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Chapter 22
- 1.
- 2. Blended Learning • Definitionand Purposes • Theoretical Foundations • Types of Learners • Conditions for Learning • Using the Method • Potential Problems • Conclusion
- 3. Definitions and Purposes •Garrison and Vaughan (2008) define blended learning as “a coherent design approach that openly assesses and integrates the strengths of face-to-face learning and online learning to address worthwhile educational goals.” • The learning opportunities and experiences are crucial, and the course needs to be specifically designed to allow students to discover and work with those opportunities.
- 4. Definitions and Purposes •Synchronous – students are online at the same time • Asynchronous – students can access the course and post responses at any time • Blended learning is also referred to as hybrid or mixed mode learning. – Utilizes face to face classroom sessions as well as online content
- 5. Definitions and Purposes •Understanding the Blended Course Environment – Uses a Learning Management System (LMS) – The online platform is used to allow students to access online course information – The online course platform can contain syllabi, classroom materials, PowerPoint presentations, etc. – The instructor can post materials any time during the course.
- 6. Definitions and Purposes •Discussion Posts – Discussion posts can be assigned at various times during the course. – Students need clear instructions as to what is expected in posts, length of post and what is expected in responses to classmates posts – Student responses to their classmates’ threaded discussion postings and faculty comments help set up the learning community dialogue to the benefit of all.
- 7. Definitions and Purposes •Assignments – Papers and group or individual projects can be assigned along with specific assignments. – Assignments can be posted and graded online or turned in on class days, depending on teacher preference. – Antiplagerism software may be used to cut down on cheating
- 8. Theoretical Foundations • Kahn –developed a framework for online learning in the 1990s. – Understood that e-learning did not include just teaching, but a combination of factors to be effective. – 8 elements – institutional, pedagogical, technological, Interface design, evaluation, management, resource support, ethical, institutional
- 9. Theoretical Foundations • Kahn’sFramework for Online Learning – Institutional–administrative elements and need for administrative understanding and support – Pedagogical–learning goals and design, the need for adaptation to the expansion of support available through online learning – Technological–the infrastructure available to produce effective online teaching
- 10. • Kahn’s Frameworkfor Online Learning – Interface–how the user interfaces through the technology with those learning opportunities – Evaluation–critical for both learners and content to understand the problems and seek solutions. – Management–management of the learning environment, who is responsible and how it is done Theoretical Foundations
- 11. • Kahn’s Frameworkfor Online Learning – Resource support–required resources other than the nontutorial components – Ethical–related to diversity issues, and the ethical concerns in the learning. Theoretical Foundations
- 12. Theoretical Foundations • Singh –(2003) adapted Kahn’s framework into blended learning programs. – blending provides various benefits over using any single learning delivery medium alone – E-learning is not a one-time event, but a continuous process.
- 13. Theoretical Foundations • Ausbum –(2004) discovered that most adults valued course designs that contained options, personalization, self-direction, variety, and a learning community. – Active and self-paced learning established in blended learning can relate to different learning styles and student preferences.
- 14. Theoretical Foundations • Means,Toyama, Murphy, and Baki (2013) – meta-analysis of 45 studies contrasting fully or partially online with fully face-to-face instructional conditions – Students in online learning conditions performed modestly better than those receiving all face-to-face instruction – Significant improvement for those students in blended learning conditions over face-to- face instruction
- 15. Types of Learners •Some young students or digital immigrants may need additional time to adjust to the technology. • It may take time for students to understand the format and how to work with it. • A blended learning course requires students to be self-directed and take responsibility for their learning
- 16. Conditions for Learning •Know Your Learners • Working with Technology
- 17. Conditions for Learning •Know Your Learners – It is important to understand who your learners are – Class size – Student background – Student learning style – Diversity in the classroom – Learning disabilities
- 18. Conditions for Learning •Working with Technology – Success in online teaching requires close collaboration with the school’s instructional technologists. – Encourage students to attend technology orientations and to contact the instructional technologists with computer issues. – Faculty need to become familiar with current technology, and LMS
- 19. Using the Method •Planning and Modifying • Developing the Learning Community • Implementing Blended Learning
- 20. Using the Method •Planning and Modifying – Plan and post the course prior to implementation – Schedule all in-class and online activities – Course must stay within the expectations for a student workload that is necessary but not excessive to for the topic. – It is important not to overload the students with work for the course and that students feel that the work is doable.
- 21. Using the Method •Planning and Modifying – Planning must be carried out well before courses begin. – Define course objectives. – Conduct literature review. – Develop detailed lesson for each class that includes f2f and online course environments. – Write discussion questions and assignments for each week.
- 22. Using the Method •Planning and Modifying – Prepare quizzes and exams. – Develop grading rubric and clear expectations for discussions and other assignments. – Prepare course syllabus to be posted on Internet platform. – Prepare welcoming letter.
- 23. Using the Method •Questions for Blended Course Design – What do you want students to know? – Which objectives would be better achieved online, and which would be best achieved face-to-face? – What types of learning activities will you use for the online portion of the course? – What challenges to you anticipate in using online discussions? – Can synchronous online sessions be incorporated?
- 24. Using the Method •Questions for Blended Course Design – How will face-to-face and time out of class components be integrated into a single course? – How will you help students address time management issues with a blended learning course module? – How will you divide the percent of time between the face-to-face portion and he online portion of the course?
- 25. Using the Method •Questions for Blended Course Design – How will you divide the course-grading scheme between face-face and online activities? – What proactive steps can you take to assist students in becoming familiar with the course Web site and other instructional technologies? – What are you going to do to ensure that you have not created a course and a half?
- 26. Using the Method •Developing the Learning Community – It is important to consider and develop a discussion learning community where students feel safe to talk to each other with little interference – Students need to be given guidelines for discussion posts – Students need to be instructed about netiquette
- 27. Using the Method •Developing the Learning Community – It may be helpful to have a separate discussion board where students can ask the instructor questions, and the instructor’s response is then available to all students. – Discussions should promote evidence-based practice and encourage students to apply the research they are reading to their clinical environments
- 28. Using the Method •Developing the Learning Community – In large classes, smaller discussion groups can be established. – Instructors need to stay in the background during discussions.
- 29. Using the Method •Implementing Blended Learning – Prepare and post a welcoming letter that clearly explains your teaching methodology, expectations for student participation, and who students should contact for technical issues and help. – Set up a discussion post where students can introduce themselves – Instructor must monitor discussions and assignments
- 30. Using the Method •Implementing Blended Learning – Allow for a course evaluation at the end of the course, make sure these are anonymous
- 31. Potential Problems • StudentSelf-Direction • Plagiarism • Technology Issues
- 32. Potential Problems • StudentSelf-Direction – Successful students are self-disciplined. Patterns of late or missed discussions need to be recognized and challenged. – Students must be instructed not to criticize each other publicly.
- 33. Potential Problems • Plagiarism –Plagiarism policies need to be clearly defined and spelled out. • Technology Issues – Faculty must be in contact with technology department and have access to them with student and faculty questions
- 34. Conclusion • The authorfound that students in online and blended courses learned better, faster, and retained more information than students in face-to-face classes. • Some technology can be challenging for digital immigrants. • Some students have trouble with self-direction.
- 35. Conclusion • Comparison ofBlended and f2f Courses • Blended Course Advantages – Blended courses encourage active learning and student responsibility for their own learning. Increased student participation can increase retention of learning. – Students learn from each other as well as the instructor, as experiences and resources are shared among them.
- 36. Conclusion • Comparison ofBlended and f2f Courses • Blended Course Advantages – Required on-site classroom time may be reduced, and students can work on their own time and be able to avoid conflicts with family and work schedules. – The online and in-class interactions allow faculty to get to know their students well, if not better than in the straight classroom, through constant individual communications via the discussion board.
- 37. Conclusion • Comparison ofBlended and f2f Courses • Blended Course Disadvantages – Students require knowledge of working with computers. This can be more difficult for digital immigrants, usually older students, than for digital natives, younger students who have grown up with computers, although both groups may need strong support. – Technical glitches can be frustrating and time consuming.
- 38. Conclusion • Comparison ofBlended and f2f Courses • Blended Course Disadvantages – Some students have difficulty with being self-directed and taking responsibility for their learning. This approach may be new to them if they have been used to lectures where all they had to do was sit in class. Change can be difficult. Patience, encouragement, and support may be needed until they become accustomed to the process.