Improving a Blended Learning Model in a Large Enrollment Business Course

Transcription

1 UNIVERSITY OF ILLINOIS Improving a Blended Learning Model in a Large Enrollment Business Course Norma I. Scagnoli University of Illinois at Urbana Champaign College of Business Human Assets International Carol Packard University of Illinois at Peoria College of Medicine Human Assets International Technology Acceptance Model 1: Davis, Bagozzi, & Warshaw, 1989 February 19) Chicago IL 1

2 Technology Acceptance Model 2: Social Influences Davis, Bagozzi, & Warshaw, 1989 Venkatesh & Davis, 2000 Research Questions 1. How do students in a large undergraduate enrollment course compare blended learning to traditional lectures? 2. Which factors from the TAM2 model affected students behavior? Utility How often do students access the site? How often do they view the videos? Do students perceive blended learning as being more or less efficient for learning the materials? Ease of use do they face any technical difficulties? Socially advantageous Do students post and share their questions and comments with each other and with their instructors? 3. Do student social networking behaviors transfer to their academic setting? February 19) Chicago IL 2

3 Lecture content was put online 2008: 60 minutes class videos edited, chunked into 8 10 minute clips Students online and f2f interactions added, (group problem solving, multiple self assessment activities and practice) 2009: changes: Added indication of time length for each video clip Indications of required or recommended Different delivery formats for different operating systems. Video links displayed online February 19) Chicago IL 3

4 Research Methods Comparison of Fall and Spring sessions Large Finance course A undergraduate students: 90% response rate Online pre surveys Online post surveys Fall, 2008 & Spring, 2009 Focus Groups B. 7 Teaching Assistants Focus Group Q1: How do students in a large undergraduate enrollment course compare blended learning to traditional lectures? Students self report they operated differently in this blended learning course after the changes compared to traditional lecture based large enrollment courses Fall % Spring % (p.< 000) February 19) Chicago IL 4

5 2. Which factors from the TAM2 model affected students behavior? Utility? Ease of use? Socially advantageous? Utility: Perception Convenient: Significant decrease in negative response February 19) Chicago IL 5

6 Utility: Use of Online Videos Learning Analytics actual use We need to take this one out. We can talk about it, but adding it may be too much and we don t mention this in the paper February 19) Chicago IL 6

7 Ease of Use Most students reported having no problems accessing the course materials (2008=81%; 2009=86.5%; p <.02) Socially Advantageous: More postings to instructors than peer students after instructors requested postings February 19) Chicago IL 7

8 Teacher vs student centered I think that there is more teaching going on in my other classes. This class feels extremely independent I actually learn more in the other classes because I am being taught by someone, whereas in this class it s pretty much me teaching myself I feel I have to spend more time trying to teach myself than if there were multiple lectures a week I need to spend more time on reading the textbook before and after class because the lecture cannot cover all the material Utility of videos Traditional lectures take less time as opposed to online videos Time is taken from their out of class time, although spared one class meeting each week. Requires more self learning and discipline Return to return to traditional format: 2008, 46% were against using videos as substitute for lecture % after changes February 19) Chicago IL 8

9 Less interaction with instructor: Social needs We also cannot ask questions when watching videos unless we want to go out of the way to post them individually and wait for a response. I feel that lecture is not very useful, and it s really the only interaction we have with the professor so it s hard Really? Remember only 10% report interaction in class Lower perceived social advantage With instructors: 10% students indicated they raise their hands to ask questions in traditional lecture 20% report interacting with instructor in online forums with 1 3 messages However, students express traditional class is more interactive because of the actual presence of the instructor in the class With fellow students Only 2% responded or commented on another student post In class, students see and perhaps talk with each other February 19) Chicago IL 9

10 Positive comments I like (this) class the most because other big lecture classes doesn t provide as much resources as( this one) provides. Even though, there were something I missed from lectures, town meeting, I could catch up from the videos posted. Lecture in (this class) requires me to be prepared when I come to class. In other lectures, even though they are interactive as well, it is not necessary for me to read ahead of time The videos do give us a good idea of what Professor wants us to get out of each week s lesson. I like that the videos are always available to us, and I find listening to the professor lecture on them is more helpful than solely reading the textbook I feel like I take more out of lecture because I come to class with some kind of background knowledge of what is going to be taught. Implications for HRD To transfer social networking behaviors to promote the sharing and distribution of information and opinion in the workplace and higher education Courses should include both the actual experience of web 2.0 learning as well as teaching the content for how to use these learning and information management strategies to enhance professional collaboration and organizational strategic goals and outcomes. If so, organizations should assist their faculty/employees to adjust their educational/training offerings to encourage and support online learning and collaboration. February 19) Chicago IL 10

11 UNIVERSITY OF ILLINOIS Thank you Norma I. Scagnoli Carol Packard University of Illinois at Peoria College of Medicine Human Assets International February 19) Chicago IL 11