Blended Learning Chat N Chew 10 8 09


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This powerpoint helps define what Blended can be and what kinds of assignments you can do with your Blended course.

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  • These topics will be discussed today
  • This is the most universally-accepted definition of BL. It was agreed upon by invited participants at the 2005 Sloan-C Workshop on Blended Learning.
  • Use face time to accomplish those activities that don’t work well online. Leave textbook readings, or other work that students can do on their own to online.A good way to make sure students read the textbook is to post online (open book) quizzes and to lead threaded discussions on chapter topics.
  • Some colleges blend because of shortage of classroom space, or classrooms that have technology that is in high demand.BL allows for creative scheduling; e.g., Bob Cassidy’s “online” class that met for a week of “SuperLab” to fulfill lab science requirements.
  • STUDENTS:Motivation Some students need that “extra kick” to keep going.Q25: Meeting face-to-face kept me motivated.Strongly agree2041%Agree1837%Somewhat agree816%Disagree36%Strongly disagree00%Blank00% 49100%Access Don’t need to be on campus every day > Students who are place-bound would find this convenient. > Need to hold onto a FT job may prevent coming to class. Shortened evening classes keep people awake!Persistence The literature on retention (Tinto) states that feelings of “community” and “connectedness” greatly increase a student’s decision to persist. A study by Rovai & Jordan (2004) concludes that classroom community is higher in BL classes than in either FOL or F2F. - Online students often feel isolated.The frustrations some students feel in fully online courses, particularly those who are dependent learners, are less self-regulated, and need frequent direction and reinforcement from a visible professor, are eased when combined with periodic opportunities for face-to-face interactions. Learning Some students need F2F to explain difficult material, ask questions & get immediate feedbackThe extra time to process information allowed students to give more in-depth answers and promoted critical thinking skills.Discussions in traditional classrooms, where vocal students can dominate and discussions may be superficial, spontaneous, and limited, can frustrate those students with a more introverted personality Can access material repeatedly until they “understand” it
  • Online activities cannot just be “hanging” out in cyberspace, with no connection to what’s going on in class.Don’t just “plop” assignments online.A study by Turney, Robinson, Lee, and Soutar (2009) found that students learned better when “the technology was fully aligned to the teaching aims and fully embedded” in the course. > All materials were available online.Skills in facilitating online discussions  Sometimes it is good just to “lurk” and not get too involved in discussions – otherwise, students will not respond to each other, they’ll just wait for you to answer.Another good reason for F2F and online:The opportunity for face-to-face discussions allowed everyone to become acquainted with each other, which may have assisted in the interpretation of subsequent text-based communication in the online course. -> No non-verbal cues online. You get to “know” a person F2F and then “know” what they meant online (vs. misunderstandings of intent – “he was just joking”)Show “Question forum” in BUS 171 – how students help each other. Also “Introductions”
  • Begin discussion F2F and continue online – this worked better than vice versa.
  • Blended Learning Chat N Chew 10 8 09

    1. 1. Blended Learning<br />Anita B. Schmidt<br />October 8, 2009<br />
    2. 2. Outline<br />Definition of blended learning (BL)<br />Why blend?<br />Advantages<br />How to blend<br />Examples of blended activities<br />Blended combinations<br />Q & A<br />
    3. 3. Definition<br />Courses that integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner, and where a portion (institutionally defined) of face-to-face time is replaced by online activity.<br />Source:<br />Picciano, A. G. (2007). Introduction. In A. G. Picciano & C. D. Dziuban (Eds.), Blended Learning: Research Perspectives. Needham, MA: Sloan Consortium.<br />
    4. 4. Why Blend?<br />Face time = direct interaction<br />Leave textbook learning to online<br />Supplement with online quizzes, threaded discussions<br />Optimize classroom time<br />Clarification<br />Further explanation<br />Demonstrations<br />Socialization<br />Physical activities<br />Guest speakers<br />Artifacts<br />
    5. 5. Why Blend?<br />Logistics<br />Share scarce resources<br />Classrooms with high-demand technology<br />Physical space<br />Convenience<br />Student personal commitments<br />“Geographically undesirable”<br />Creative scheduling<br />
    6. 6. Advantages<br />Motivation<br />Access<br />Persistence (retention)<br />Learning<br />Directed F2F <br />Extra time<br />Repeat<br />Preparation for FOL <br />Course redesign <br />Creativity<br />Flexibility<br />Students <br />Faculty<br />
    7. 7. How to Blend<br />Online and F2F portions must always be integrated<br />Requires skills in facilitating online discussions <br />Keep discussion on topic<br />Probing questions<br />Correct gaps in understanding<br />Lurk<br />
    8. 8. Examples of Blended Activities<br />Begin discussion F2F and continue online<br />Online, each student asks a question on the chapter material (or what “happened” in class), and another student must answer<br />Set up groups and their tasks F2F then groups meet online (Angel is great for this)<br />Show online work/discussions in class (on projector) and comment<br />
    9. 9. Blended Combinations<br />MWF (2 out of 3)<br />TR (1 out of 2)<br />Evening (shorter time; skip weeks)<br />Saturdays<br />
    10. 10. Last Slide<br />BL is taking place worldwide:<br />UK<br />Australia<br />Israel<br />Ireland<br />Students expect technology in their college experience.<br />
    11. 11. Thank you.<br />Questions or comments?<br />