The Case for Blended Learning

Transcription

1 The Case for Blended Learning Iris K. Stovall Illinois Virtual Campus American University of Beirut December 1, 2005

2 Introduction Hybridity is the order of the day, as teachers combine the distributed teaching and learning of distance education with the comfortable interaction of the classroom in an effort to achieve a synthesis of the two. Peter Sands, University of Wisconsin Milwaukee

3 What is a Blended Course? Blended learning combines multiple delivery media that are designed to complement each other and promote learning (Singh, 2003) Hybrid courses are courses in which a significant portion of the learning activities have been moved online, and time traditionally spent in the classroom is reduced but not eliminated (Garham and Kaleta, 2002) Half bricks and half clicks (Bleed, 2001)

4 What is NOT a Blended Course? A traditional Distance Education course with no face-to-face components A traditional face-to-face course that simply uses a Web site or other Web technologies without reducing seat time (Web-enhanced learning)

5 Goals of Blended Courses An attempt to combine the best elements of traditional face-to-face instruction with the best aspects of distance education. (Preparing to Teach Hybrid Courses, 2003) Promote independent learning Alleviate a shortage of classrooms Improve retention Increase student engagement

6 What Curricula Are Appropriate? Small or large classes Wide variety of disciplines Secondary school through graduate school Traditional age college students and older adults students

7 What Does a Blended Course Look Like? Reduction of class time Eliminate one class meeting a week Shorten class time Meet for several weeks, don t meet for several weeks (Spilka, 2002) 90% - 10% rule (Brown, 2001) Every other week (Dzubian, 2004) Arrange face-to-face whenever difficult topics are presented (Dzubian, 2004)

8 What Does a Blended Course Look Like? Wide variety of technologies used cd-roms Webliographies Internet resources Chats and bulletin boards File sharing Simulations Self-tests and automatically graded quizzes Podcasts

9 Examples of Blended Courses Course samples at the University of Wisconsin Milwaukee

10 Designing Blended Courses At Wisconsin Milwaukee the faculty adopted very different approaches to the hybrid model, based on their instructional styles, course content, and course goals. (Garnham and Kaleta, 2002) It is likely not the blendedness that makes the difference, but rather the fundamental reconsideration of the content in light of new instructional and media choices. (Voos, 2003)

11 Designing Blended Courses Instructors must re-examine their course goals and objectives, design online learning activities to meet those objectives, and effectively integrate the online activities with face-to-face meetings. (Garham and Kaleta, 2002) A shift from lecture to student-centered instruction in which students become active and interactive learners applies to the entire course, including face-to-face sessions. (Dzubian, 2004)

12 Designing Blended Courses place the right activities in their most appropriate environment. (B rown, 2001)

13 What You Need to Know to Design a Blended Course How to facilitate and manage online interaction How to assess students online work How to integrate online and face-to-face teaching How to use the technology Course redesign takes more time than you think it will! (from Preparing to Teach Hybrid Courses, 2003)

14 Advantages of Blended Courses Increased learning Fosters independent learning Interaction Flexibility Convenience Increased instructor satisfaction

15 Caveats of Blended Courses Requires more time and resources to develop than traditional courses Both traditional and online components must be redesigned Requires specific technology skills, both of student and instructor Require self-motivation of students Instructors experience a loss of power

16 Key Factors That Lead to Success Faculty development for design of blended programs Both technology and instructional support Student preparation for success in learning in blended programs

17 The Future Within five years, you ll see a very significant number of classes that are available in a hybrid fashion, says John Bourne, a professor of electrical and computer engineering at Olin College, who is the editor of the Journal of Asynchronous Learning Networks. I would guess that somewhere in the percent range of classes could sometime become hybrid. (Young, 2002)

18 The Future It seems to have been an all or nothing at many schools all online or all in person, says Mr. Cummins, who helped design and teach an online course. I think we re in a transition in trying to redefine the delivery of courses. (Young, 2002)

19 Resources Center for Distributed Learning of the University of Central Florida University of Wisconsin Milwaukee Iris Stovall s Blended Course Resources

20 Bibliography Bleed, R. (2001). A Hybrid Campus for a New Millennium. EDUCAUSE Review, 36(1), 5. Brown, D. G. (2001). Hybrid Courses are Best. Syllabus: New Dimensions in Education Technology, 15(1), 1. Garnham, C., & Kaleta, R. (2002). Introduction to Hybrid Courses. Teaching with Technology Today, 8(6), 5. Johnson, J. J. (2002). Reflections on Teaching a Large Enrollment Course Using a Hybrid Format. Teaching with Technology Today, 8(9), 9. Lago, M. E. (2000). The Hybrid Experience: How Sweet It Is! Retrieved 04/23/03, 2003, from the World Wide Web: Preparing to Teach Hybrid Courses (2003). [PowerPoint Presentation]. Learning Technology Center: University of Wisconsin-Milwaukee. Retrieved 04/21/2003, 2003, from the World Wide Web: Sands, P. (2002). Inside Outside, Upside Downside: Strategies for Connecting Online and Face-to- Face Instruction in Hybrid Courses. Teaching with Technology Today,, 8(6), 6. Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), Spilka, R. (2002). Approximately "Real World" Learning with the Hybrid Model. Teaching with Technology Today, 8(6), 4. Voos, R. (2003). Blended Learning - What is it and where might it take us? Sloan-C View, 2(1), 3. Young, J. R. (2002, March 22, 2002). 'Hybrid' Teaching Seeks to End the Divide Between Traditional and Online Instruction. The Chronicle of Higher Education. Retrieved April 14, 2003, 2003, from the World Wide Web: v48/i28/28a03301.htm