The document discusses blended learning, highlighting its various forms and the importance of understanding its integration into educational systems. It presents statistics on student enrollment in blended and online courses, showing high levels of student participation and success. The document also emphasizes the need for good course design and institutional support for effective blended learning implementation.

1. Blended Learning:
Making Sense of All the Options
Kelvin Thompson, Ed.D.
University of Central Florida
@kthompso #OLCcollaborate
This work is licensed under a Creative Commons Attribution-NonCommercial-Sharealike 3.0 Unported
License. Portions of this work are the intellectual property of others and are attributed appropriately in
context.

2. http://bit.ly/thompson_collaborate2016
Pre-Reading Read More About It Resources
http://bit.ly/resources_collaborate
Primitive audio recording of the session:
http://bit.ly/audio_thompsoncollaborate2016

3. “Bedhead” by Mark_Wheadon
on Flickr under terms of
CC BY-SA 2.0 License
https://www.flickr.com/photos/
mark_wheadon/5356353811

4. Multiple Approaches
Tech Enabled
F2F + Online
Web Enhanced
Flip Class
Reduced Seat Time
Mandated “Recipes”
Understanding “Blended”

5. +
+
-
-
Faculty Preferences Institutional Goals

6. 6

7. AY 2014-2015
• 37.79% of total university SCH
• 77.7% of all students took at least one online course (W, M, V, RV)
• 80.19% of all undergraduates (47,116)
• 61.13% of all graduate students (6,469)
NOTE:
W = fully online
M = blended
V/RV = video lecture capture

8. 88 91
87 88 91 8890
94 91 91
95 9289 91 89 90 92 91
0
10
20
30
40
50
60
70
80
90
100
Spring 14 Sum 14 Fall 14 Spring 15 Sum 15 Fall 15
F2F (n=581,010) Blended (n=75,684) Fully Online (n=199,787)
Student success (A, B, or C grade)
Used with permission. UCF Research Initiative for Teaching Effectiveness

9. 4 3 4 4 3 44 2 3 3 2 35 4 5 4 3 4
0
10
20
30
40
50
60
70
80
90
100
Spring 14 Sum 14 Fall 14 Spring 15 Sum 15 Fall 15
F2F (n=655,631) Blended (n=81,091) Fully Online (n=200,095)
Student withdrawal
Used with permission. UCF Research Initiative for Teaching Effectiveness

10. Overall Student “Excellent” Ratings
Blended Learning 56%
Fully Online 55%
Face-to-Face 53%
Video (fully online) 47%
Video (blended) 45%
N = 756,445
Used with permission. UCF Research Initiative for Teaching Effectiveness

11. But…
Spring 2016
Students fully online: 25,675 (42.71%)
Students in blended courses: 14,710 (24.47%)

12. Values Value Proposition Clarification
Cost Access Quality
Small Public
Medium Public
Large Public
Small Private
Medium Private
Large Private
Large Public 3 1 2
Just an Example…

13. Sample Institutional Goals
• Increase enrollment (recruit new students)
oBlended as gateway to online for faculty
• “Better serve” existing students
oIncrease “success” (institutional, course, etc.)
oIncrease satisfaction
• Enhance “quality” of student experience
oAdd strategic f2f opportunities to online coursework
oGive every a student a “voice” online (adding online to f2f coursework)
• Solve a logistical problem
oParking and printing

14. +
+
-
-
Faculty Preferences Institutional Goals

15. Sample Faculty Preferences
• Make more time for what “needs” to be f2f
oMore hands-on/discussion/etc. f2f
oMore time to treat difficult concepts in content f2f
• Give students “more time” through re-playable content
• Foster more student engagement through tech tools
• Streamline the grading process for assignments

16. Content
Interaction
Assessment

17. http://bit.ly/blendkit_diy

18. Some Principles
• Blended learning should be about the learning, not the tech
• Even when it is about the tech, it’s not just about the tech
• Good course design doesn’t happen by accident
• Integration of f2f+online is the biggest design challenge for blended
• You can’t be clear enough with students (in course or institution)
• Systems can support or stymie the blended successes of faculty

19. Blended is hard.
But worthwhile.

20. Where Are You with Blended Learning?
• Non-existent
• A few experimenting faculty
• Wide-spread faculty experimentation
• Faculty development/support for blended learning is in place
• Student support for blended learning is in place
• Blended learning (or similar label) is a defined delivery option in course
scheduling system
• Responsible party(ies) for blended success identified
• Institutional plan/strategy for blended learning exists

21. “IMG_8847” by tompagenet on
Flickr under terms of
CC BY-SA 2.0 License
https://www.flickr.com/photos/to
mpagenet/15404658875

22. Resources
• TOPcast: The Teaching Online Podcast
http://topcast.online.ucf.edu
• The Teaching Online Pedagogical Repository (TOPR)
http://topr.online.ucf.edu
• The Blended Learning Toolkit
http://blendedlearningtoolkit.org
• OLC Blended Quality Scorecard
http://bit.ly/blendedquality
• The BlendKit Course
http://bit.ly/blendkit
• BlendKit2016 (global cohort)
http://bit.ly/go_blendkit2016

23. Thanks and Please Follow-Up
Dr. Kelvin Thompson
@kthompso
kelvin@ucf.edu
http://linkedin.com/in/drkelvinthompson
http://bit.ly/thompson_collaborate2016