Blended Learning

1. Yvette Newton Sands
EDET 603 – Fall 2017
ysands@mailbox.sc.edu
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Blended Learning Environments
Higher Education

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3. “The NMC Horizon Report > 2017 Higher Education Edition is
a collaborative effort between the NMC and the EDUCAUSE
Learning Initiative (ELI). The 14th edition describes annual
findings from the NMC Horizon Project, an ongoing research
project designed to identify and describe emerging
technologies likely to have an impact on learning, teaching,
and creative inquiry in education.”
Blended Learning was identified as a key Trend Accelerating
Technology Adoption in Higher Education
(1)
NMC Horizon Report - 2017

4. LET’S GET STARTED
This lesson will introduce you to the concept of Blended Learning
Environments and will discuss the following:
• Significance
• Implications and Trends
• Use of technology tools
You will be presented information about Blended Learning
Environments, and then you will get to practice what you have
learned. At the end of the lesson you will be given a short quiz
that will determine if you have mastered the information in the
lesson.
This lesson will take approximately 7-10 minutes to
complete.
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5. Define
• Blended Learning
• Online Learning
• Face-Face
Describe • The relevance and
significance of
blended learning
• The current trends
in blended
learning
•
Identify
• Technology tools
used to enhance
blended learning
environments
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6. WHAT IS A BLENDED
LEARNING?
• An “umbrella term that encompasses any combination of
traditional, face-to-face teaching with modes of technology-
facilitated instruction” (1)
• “Blended courses (also known as hybrid or mixed-mode courses)
are classes where a portion of the traditional face-to-face
instruction is replaced by web-based online learning.” (2)
• “Models of learning that combine elements of electronic and
traditional learning that allows using the advanced learning
technologies in the education process in higher education
institutions without abandoning the traditional technologies and
methods is blended learning.” (3)
• Also called – hybrid learning, corporate learning, portion learning
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7. ONLINE
LEARNING
FACE TO
FACE
LEARNING
BLENDED
LEARNING
BLENDED LEARNING
• Combines components of online learning environments
and face to face environments
Click on each term to
review its definition
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8. BLENDED LEARNING IN HIGHER
EDUCATION
Click on the picture to watch a short video
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9. BENEFITS OF BLENDED
LEARNING
• For universities, blended courses can be part of a strategy to
compensate for limited classroom space, as well as a way to think
differently about encouraging faculty collaboration.
• For faculty, blended courses can be a method to infuse new
engagement opportunities into established courses or, for some,
provide a transitional opportunity between fully face-to-face and
fully online instruction.
• For students, blended courses offer the conveniences of online
learning combined with the social and instructional interactions
that may not lend themselves to online delivery (e.g., lab sections
or proctored assessments).
(2)
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10. SIGNIFICANCE OF BLENDED LEARNING
• An action research study, Adopting a Blended Learning
Approach, compared student achievement between
students enrolled in a blended environment and students
enrolled in non-blended environments and found that
students enrolled in blended environment:
• Experienced higher overall student achievement and
learning attitudes
• Had higher average scores compared to those students
in non-blended environments
• 64% of students felt more engaged in the blended
format
• 90% of the students reported that they liked the
convenience of the blended approach
(5)
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11. SIGNIFICANCE OF BLENDED LEARNING
• 88% liked working independently at their own pace
• 68% felt more comfortable expressing themselves with
the blended approach
• 65% felt that blended activities promoted a learning
community, allowing them to interact more easily with
other class members
(5)
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12. SIGNIFICANCE OF OF BLENDED
LEARNING
• 13.3 % In colleges and universities across the country, are
combining online and face-to-face classes
• 5 million college students take at least one online or blended
course, according to recent Babson Survey Research Group data.
• The “Teaching with Technology”( 2016 survey), reported 71% of
faculty respondents at colleges and universities reported using a
mix of online and face-to-face environments to teach.”
(6),(7)
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13. Short Term Impact – Blended Learning
(9)
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14. Blended Face-to-Face
The majority of
instruction takes
place in a classroom
setting. Assignment
are completed at
home online. This
model allows
students and faculty
to share more high-
value instructional
time because class
time is used for
higher-order
activities, like
discussions and
group projects.”
Rotation Model
In this model,
students in a course
rotate between
various modalities,
The lab rotation
model, for example,
requires students in
a course to rotate
among locations on
campus (at least
one of which is an
online learning lab).
In the individual
rotation model, a
student rotates
through learning
modalities on a
customized
schedule”
Blended Online
“This class is the
inverse of the
blended face-
to-face class.
The class is
mostly
conducted
online, but there
are some
required in-
person activities,
such as lectures
or labs.”
Blended MOOC
“The blended
MOOC is a form of
flipped classroom
using in-person class
meetings to
supplement a
massive open online
course. Students
access MOOC
materials — perhaps
from another
institution or
instructor if it is
openly accessible —
outside of class and
then come to a class
meeting for
discussions or in-
class activities.”
The Flipped
Classroom
“Students in flipped
classes watch a
short lecture video
online and come
into the classroom
to complete
activities, such as
group work,
projects, or other
exercises. The
flipped classroom
model can be seen
as a sub model of
the blended face-
to-face or blended
online class.”
Blended Face
to Face
Blended
Online
The Flipped
Classroom
The Rotation
Model
The Blended
MOOC
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TRENDS IN BLENDED
LEARNING
Double -Click on each term for an explanation of the term
(7)

15. BASIC PRINCIPLES FOR
BLENDED LEARNING AND THE
BLENDED LEARNING DESIGN
PROCESS:
• Concentrates on open communication & trust
• Design for critical reflection and discourse
• Create and sustain sense of community
• Support purposeful inquiry
• Ensure students sustain collaboration
• Ensure that inquiry moves to resolution
• Ensure assessment is congruent with intended learning
outcomes
(7)
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16. TECHNOLOGY TOOLS / RESOURCES FOR
BLENDED LEARNING ENVIRONMENTS
Articulate Studio
Articulate
Studio is a tool
for authoring
eLearning
course
materials
The Sloan Consortium
Tap into
Sloan-C for
community,
insight,
inspiration,
education,
and
professional
resources
geared
specifically to
online
educator
SmartBuilder
SmartBuilder is
a suite of
point-and-click
authoring tools
for elearning
courses.
Google sheets, Screen-
cast-o-matic, Google
Hangout, LMS, CMs
Tools that allow for
collaboration and
communication
https://top5onli
necolleges.org/
teaching-tools/
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17. (8)
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18. X
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19. X
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20. X
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21. X
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22. X
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23. X
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Click on the link to get instructions on how to complete
the quiz: https://www.screencast.com/t/qgDriGaN

24. 1. You will be asked a series of questions to check to see if you understand
the material that has been discussed throughout the lesson.
2. In order to answer the question, select an appropriate letter.
3. After you choose an answer, you will be notified if your answer is correct
4. After you view the notification, click on the letter and the notification will
disappear
A B C D
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25. Double to choose the correct answer
Which of the following is not a benefit of blended learning
environments ?
For students, blended environments provide
an opportunity to take all coursework online.
All work can be completed at home using the
Internet or web based tools.
For faculty, blended courses can be a method
to infuse new engagement opportunities into
established courses
For students, blended courses offer the conveniences of
online learning combined with the social and
instructional interactions that may not lend themselves to
online delivery (e.g., lab sections or proctored
assessments).
For universities, blended courses can be part
of a strategy to compensate for limited
classroom space
D
C
B
AA
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26. EXPLANATION FOR
QUESTION #1
• Question: Which of the following is not a benefit of
blended learning environments ?
• Correct Answer: For students, blended environments
provide an opportunity to take all coursework online.
All work can be completed at home using the Internet
or web based tools.
• Rationale – This is the definition of an online
environment. Blended learning combines attributes of
face-to-face learning environments and online
learning environments
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27. Choose the correct answer
There are several trends used in blended learning in higher education
environments. What is a Blended MOOC?
In this model, students in a course rotate between various
modalities, The lab rotation model, for example, requires
students in a course to rotate among locations on campus
(at least one of which is an online learning lab). In the
individual rotation model, a student rotates through
learning modalities on a customized schedule
“Students in this model s watch a short
lecture video online and come into the
classroom to complete activities, such as
group work, projects, or other exercises. The
flipped classroom model can be seen as a
sub model of the blended face-to-face or
blended online class.”
“This class is the inverse of the blended
face-to-face class. The class is mostly
conducted online, but there are some
required in-person activities, such as
lectures or labs.”
Is a form of flipped classroom using in-person
class meetings to supplement a large open online
course. Students access materials— from
another institution or instructor if it is openly
accessible — outside of class and then come to a
class meeting for discussions or in-class activities.
AA
B
C
D
X
Exit

28. EXPLANATION FOR
QUESTION #2
• Question: There are several trends used in blended learning in
higher education environments. What is a Blended MOOC?
Correct Answer: Blended MOOC
“The blended MOOC is a form of flipped classroom using in-person
class meetings to supplement a massive open online course.
Students access MOOC materials — perhaps from another institution
or instructor if it is openly accessible — outside of class and then
come to a class meeting for discussions or in-class activities.
• Rationale: The other answers describe the other various types of
blended learning environments.
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29. X
Exit
Double-click to choose the correct answer
According to the research discussed in this module, which statement is
false concerning Blended Learning Environments?
Students experience higher overall
student achievement and learning
attitudes
88% of students liked working
independently at their own
pace in blended environments
10% of students felt comfortable
expressing themselves within the
blended approach
88% of student liked working
independently at their own pace in
blended environments
A
B
C
D

30. EXPLANATION FOR
QUESTION #3
• Question: According to the research discussed in this
module, which statement is not true about Blended
Learning Environments?
• Correct Answer:10% of students felt comfortable
expressing themselves within the blended approach
• Rationale: 68% felt more comfortable expressing
themselves within the blended approach
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31. You have completed the module on Blended Learning. Please see the next
slides for reference material.
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32. REFERENCES AND TOOLS
(1) Horizon Report > 2017 Higher Education Edition
Blended Learning Designs Short-Te rm Trend: Driving Ed Tech
adoption in higher education for the next one to two years.
• http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf
(2) Blended Learning Toolkits
• https://blended.online.ucf.edu/about/what-is-blended-learning/
(3) Gurevych, R., & Kademiya, M. (2017). Blended Learning and
Innovative Technologies in Training of Future Specialists in Foreign
Higher Education Institutions. Comparative Professional
Pedagogy, 7(1), 8-13.
(4) http://3.bp.blogspot.com/-
gec45HGBX9g/T58J03cCVGI/AAAAAAAAADs/RmbPGZr_rXs/s1600
/Online+Learning+vs.+Blended+Learning+vs.+Face-to-
Face+Learning.png
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33. REFERENCES AND TOOLS
(4) http://3.bp.blogspot.com/-
gec45HGBX9g/T58J03cCVGI/AAAAAAAAADs/RmbPGZr_rXs/s1600/Online+Lear
ning+vs.+Blended+Learning+vs.+Face-to-Face+Learning.png
(5) Adopting a Blended Learning Approach
https://elearningindustry.com/5-blended-learning-trends-that-define-
higher-education
(6) NMC Horizon Report > 2015 Higher Education Edition
http://www.nmc.org/publication/nmc-horizon-report-2015-higher-
education-edition/
(7) TEACHING with TECHNOLOGY ONLINE WORKSHOP SERIES
https://teachingwithtech.lss.wisc.edu/m3w2.htm
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34. REFERENCES AND TOOLS
( (8) Ten steps to choosing digital curricula for blended
learning
https://teachingwithtech.lss.wisc.edu/m3w2.htm
(9) What educational technology could look like in the next 5
years.
https://ww2.kqed.org/mindshift/2015/06/29/what-
education-technology-could-look-like-over-the-next-five-
years
(10) https://blended.online.ucf.edu/about/benefits-of-
blended-learning
(11) Seven Blended Learning Models Used Today in Higher Ed