Blended

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  • Virtually all significant growth is online enrollments.
  • More and more, schools are saying they are having difficulty keeping up with the demand for online classes. They add a section and it instantly fills up. It seems to make sense that we should expand online is the demand is there, but there is a problem…
  • Attrition rates are significantly higher for online enrollments.
  • Student achievement is consistently lower for online enrollments.
  • Since all growth is online, and online students are less successful than traditional students… as we continue to grow, we should see less success, not more, unless we change somethingSo, in this case – more is less
  • Why do students elect to take their courses online?
  • What do we know? About online growth, About student success in online learning
  • Results indicate prior educational experience and prior computer training may help distinguish between individuals who complete university online distance education courses and those who do not.
  • Questions – how many of our students “need” online because of distance?
  • Blended

    1. 1. Blended Learning:Recipe for Student Success?<br />
    2. 2. U.S. College Enrollment: Percentage of Overall = Online<br />
    3. 3. Virtually all enrollment growth is online growth<br />
    4. 4. Online and F2F attrition rates<br />
    5. 5. Online vs. F2F GPA<br />
    6. 6. This could go badly.<br />
    7. 7. What motivates students who enroll in online courses?<br />Anytime/anywhere work<br />Ease of schedule <br />Improved control <br />Freedom from large classes<br />Flexibility <br />Convenience<br />Student Involvement in Online Learning, Dziuban, et al<br />
    8. 8. The Successful Online Learner<br />Having a strong academic self-concept.<br />Exhibiting fluency in the use of online learning technologies. <br />Possessing interpersonal and communication skills. <br />Understanding and valuing interaction and collaborative learning.<br />Possessing an internal locus of control.<br />Exhibiting self-directed learning skills. <br />Exhibiting a need for affiliation.<br />
    9. 9. Indicators of Success<br />six pre-entry variables were related to retention, including <br />cumulative grade point average, <br />class rank, <br />number of previous courses completed online, <br />searching the Internet training, operating systems and file management training, and Internet applications training. <br />
    10. 10. Online enrollments are best suited for students who are…<br />High achievers<br />Experienced with the technology<br />Self-confident in their ability to learn on their own<br />In need of flexible learning – especially at a distance<br />Willing to put in the extra time and effort<br />
    11. 11. Blended Learning for Students<br />Allows for greater flexibility in time and place by reducing seat time and fewer trips to campus<br />Offers a continuum of face to face vs. online interactions<br />Provides an opportunity for students to gain technology skills/efficacy<br />Provides a more structured learning environment for students who may lack self-discipline or organizational skills<br />
    12. 12. Blended Happens<br />
    13. 13. Being Intentional<br />Identify courses with high enrollment – low student success<br />Identify interactions best suited for online vs. face-to-face – find the right balance<br />Integrate opportunities for skill-building with technology<br />Adopt standards in areas of quality design and support<br />
    14. 14. Tips on Hybrid Courses<br />1) take it easy<br />2) focus on design, not technology<br />3) use resources already available (open content, etc.)<br />4) don’t go it alone<br />5) manage your students’ expectations<br />6) anticipate problems<br />University of Wisconsin - Milwaukee<br />
    15. 15. References & Resources:<br />Babson Survey Research Group, Class Differences: Online Education in the United States, 2010, The Sloan Consortium<br />Dabbagh, Nada, The Online Learner: Characteristics and Pedagogical Implications, Contemporary Issues in Technology and Teacher Education, 7 (3), 217-226<br />Howard, Samuel B, The Benefits of Face-to-Face Interaction in the Online Freshman Composition Course, MERLOT Journal of Online Learning and Teaching Vol. 5, No. 4 December 2009<br />Mendernach B., et al, Learner Attribute Research Juxtaposed with Online Instructor Experience: Predicors of Success in the Accelerated, Online Classroom, Journal of Educators Online, Vol 3, No. 2 July 2006<br />Dziuban, Charles, et. al. Student Involvement in Online Learning, Alfred P Sloan Foundation, October 2007<br />University of Wisconsin – Milwaukee, Hybrid Courses, http://www4.uwm.edu/ltc/hybrid/<br />Blended Learning at Simmons College http://at.simmons.edu/blendedlearning/<br />Blended Learning Initiative at University of Illinois at Chicago, http://exedweb.cc.uic.edu/blended/blendedlearninginitiative.html<br />
    16. 16. All images used are licensed under a Creative Commons Attribution License<br />http://www.flickr.com/photos/zozo2k3/126301752/sizes/m/ by YazanBadran<br />http://www.flickr.com/photos/goincase/4648453108/sizes/m by Incase.<br />http://www.flickr.com/photos/wgreller/511907993/sizes/m/ by Wolfgang Greller<br />http://www.flickr.com/photos/wgreller/260560053/sizes/z/ by Wolfgang Greller<br />http://www.flickr.com/photos/notsogoodphotography/2713087843/ by Ibrahim Iujaz<br />http://www.flickr.com/photos/37873897@N06/3991246356/ by Flavio@Flickr<br />
    17. 17. Adobe Connect room<br />http://connectpro33265428.adobeconnect.com/blss/<br />

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