Blended

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Blended Online LearningLiterature Models

• Dr. Norm Vaughan
• Dr. Randy Garrison

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Overview

• Blended learning studies and programs
• Evidence/Literature
• The National Centre for Academic Transformation
  Carol Twigg
• University of Central Florida Chuck Dziuban
• The Sloan Consortium Survey
• McGraw-Hill Ryerson Technology and Student
  Success in Canadian Higher Education
• University of Calgary Context
• IBL Survey Findings
• CoI Framework and Principles

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NCAT Course Redesign

• Coordinated by Carol Twigg
• Program in Course Redesign 1999-2003
• Roadmap to Redesign (R2R) 2003-06
• State-based Programs 6 states directly
• Redesign Alliance 70 institutions
• http//www.center.rpi.edu/

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Course Redesign Defined

• Course redesign is not just about putting courses
  online. It is about rethinking the way we deliver
  instruction in light of the possibilities that
  new technology offers.
• NCAT

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Enhance Learning Reduce Costs

• 25 of 30 PCR projects improved learning the
  other 5 showed equal learning.
• 24 measured course completion rates 18 showed
  improvement.
• All 30 reduced costs by 37 on average, with a
  range of 15 to 77.
• Twigg, 2007

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R2R - Twigg

• 9 of 12 R2R projects improved learning the other
  3 showed equal learning.
• 10 of 12 improved course completion rates the
  other 2 showed equal completion.
• All 12 reduced costs by 32 on average, with a
  range of 13 to 68.

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Characteristics of a successful redesign

• Whole course redesign focus on the whole
  course rather than a single class or section
• Active learning emphasize greater student
  engagement with their peers and the course
  material
• Mastery learning student pacing and progress
  are organized by the need to master specific
  learning objectives, which are frequently in
  modular format, according to scheduled milestones
  for completion
• Computer-based learning materials provide 24 x
  7 access to highly interactive learning resources
  that can be used independently and in teams
• On-demand, individualized assistance team
  approach to course delivery through the use of
  graduate teaching assistants and undergraduate
  peer mentors and course assistants

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Course Redesign Models

• Supplemental add to the current structure and/or
  change the content
• Replacement blend face-to-face with online
  activities
• Emporium move all classes to a lab setting
• Fully online conduct all (most) learning
  activities online
• Buffet offers students an assortment of
  individualized paths and assessment activity
  choices to reach the same learning outcomes.
• http//thencat.org/PCR/Proj_Model_all.htm

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University of Central Florida

• Research into Teaching Effectiveness (RITE)
  Chuck Dziuban
• UCF began in fall 1996 with an administratively
  funded initiative for developing online and
  web-enhanced courses!
• Faculty support, student support, and evaluation
  are all highly valued (and funds back this up!)
• http//rite.ucf.edu/index.html

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Overall success rates by modality
F2F
M
Total N 119,393 students
W
Percent
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Success rates by modality for Health Public
Affairs
F2F
M
Total N 26,073 students
W
Percent
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Students Positive BL Perceptions

• Convenience
• Reduced Logistic Demands
• Increased Learning Flexibility
• Technology Enhanced Learning

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Students lt Positive BL Perceptions

• Reduced Face-to-Face Time
• Technology Problems
• Reduced Instructor Assistance
• Overwhelming
• Increased Workload

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Blending In The Extent and Promise of Blended
Education in the United States

• Commissioned by The Sloan Consortium
• Findings are based on 3 years of responses from a
  sample of over 1,000 American colleges and
  universities wishing to expand their online
  enrolments (2003 to 2006)
• Blended/hybrid course 30 to 79 of content
  delivered online
• Online course greater that 80 of content
  delivered online
• Blended learning is seen as a discrete option
• http//www.blendedteaching.org/system/files/Blendi
  ng_In.pdf

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Sloan Findings

• 68 of schools offering blended course agreed
  with the statement blended courses hold more
  promise than online courses in 2004 (72 agreed
  with this statement in 2003)
• BL offerings declined from 6.8 in 2003 to 5.6
  in 2005 (10.6 for online in 2005)
• The market for online/blended delivery has a lot
  of room for growth (uncertainty but openness to
  online BL)

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Another Survey

• A survey of largely US institutions revealed that
  80 of all higher education institutions and 93
  of all doctoral institutions offer blended
  (hybrid) courses.
• Arabasz and Baker (2003)

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Technology and Student Success in Canadian Higher
Education

• Coordinated by McGraw-Hill Ryerson Winter 2006
• A study of technology and student success (1,980
  faculty responses)
• Overview technology causing faculty to abandon
  role as lecturer (some reluctantly) PD top
  priority

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Ways in which roles will change
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Impact of Instructional Technologies Positive
Impact
Total Sample N1980
( ) Order of Priority
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US Survey Impact of Technology

• The emphasis remains on a knowledge-transmission
  approach to education, not one rich in peer
  feedback, online mentoring, or cognitive
  apprenticeship.
• Kim and Bonk, 2006

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Technology Perspective

• It is time to rethink how we design and deliver
  the educational experience.
• It is not enough to deliver old content in a new
  medium (to paraphrase Marshall McLuhan)

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U of C IBL Survey Findings
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ITB Student Survey - Overview

• Winter 2006 - 9 courses
• 241 completed paper-based surveys
• 76 return rate
• 50 first yr
• 78 female
• Average age 21.4 yrs

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IBL Student Survey - Advantages

• Interaction - amount
• With other students
• 77.6 increased 15.8 nd
• group work was primary reason
• With instructor
• 55.2 increased 27.4 nd
• accessibility was primary reason

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IBL Student Survey - Advantages

• Interaction quality
• With other students
• 68.9 increased 25.3 nd
• group work and discussions were primary reasons
• With instructor
• 58.5 increased 27.8 nd
• accessibility was primary reason

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IBL Student Survey Advantages

• Most effective aspects of IBL courses
• group work
• discussions face to face and online
• increased interaction with other students and
  instructors
• online resources
• greater flexibility
• self directed learning opportunities
• application of learning
• variety of assignments and methods of assessment
• integration of online and in-class learning

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IBL Student Survey Challenges

• Least effective aspects of IBL courses
• lack of clear course expectations, organization,
  structure and direction
• online component
• increased workload
• poor or lack of communication
• technological glitches and problems

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BL Framework and Principles
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Community of Inquiry Framework
Social Presence The ability of participants in a
community of inquiry to project themselves
socially and emotionally as real people
(i.e., their full personality), through the
medium of communication being used.
Cognitive Presence The extent to which learners
are able to construct and confirm meaning
through sustained reflection and discourse in a
critical community of inquiry.
Teaching Presence The design, facilitation and
direction of cognitive and social processes for
the purpose of realizing personally meaningful
and educationally worthwhile learning outcomes.
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CoI Categories/Indicators
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PRINCIPLES STRATEGIES

• Structure
• Design
• social presence
• cognitive presence
• Facilitation
• social presence
• cognitive presence
• Direction
• social presence
• cognitive presence

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DESIGN Social Presence

• Principle Plan to establish a climate that will
  create a community of inquiry.
• Social presence supports purposeful collaboration
  and a questioning predisposition.
• Strategy small group introductions
• Technique?

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DESIGN Cognitive Presence

• Principle Plan for critical reflection and
  discourse and tasks that will support systematic
  inquiry.
• The design of academic activities have a
  significant impact on how students approach
  learning
• Strategy include collaborative activities
  discuss CP (metacognition)
• Technique?

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Designing for Blended Learning

• Face-to-Face
• spontaneous
• ephemeral
• peer influence
• passion
• preferred

• Online
• reflective
• permanent
• lt intimidating
• reason
• gt rigor

integrate complement
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FACILITATION SP

• Principle Establish community by shifting to
  purposeful, collaborative communication.
• The challenge here is to maintain and enhance
  group cohesion
• Strategy support collaboration
• Technique?

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FACILITATION CP

• Principle Encourage and support the progression
  of inquiry through to resolution.
• Facilitation is essential to keep the discourse
  on track and ensure that inquiry evolves.
• Strategy focus discussion and move to
  resolution
• Technique?

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Facilitating BL Activities
Reflection
Garrison Archer (2000)
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DIRECT INSTRUCTION - SP

• Principle Manage collaborative relationships to
  support students to assume responsibility and
  sustain community.
• Direct instruction can increase confidence and
  respect by managing potential conflict
• Strategy focus on goals
• Technique?

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DIRECT INSTRUCTION - CP

• Principle Ensure that discourse moves to
  resolution and metacognitive awareness results.
• The primary role for direct instruction is to
  ensure that discourse and reflection achieve HOL
  outcomes.
• Strategy review inquiry model
• Technique?

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Direct Instruction and BL

• The question here is the use of face-to-face or
  online strategies and activities to sustain
  community (SP) and move to resolution (CP)
• Manage conflict?
• Achieve HOL outcomes?

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ASSESSMENT

• Principle Ensure assessment is congruent with
  intended learning outcomes.
• Assessment will inevitably shape how students
  approach the educational experience.
• Strategy assess HOL
• Technique?

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CONCLUSION

• Questions
• http//tlc.ucalgary.ca/teaching/programs/itbl/

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Transformational Potential of BL

• Evolutionary transformation
• Opportunity to rethink teaching learning (back
  to the future)
• Sustain community
• Effective and efficient
• Flexibility of communication
• Support higher-order learning

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Doing Things Differently

• For example
• Does it make sense to continue with large
  lectures and expect to enhance the engagement of
  students?

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re-DESIGN

• Redesign is about the structure or architecture
  of a course or program of studies.
• Teaching development is about the process of
  teaching and learning.
• The structure should be congruent with the
  process.

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