Best Practices for Designing Blended Learning Courses
1. Best Practices in Designing a
Blended Learning Course
Dr. David Asirvatham
Director,
Centre for Information Technology
University of Malaya
2. What will be covered?
Introduction to UM
Reshaping of Education
Why Blended Learning
Blended, MOOC and Flipped Classroom
Best Practices
#1: Learning Outcomes
#2: Which Model
#3: Delivery Mode
#4 Role of Teacher
#5 Class Size
#6 ICT Skills
#7 Content Development *
#8: Assessment
#9 Professional Development
#10 Student Engagement
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3. • Located in Kuala Lumpur
• 1st in Malaysia
• 3rd in South East Asia
• 29th in Asia
• 146th in the world
Introduction to University of Malaya
3
4. Facts and Figures
12 Faculties
2 Academies
6 Institutes
5 Centres
8 Research Clusters
Faculties & Academies
Medicine
Science
Engineering
Economics & Administration
Business & Accountancy
Education
Languages & Linguistics
Law
Sport
Dentistry
Computer Science & IT
Arts & Social Sciences
Islamic Studies
Malay Studies
Total no of Students ~ 27,000
Undergraduates ~ 13,000
Postgraduates ~ 12,000
International ~ 3,000
Total No of Staff ~ 6,000
Academic ~ 2,500
Non-Academic ~ 3,500
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6. Globalisation of Education
Efforts to develop a Global citizen
Globalisation puts continuous pressure on the educational system to
explore and to do better
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7. Universities in a globalised world
Universities are expanding to serve beyond their
boundaries.
Greater Competition
Compete for the best students globally
Universities want to achieve world class status
Universities want to create top-tier research
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12. Chalk-and-talk has long
ruled the classrooms
o will not be eliminated
o Less emphasis
“Digital” Learning
o greater emphasis on MOOC
o on demand learning
o networked Learning
MOOC, e-Learning, Blended and Flipped
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18. 18
20 years experienced history teacher:
My school is going through the process of adopting the
Common Core, and there is a tremendous push to create
student-driven classrooms using technology. In short, I am
overwhelmed and fear that I am too old, too used to the way
I have taught to make the change
22. MOOC is a course
Start and End Time
Video Lectures
Assignments & group work
Projects
Discussions and Forums
Reading materials
Assessments
Certification
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24. To MOOC or not to MOOC, is no longer a question to
ask; How to MOOC better is a more relevant
question to ask.
MOOCs are very demanding compared to traditional
courses content development
(Alario-Hoyos et al. 2014)
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To MOOC or not to MOOC?
25. MOOC & Blended Learning
MOOC is a course
Most MOOC courses do not have face-to-face element
Blended Learning is an approach to teaching and learning
You can use MOOC content within a face-to-face
environment
Students can go through a MOOC course and attend a
face-to-face classroom sessions for discussions or class
activities.
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28. Blended course design requires a willingness to
step back and consider the goals and range of
possibilities, strategies, techniques and tools.
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Garrison and Vaughan, 2008
29. Balancing between Online and F2F
Need to find the equilibrium between online and F2F
High work load:
Online Learning can be put great pressure on teacher.
It can drain on one’s time and effort
Can have a negative impact
A proper “balance” is need to have a positive impact
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30. #1 Learning Outcome
Focus on Learning Outcome and not Technology
Learning Objectives must take precedence in the design
Are the learning outcomes specific, attainable, and
measurable?
All activities must focus on the Learning Outcome
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32. # 3 Which Delivery Mode is Best?
There is a need to balance online
delivery with F2F delivery
50:50; 30:70 or 80:20 ??
Topic, learning strategy, class size,
technology, etc.
Which Topics/Activity – Which
mode?
70:20:10 Model -
20:10 – Blend social learning with
formal
Promote informal learning
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35. #5 Right Class Size
Class size has an impact on online teaching domain.
Class size will determine the types of activities,
assignments, evaluations, and feedback that will be used.
There is a need to balance these activities according to
class size
Research indicates that online class size should be limited
to 20-30 students (Orellana, 2006; Roby, Ashe, Singh, & Clark, 2013).
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36. #6 Students’ ICT Skills Level
Not all students have good ICT skills
Teacher will need to recognise their needs, challenges and
opportunities
Support, Helpdesk, User Manuals, etc.
New students may need more support and monitoring
(Allen, 2000; Grover, 2006; Schrum & Hong, 2002)
Advanced or veteran online students may require less one-
on-one attention (Hachey, Wladis, & Conway, 2012, 2014).
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37. #7 Balancing Content Development Time
Online course preparations can be very time intensive,
requiring considerable research, creativity, and planning
(Dahlgran, 2008; Meyer, 2012).
Not necessary online mode save on teaching time
(Bender, Wood, & Vredevoogd, 2004; Cavanaugh, 2005; Lazarus, 2003)
Teaching online can actually provide teachers with more
flexibility (Meyer, 2012).
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38. #8 Assessment/Feedback
Grading papers/assignments & online class
discussions/feedback can take up most of the teachers’
time (Mandernach, 2013)
Technology can help to leverage efficiency in grading and
content delivery, but it can be time-intensive to implement
(Sheridan, 2006)
A balanced strategy for grading is necessary (Sheridan, 2006)
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39. #9 Time for Professional Development
Professional development: opportunity to attend
conferences/ workshops, participate learning communities,
learn new e-learning techniques and keep abreast of
discipline-specific research and pedagogy.
Professional development is often less of a priority given
the other demands in the teaching domain (Dede, Ketelhut,
Whitehouse, Breit, & McCloskey, 2008).
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40. #10 Student Engagement is Key
Get Student’s Attention – Innovative ideas
Social Presence and belonging
Clear Content Structure
Clear Instructions
Challenging Activities
Timely Feedback
Personal Touch – Chat, E-mail, etc
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41. Does Blended Learning really works?
Pennsylvania’s Spring City Elementary Hybrid Learning School (SCEHLS)
Implemented blended learning in Fall 2012
Teachers were given 9 days of training
Before the school began
Teachers redesign classrooms to fit blended mode
Basic technology was introduced
Station Rotation Model
3 Stations (20 min each station)
Individual Learning
Collaborative Learning
Direct Instruction
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43. Why Blended Learning?
Best of both
Worlds
Learner
Engagement
Deeper
Learning
Extended
Learning
Better
Achievements
Creative
Collaborative
Learning
Flexible &
Motivating
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44. Possible Barriers to Blended Learning
Infrastructure – Classroom, Network, Internet Access, WiFi,
etc.
Hardware and Software – PCs, Notebooks, LMS,
Integration, etc.
Lack of Skill (Training)
Cost and Time
Mindset Change – Teachers, Students and Parents
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47. Summary: Essentials for Blended Mode
1. Good Infrastructure – Bandwidth, technology, learning
space, etc.
2. Go 1:1 - each student to have the own device
3. Good LMS – Schoology, Canvas, Facebook like, etc.
4. Digital Learning Space
5. Promote teamwork and collaborative learning
6. Promote MOOC Courses as electives & content
7. Determine the right formula for your course
8. Focus on Learning
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48. Human Touch
We learn to make eye contact, to become aware of another
person's posture and tone, to comfort one another and
respectfully challenge one another -- that empathy and
intimacy flourish. We learn who we are.
by Professor Sherry Turkle
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49. Technology Touch
Technology has the power to engage students and make
learning more fun. So much of learning happens outside of
the classroom; we need to connect our in-school activities
with our kids' out-of-school interests. Maybe they develop a
love of writing poetry, producing music videos, or solving
hard problems in their communities.
Philips Andover
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51. Take this quiz?
https://b.socrative.com/login/student/
Room: KELANA
1. Who will resist most in adopting Blended Learning?
Students
Administrators
Lecturers
2. In your opinion, which will be your preferred mode of learning?
MOOC-style (fully online)
F2F (fully classroom-based lectures)
Blended Mode
3. Will Blended Mode be a threat to universities/schools that do not adopt it?
Yes
No
Not Sure
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