k3uj OUR STUDENTS
  15. 15. WHY BLENDED LEARNING? The nature of our student body Use of a cohort model Research that espouses active learning An approach that allows for deep processing and application of concepts
  16. 16. Does a blended course create a better student learning experience? Courtesy of web.ccis.edu BENEFITS OF BLENDED LEARNING
  17. 17. Students prefer blended learning environments  Dahlstrom, E., Walker, C.. & Dziuban (2013). ECAR Study of Undergraduate Students and Information Technology http://tinyurl.com/nl4k3uj ECAR (EDUCAUSE) RESEARCH HUB
  18. 18. “I had been a bit anxious about the online portion of the classes. All my previous classes had been face-to-face and e-learning seemed like it would be impersonal and solitary. I’m so glad I was so wrong. The hybrid nature of this program appears to combine the best of both worlds. Face-to-face classes allow visual, tactile, real-time interaction, and the ability to get to know classmates in a more personal way. The online portion allows greater flexibility, reflection, and time to research things more fully.” STUDENT VIEWPOINT
  19. 19. Their 2009 meta-analysis showed that “blended” instruction – combining elements of online and face-to-face instruction – had a larger advantage relative to purely face-to- face instruction or instruction conducted wholly online.  http://www2.ed.gov/news/pressreleases/2009/06/ 06262009.html U.S. DEPARTMENT OF EDUCATION STUDY
  20. 20. WHAT DOES THE RESEARCH SAY? Blended learning has been received positively by students Asynchronous online discussions increase student satisfaction in introductory nursing research courses (Lyons & Evans, 2013; Smyth, Houghton, Cooney, & Casey, 2012)
  21. 21. WHAT DOES THE RESEARCH SAY? Blended learning assists the health professional to learn in a manner that is adaptable to their workplace and promotes life-long learning Components of blended learning include novel teaching strategies, connecting practical activities, and e-learning activities to maintain engagement (Jonas & Burns, 2010; Sidebotham, Jomeen, & Gamble, 2014)
  22. 22. Even though technology enables greater learner control and autonomy, learners generally value social contact and faculty guidance, especially when entering a new field or course of study (de Laat, 2006). In fact, some might argue that student interaction with faculty and with other students in the context of learning is an expression of a basic human need. de Laat, M. (2006). Networked learning. Retrieved from http://www.e- learning.nl/files/dissertatie%20maarten.pdf WHAT DOES THE RESEARCH SAY?
  23. 23. “Some benefits of the hybrid format are the self- directed learning modules that can be completed during times that work best for the learner, less time involved in travelling to classes, and no tests with this program. ” BENEFITS OF BLENDED LEARNING
  24. 24. How do we combine blended learning format with a flipped classroom methodology? WHAT ABOUT FLIPPED CLASSROOMS?
  25. 25. Didactic material online Face-to-face class time for interactive assignments and discussions that build upon online material – no formal lectures Course design will vary with the educational environment THE FLIPPED CLASSROOM
  26. 26. Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. www.flippedlearning.org FLIPPED LEARNING NETWORK
  27. 27. According to the Flipped Learning Network (2012), there's no scientific research base to indicate exactly how well flipped classrooms work. But some preliminary nonscientific data suggest that flipping the classroom may produce benefits. CURRENT RESEARCH ON FLIPPING
  28. 28. In one survey of 453 teachers who flipped their classrooms, 67% reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs; 80% reported improved student attitudes 99% said they would flip their classrooms again next year (Flipped Learning Network, 2012) RESEARCH ON FLIPPING
  29. 29. What we’ve observed: Students are able to apply what they have learned from the didactic content in the online modules to the classroom activities BENEFITS OF FLIPPING
  30. 30. Students are more engaged with the content reflect deeply to make connections between the concepts taught and their personal and professional experiences work collaboratively to assist each other to progress and meet the course and program outcomes WHAT HAVE WE OBSERVED?
  31. 31. “The hybrid class has allowed for a higher level of learning and teaching. I felt that I learned more from these two classes than almost any I’ve taken in the past.” Benefits of Blended Learning
  32. 32. HOW DO WE GET STARTED?
  33. 33. What are the characteristics of successful blended and flipped courses? www.audreyreille.com BEST PRACTICES
  34. 34. Define what blended learning looks like for your course Set “Rules of Engagement” for communications Use Quality Matters standards https://www.qualitymatters.org/rubr ic BEST PRACTICES
  35. 35. A set of 8 general standards and 41 specific standards used to evaluate the design of online and blended courses Concept of alignment: Learning Objectives, Assessment, Instructional Materials, Learner Interaction and Engagement, and Course Technology work together to ensure students achieve desired learning outcomes. QUALITY MATTERS
  36. 36. As you consider designing a blended learning course, what kinds of interactions can you envision occurring face-to-face, and how might you use the online environment for interactions? What opportunities are there for you to explore different instructional strategies in the blended course than you have in the past? QUESTIONS TO PONDER
  37. 37. “The hybrid course design incorporates diverse learning styles. The online modular topics, readings, assignments, videos, links, and resources gave me alone time to experience the subject in a multidimensional true-life learning process.” STUDENT VIEWPOINT
  38. 38. • Integrate the best aspects of both face- to-face and online instruction. • Classroom time can be used to engage students in advanced interactive experiences. • The online portion of the course can provide students with multimedia-rich content at any time of day, anywhere the student has internet access. COURSE DESIGN STRATEGIES
  39. 39. Select and incorporate appropriate instructional technologies to meet learning goals and deliver online experiences. The focus should be first on the learning, and second on the technologies that will support that learning TECHNOLOGY
  40. 40. Nursing Management Module: Team Building (Management course) MODULE EXAMPLE
  41. 41. Role of instructor Interaction among students Blended learning lends itself to learner- centered, teacher- guided, interactive, and student-collaborative learning WHAT IS BEST MIX?
  42. 42. Course Learning Outcomes Learning Interaction/Activities Resources, Materials, Technologies Assessment and Measurements Faculty Action/Prep MAPPING A COURSE
  43. 43. Module outcomes need to align with course outcomes Think about what you want students to take away from this module Assignments and activities flow from outcomes OUTCOMES
  44. 44. Aligned with module outcomes Based upon didactic content Reinforce application of principles and concepts Lead to better patient outcomes and safe and effective high quality care LEARNING ACTIVITIES
  45. 45. Online modules may be completed at the student’s own pace Allow students to enter more deeply into the material or an idea. Especially important for ELL students ASYNCHRONOUS ACTIVITIES
  46. 46. “As for the on-line portion of our class, I thought that that would be a cakewalk. Answer a few questions, post, and no big deal, right? Wrong - I find the discussion boards to be so thought provoking and as I am reading for the modules, I find myself looking for more information. This class has made me more inquisitive.” THE STUDENTS’ CHALLENGES
  47. 47. Technology module in Advanced Technology and Nursing Informatics course MODULE EXAMPLE
  48. 48. From module on Societal and Global Influences in Healthcare: Megatrends in Global Health Care by Karen Dillon and Steve Prokesch http://hbr.org/web/extras/insight-center/health-care/globaltrends/1-slide From module on Pediatric Issues & Special Education: Click *here* for a 3 ½ minute YouTube video intended to show you how an autistic adult experiences sensory overload – in simulation. Interesting perspective! http://youtu.be/BPDTEuotHeO EXAMPLES OF STUDENT LEARNING ACTIVITIES
  49. 49. What is your BMI? Check it out by clicking this link: Body Mass Index calculator http://www.cdc.gov/healthyweight/assessing/bmi/adult_bmi/english_bmi_ calculator/bmi_calculator.html Time for a Clip! http://youtu.be/EantVCQO69g Click here to watch a short YouTube video on Invisible Illness Awareness. EXAMPLES OF STUDENT LEARNING ACTIVITIES
  50. 50. Balance video & discussion Always, It Depends, Never in a Million Years Peer review & editing of term papers (Pair-Share-Compare) Role play conversations with students Identify Facebook sites patients are using EXAMPLES OF STUDENT LEARNING ACTIVITIES
  51. 51. Live events These are synchronous, instructor-led events. Traditional lectures, video conferences, and synchronous chat sessions such as Blackboard Collaborate or Adobe Connect are example. EXAMPLES OF STUDENT LEARNING ACTIVITIES
  52. 52. The more ways you can present a concept (auditory, tactile, visual, activity) the more likely it will be captured by students “Step out from behind the screen full of slides and engage students in (realistic) learning experiences” to enhance learning. (Benner, Sutphen, Leonard, & Day, 2010, p. 14) ACTIVE LEARNING
  53. 53. “I am finding that I am more of an active learner with hybrid classes. I am more likely to research the discussion board questions and actually put an effort into them.” STUDENT VIEWPOINT
  54. 54. When class prep and “lecture” take place outside of the classroom, the classroom becomes a stage for experiential learning Students need guided study – you get to shape this when the classroom goes beyond the traditional lecture ACTIVE LEARNING
  55. 55. In a traditional class design for example, students get a lecture, do some assigned reading in the text and associated articles, and take an exam and/or write a paper. In contrast… ACTIVE LEARNING
  56. 56. In flipped classrooms, students engage with a module which involves information sharing, video clips, blogs, short stories, editorials, and articles; does the assigned readings; engages in a recap or summary in the classroom, then thinks more deeply via classroom activities, classroom discussion and/or participation in a discussion board, and/or written reflective journals or other assessments. ACTIVE LEARNING
  57. 57. “I knew I didn’t want to take online courses as I imagined it would be impersonal. I thoroughly enjoy reading the modules, viewing the videos, reviewing the articles, and writing a discussion board on the subject. I also very much enjoy the Wednesday evenings together, the spirited conversations, the networking, collaborating, and group projects.” A STUDENT’S VIEW
  58. 58. Example: SBAR Your CAR (courtesy of Dr. Tim Bristol, www.nursetim.com) 1. Find a partner and discuss the following - 2. Situation: what type of car do you have right now 3. Background: how did you get it & precipitating factors 4. Assessment: what is the current state of your car 5. Recommendation: what are the next steps in your car’s journey ACTIVE LEARNING
  59. 59. Learners communicate and create with professors and classmates. E-mail, threaded discussions, group activities, blog, journal, podcast, vodcast, and wikis are all examples. Faculty feedback is vital. ONLINE COMMUNITY
  60. 60. Student-to-student interaction has become more of a focus in today’s classrooms, where the teacher becomes more of a guide or facilitator in the learning process. ONLINE COMMUNITY
  61. 61.  “…E, I always look forward to your discussions about school nursing and your challenges at not having a traditional hierarchical system for management or leadership. Although I can’t fully comprehend the circumstances in which you practice, your position within the community setting provides me another viewpoint to contemplate and forces me to think beyond the traditional means for problem-solving in regards to leadership.” STUDENT VIEWPOINT
  62. 62. “M, As a leader in any domain, modeling the way is the best way to show your conviction toward a change or an outcome. It is important that leaders gain the respect and trust of those they are trying to lead. Dickenson-Hazard (2006) writes that leaders must lead from what they believe in order to gain commitment from others. You exemplified that when dealing with the different constituents within your department. You didn't go in and tell them what you felt needed to change, you fostered a solution through communication and teamwork.” STUDENT VIEWPOINT
  63. 63. What are the challenges of a blended class? WHAT ARE OUR CHALLENGES?
  64. 64.  Material development is a time- and labor-intensive process  The need for resources to create the online materials for the courses. CHALLENGES
  65. 65. How can you ensure that students experience your course as one consistent whole rather than as two loosely connected learning environments? if pursued with the module structure common in online teaching, blended courses can bring about higher levels of student engagement and more effective face-to-face time management. CHALLENGES
  66. 66. Managing student expectations of blended courses  Blended concept  Time management  Classroom vs home CHALLENGES
  67. 67. Students’ work online must be relevant to the in-class activities Students can be critical of blended instruction if they feel the face-to- face and time-out-of-class components of the course are not well integrated. CHALLENGES
  68. 68. “In order to be successful in a hybrid course, one must be dedicated and self- disciplined. Like the conventional face- to-face classes, e-learning requires that the student complete assignments and course work by a deadline, but without the constraints of being in a classroom setting.” STUDENT VIEWPOINT
  69. 69. Questions? Comments? JUST ASK
  70. 70. Beesley, A., & Apthorp, H. (Eds.). (2010). Classroom instruction that works, second edition: Research report. Denver, CO: McRel. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: ISTE; and Alexandria, VA: ASCD. RESOURCES
  71. 71. Flipped Learning Network. (2012). Improve student learning and teacher satisfaction with one flip of the classroom. Retrieved from author at http://flippedlearning1.files.wordpress.com/2012/07/clas sroomwindowinfographic7-12.pdf RESOURCES
  72. 72. Screencastomatic http://www.screencast-o-matic.com/ 20 fun free tools for interactive classroom collaboration http://www.emergingedtech.com/2014 /05/20-excellent-free-tools-for- interactive-collaboration-experiences-in- the-classroom/ Soapbox www.gosoapbox.com RESOURCES
  73. 73. Flipped classroom resources http://www.educatorstechnology.com/search/ label/flipped%20classroom 20 video project ideas to engage students http://ditchthattextbook.com/2014/02/06/2 0-video-project-ideas-to-engage-students/  The 10 best web tools for flipped classrooms http://www.edudemic.com/web-tools-for- flipped-classrooms/ RESOURCES
  74. 74. Nurse Educator Listserv https://lists.uvic.ca/mailman/listinfo/nrsinge d Wordle word clouds http://www.wordle.net/ Eyejot Online video messaging http://corp.eyejot.com/ Skype http://www.skype.com/en/ Jing Capture images and videos http://www.techsmith.com/download/jing/ RESOURCES
  75. 75. Wikispaces for teachers http://www.wikispaces.com/content/tea cher Google Docs https://docs.google.com/ Rubrics Free tool to help create rubrics http://rubistar.4teachers.org/ Sophia Flipped Classroom Certification http://www.sophia.org/flipped- classroom-certification RESOURCES
  76. 76. THANKS FOR INVITING US! Dr. Cynthia Bechtel cbechtel@framingham.edu Dr. Susan Mullaney smullaney@framingham.edu

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