THE CHALLENGES OF BLENDED LEARNING IN A CANADIAN COLLEGE SETTING http://www.wiredlearningconsultants.com/
WHAT DO YOU THINK?
LITERATURE ON BLENDED LEARNING <ul><li>Blended learning : </li></ul><ul><li>emerging delivery method for postsecondary edu...
LITERATURE  ON BLENDED LEARNING <ul><li>blended or online learning is  not widely applied  by institutions  nor readily ac...
STUDY DETAILS <ul><li>investigated the outcomes of two college course delivered in western Canada  </li></ul><ul><li>tradi...
METHODOLOGY <ul><li>Case study </li></ul><ul><li>46 college students </li></ul><ul><li>marketing diploma </li></ul><ul><li...
RESULTS N=31 Criteria Details % Age range 18-22 70.97 Student status Full-time college student 83.87 School term 4 th  and...
RESULTS Learner Trait Frequency Percentage Hands-on learner 20 20.41% Visual learner 16 16.33% Social learner 15 15.31% In...
RESULTS Criteria Details % Taken previous blended or online <ul><li>No </li></ul><ul><li>1 </li></ul><ul><li>3 - 5 </li></...
RESULTS Response Percentage Low quality 28.57% Medium quality 25.00% Neither low nor high quality 14.29% Good quality 21.4...
RESULTS <ul><li>data crosstabluations to determine significant relationships between data variables </li></ul><ul><li>SPSS...
CONCLUSIONS <ul><li>dichotomy  between participants’ perception and rating of the blended learning course (50/50) </li></u...
CONCLUSIONS <ul><li>Reasons for  resistance : </li></ul><ul><ul><li>timing of the course in their program </li></ul></ul><...
CONCLUSIONS <ul><li>Nearly half of the participants  </li></ul><ul><ul><li>saw the blended course as favourable  </li></ul...
RECOMMENDATIONS <ul><li>blended learning not preferred by all students </li></ul><ul><li>give students choice when using l...
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The Challenges of Blended Learning in a Canadian College Setting

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A research study finds interesting results about student use and preference of blended learning in a Canadian postsecondary setting.

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The Challenges of Blended Learning in a Canadian College Setting

  1. 1. THE CHALLENGES OF BLENDED LEARNING IN A CANADIAN COLLEGE SETTING http://www.wiredlearningconsultants.com/
  2. 2. WHAT DO YOU THINK?
  3. 3. LITERATURE ON BLENDED LEARNING <ul><li>Blended learning : </li></ul><ul><li>emerging delivery method for postsecondary education </li></ul><ul><li>potential to provide rich learning experiences and environments </li></ul><ul><li>provide students with essential 21st century skills </li></ul><ul><li>Garrison & Vaughan, 2008; </li></ul><ul><li>So & Bonk, 2010 </li></ul><ul><li>Gives students: </li></ul><ul><li>some control over their learning pace and timing </li></ul><ul><li>choice, flexibility, and self-directedness in their learning </li></ul><ul><li>Cranton, 1992; Cross, 1981; Knowles, Holton, & Swanson, 2005; McIntosh & Varoglu, 2005. </li></ul>
  4. 4. LITERATURE ON BLENDED LEARNING <ul><li>blended or online learning is not widely applied by institutions nor readily accepted by students and faculty in North America . </li></ul><ul><li>a critical response to 1:1 laptop initiatives points out that the use of technology in education has focused more on replacing existing modes of learning versus transforming them. </li></ul>
  5. 5. STUDY DETAILS <ul><li>investigated the outcomes of two college course delivered in western Canada </li></ul><ul><li>traditionally a laptop, classroom-based program </li></ul><ul><li>course presented in a blended learning format </li></ul><ul><li>lessons were partially in class and out of class </li></ul><ul><li>tools used: LMS, blogs, wiki, online resources, communication </li></ul>
  6. 6. METHODOLOGY <ul><li>Case study </li></ul><ul><li>46 college students </li></ul><ul><li>marketing diploma </li></ul><ul><li>4 th and last semester </li></ul><ul><li>Data Collected </li></ul><ul><li>online survey (QuestionPro): end of term survey; quant and qual data; frequencies, descriptive and crosstab stats @SPSS; open text themes reviewed </li></ul><ul><li>LMS statistics (log in and hits); individual and aggregated stats; visual analytics (SNAPP) </li></ul><ul><li>grades: final and online communication; descriptive stats </li></ul><ul><li>Research objectives </li></ul><ul><li>to examine the interaction of students with learning, information and communication tools </li></ul><ul><li>to discover student perceptions of and recommendations for blended learning environments </li></ul><ul><li>to determine the impact of blended learning on student productivity and grades </li></ul>
  7. 7. RESULTS N=31 Criteria Details % Age range 18-22 70.97 Student status Full-time college student 83.87 School term 4 th and final, 2 year marketing diploma Hours/week attend school <ul><li>< 10 </li></ul><ul><li>11-20 </li></ul><ul><li>21-30 </li></ul><ul><li>>31 </li></ul><ul><li>13.79 </li></ul><ul><li>44.83 </li></ul><ul><li>24.14 </li></ul><ul><li>17.2 </li></ul>Hours/week study 1 - 10 majority Hours work Part-time, 11 – 20 hours 70.97 Perceived technology skills Good to expert Majority Readiness for blended Yes 56.67
  8. 8. RESULTS Learner Trait Frequency Percentage Hands-on learner 20 20.41% Visual learner 16 16.33% Social learner 15 15.31% Independent learner 7 7.14% Extraverted 9 9.18% Communicator 8 8.16% Thinker/reflector 8 8.16% Introverted 5 5.10% Reader 5 5.10% Auditory learner 5 5.10%
  9. 9. RESULTS Criteria Details % Taken previous blended or online <ul><li>No </li></ul><ul><li>1 </li></ul><ul><li>3 - 5 </li></ul><ul><li>64.52 </li></ul><ul><li>19.35 </li></ul><ul><li>16.13 </li></ul>LMS tools previously used <ul><li>Assignment drop box </li></ul><ul><li>Discussion board </li></ul><ul><li>Email messaging </li></ul><ul><li>20.93 </li></ul><ul><li>18.60 </li></ul><ul><li>18.60 </li></ul>Final Grade 46 to 86% Average = 71.77% Grade for blogs and online discussion 0 to 9/10 Average 5.14/10 Time spent of 2 required hours for online segment <ul><li>0 hours </li></ul><ul><li>I – 2 hours </li></ul><ul><li>22.58 </li></ul><ul><li>51.64 </li></ul>Blended took more time No 70% Take another blended course <ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Don’t know </li></ul><ul><li>37.93 </li></ul><ul><li>51.72 </li></ul><ul><li>10.35 </li></ul>
  10. 10. RESULTS Response Percentage Low quality 28.57% Medium quality 25.00% Neither low nor high quality 14.29% Good quality 21.43% High quality 10.71% Response Percentage Less 53.57% About the same 28.57% More 17.86%
  11. 11. RESULTS <ul><li>data crosstabluations to determine significant relationships between data variables </li></ul><ul><li>SPSS using chi-square tests </li></ul><ul><li>significant values were less than .05 </li></ul><ul><li>significant findings outlined in conclusions, next </li></ul>
  12. 12. CONCLUSIONS <ul><li>dichotomy between participants’ perception and rating of the blended learning course (50/50) </li></ul><ul><li>not understand blended and online learning as a delivery mode ; newness of a delivery mode </li></ul><ul><li>online discussion board was underutilized </li></ul><ul><li>interacting online was not a preference for some student </li></ul><ul><li>students did not see a need for online communication </li></ul>
  13. 13. CONCLUSIONS <ul><li>Reasons for resistance : </li></ul><ul><ul><li>timing of the course in their program </li></ul></ul><ul><ul><li>personal learning style </li></ul></ul><ul><ul><li>lack of blended learning experience </li></ul></ul><ul><ul><li>might have preferred a more traditional style of delivering classes </li></ul></ul><ul><ul><li>confused on what should be included in a blended course and its design </li></ul></ul>
  14. 14. CONCLUSIONS <ul><li>Nearly half of the participants </li></ul><ul><ul><li>saw the blended course as favourable </li></ul></ul><ul><ul><li>would take another blended course </li></ul></ul><ul><ul><li>learn about the same or more in a blended course compared to traditional </li></ul></ul><ul><ul><li>found it useful, good quality </li></ul></ul><ul><ul><li>took less study time, and </li></ul></ul><ul><ul><li>should be developed as a future mode of delivery </li></ul></ul>
  15. 15. RECOMMENDATIONS <ul><li>blended learning not preferred by all students </li></ul><ul><li>give students choice when using learning technologies and engaging online </li></ul><ul><li>intentional design: draw on the strengths of learning in physical and virtual classroom </li></ul><ul><li>more social and hands-on learners might need richer assignments (explore, discuss, question and create) with technologies in more structured ways both in class and after class </li></ul><ul><li>understand the learner, their context and past learning experience </li></ul>

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