This document summarizes a workshop on blended learning design and research. The workshop included an overview of blended learning, examining a case study theme in groups, presentations of the case studies with peer feedback, and a wrap up. The overview of blended learning discussed definitions and approaches like the flipped classroom. The rest of the workshop guided participants through analyzing, designing, and implementing a blended learning case study of their choice on a given theme.

1. Blended Learning
Design & Research
Luuk Terbeek
VU Amsterdam
HGZO Congres
22 maart 2018

3. https://learnacademy.vu.nl/nl/opleidingen-cursussen/cursus-blended-learning/index.aspx#accept

4. Workshop opbouw
1. Blended Learning in vogelvlucht (20 min)
2. Casus expliciteren aan de hand van thema (15 min)
3. Casus presentatie & peer feedback (40 min)
4. Wrap up (15 min)

5. 1. Blended Learning in vogelvlucht

6. Blended Learning
Garrison and Vaughan (2013) describe blended learning as the organic
integration of thoughtfully selected and complementary face-to-face and
online activities.
By using blended formats learners feel more engaged (Vaughn, 2007), while
blended learning can reduces costs for organizations (Garrison & Kanuka,
2004; Rovai & Jordan, 2004) (Cottle & Glover, 2011).

7. Blended Learning
Blended Learning enables teachers to reverses the traditional educational
arrangement by delivering instructional content online, available for
students before their face-to-face meetings. This approach of blended
learning is often called the Flipped Classroom. Applying the Flipped
Classroom approach provides other learning activities during face-to-face
time, which results in a change of the teacher role. Another important
consequence of the Flipped Classroom approach is the increased
responsibility of students for their own learning process.
However, there is no single pattern or model for mixing and matching face-
to-face and online learning technologies into courses (Picciano, Dziuban &
Graham, 2013)

8. Blended Learning
• Praktijk
• Kennisdeling
• Onderzoek

9. Blended Learning - praktijk
• Begeleiden en coachen (docenten) teams bij
ontwerp, ontwikkelen, uitvoeren en evaluatie

10. Blended Learning - praktijk
• Begeleiden en coachen (docenten) teams bij ontwerp, ontwikkelen,
uitvoeren en evaluatie
https://www.academia.edu/10054766/Institutional_Blended_Learning_Adoption_Checklist

11. Blended Learning - praktijk
• Begeleiden en coachen (docenten) teams bij
ontwerp, ontwikkelen, uitvoeren en evaluatie
• Re(design)

12. Blended Learning - praktijk

13. Blended Learning - praktijk
Tools
- In LMS
- Gekoppeld aan LMS
- Buiten LMS

14. Blended Learning - praktijk
• Begeleiden en coachen (docenten) teams bij
ontwerp, ontwikkelen, uitvoeren en evaluatie
• Re(design)
• Projectmanagement
• Verwachtingsmanagement -> Syllabus

15. Blended Learning – praktijk:
Diffusion of Innovation (DOI) Theory, developed by E.M. Rogers in 1962

16. Blended Learning - praktijk
CRAM Tool—Overview
• https://www.youtube.com/watch?v=K19nKi9Kb2Y
• http://web.lkldev.ioe.ac.uk/cram/index.html

17. Blended Learning - kennisdeling
https://www.surfspace.nl/sig/121-blended-learning/122-over-sig-blended-learning/

18. Blended Learning - onderzoek

19. Blended Learning - onderzoek
Study (ID) Method Observation
Year(s)
Teaching methods
(TM)
Learning
Technologies (LT)
Learning
Mechanisms
(LM)
Measured
outcome(s)
Description of reported
statistical significance
Grades Students
(N)
Teachers
(N)
Country
2. Sayeski,
Hamilton and
Jones (2015)
Randomized
Controlled Trial
(RCT)
2015 Homework,
Instructor facilitated
& Flipped classroom
E-Learning Online
(Star Legacy)
modules
Learning Styles Student motivation,
Effectiveness*
Participants in the
flipped instructional
condition performed
Statically significant
better.
Undergrad
uates
115 USA
6. El-Deghaidy
and Nouby
(2007)
Quasi
experimental
study (QES)
/ Mixed method
design (including
quantitative and
qualitative
research)
2007 Cooperative
learning
Online Modules
(including,
videos)
e-Learning
attitude scale,
cooperativeness
scale
1.Effectiveness* 1. Significant difference
between pre and
posttest on the overall
course test for the
experimental group
2. Significant differences
between two groups in
their attitude towards e-
Learning (experimental
group - more positive
attitude)
Teachers 26 Egypt
7. Sung, Kwon
and yu
(2008)
Quasi
experimental
study (QES)
2008 Flipped Classroom e-learning Individual
learning
1. Effectiveness*
2. (student)
Motivation
3. Costs
1. The experimental
(blended learning group)
shows a significantly
higher level of
knowledge
2. The experimental
(blended learning group)
shows a significantly
higher level of
satisfaction
nurses 50 Korea
17. Woltering,
et al. (2009)
Comparative
study, mix-
method study
(evaluation)
2009 Problem-based
learning
e-Learning
modules
(including videos)
Cooperation
during self-
directed learning
(student)
motivation*
(teacher) motivation
Effectiveness
… Third year
students
185 14 Germany

20. Blended Learning - onderzoek
TPACK
https://www.youtube.com/watch?v=FagVSQlZELY

21. Blended Learning - onderzoek
Community of Inquiry (CoI) model
https://www.youtube.com/watch?v=273WuFa6Z04&t=1s

22. CoI framework
The premise of the CoI framework suggests that creating an effective online experience requires a
collaborative community. The CoI framework, developed by Garrison, Anderson, and Archer (2000)is
defined as follows:
An educational community of inquiry is a group of individuals who collaboratively engage in purposeful
critical discourse and reflection to construct personal meaning and confirm mutual understanding.
The Community of Inquiry theoretical framework represents a process of creating a deep and
meaningful (collaborative-constructivist) learning experience through the development of three
interdependent elements—social, cognitive, and teaching presence.
• Social presence is “the ability of participants to identify with the community (e.g., course of study),
communicate purposefully in a trusting environment, and develop inter-personal relationships by
way of projecting their individual personalities” (Garrison, 2009).
• Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the
purpose of realizing personally meaningful and educationally worthwhile learning outcomes
(Anderson, Rourke, Garrison, & Archer, 2001).
• Cognitive Presence is the extent to which learners are able to construct and confirm meaning
through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).

23. CoI elements & categories

24. Blended Learning - onderzoek
CoI survey
https://coi.athabascau.ca/coi-model/coi-survey/

25. Blended Learning - onderzoek
See the big picture and know the little steps to go forward
Alec Couros (Professor Educational Technology & Media, Univeristy of Regina) rightly
points out yet again that emerging technologies and social networks provide us with
the tools to dramatically transform our learning environments and that learners have
the ability to learn anywhere, anytime and with anyone for the first time in history. He
illustrated this with several examples of questions people ask on YouTube and the
answers this generated.

26. Blended Learning - onderzoek
See the big picture and know the little steps to go forward
Alec Couros (Professor Educational Technology & Media, Univeristy of
Regina) rightly points out yet again that emerging technologies and social
networks provide us with the tools to dramatically transform our learning
environments and that learners have the ability to learn anywhere, anytime
and with anyone for the first time in history. He illustrated this with several
examples of questions people ask on YouTube and the answers this
generated.
At the same time, we find ourselves in a phase in which many of our
educational models and methods are grafted on expert-to-student
information transfer. A time with tremendous opportunities raises many
questions about the nature of teaching and learning. Practical guidelines that
get us on our way are a great help. A simple yet important example is working
with communities overarching courses (instead of working again and again
with new communities within courses).

27. 2. Casus expliciteren aan de hand van thema

28. 2. Casus expliciteren aan de hand van
thema
• Analyseren
• Ontwerpen
• Implementeren

29. • http://tiny.cc/analyseren

30. • http://tiny.cc/ontwerpen

31. • http://tiny.cc/implementeren

32. Jouw casus, jouw thema
• Analyseren
Bronnen:
– Versnellingsagenda voor onderwijsinnovatie
– Seminar Faciliteren van docenten(teams) bij blended learning
• Ontwerpen
Bronnen:
- Toolguide
- A Self-Directed Guide to Designing Courses for Significant Learning
• Implementeren
Bronnen:
- Community of Inquiry framework – student evaluatie survey
- The Course Resource Appraisal Modeller (CRAM)
- The Blended Learning adoption checklist

33. Wrap up
Wat neem je mee?

34. Blended Learning dienstenaanbod

36. https://www.sbo.nl/onderwijs/blended-learning/#Docenten

37. Contact
Luuk Terbeek
Onderzoeker & Onderwijsadviseur
gespecialiseerd in Blended Learning en Online Learning
l.terbeek@vu.nl
https://www.linkedin.com/in/luukterbeek/
https://twitter.com/Luuk_Terbeek