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Blended LearningJENNIFER DRAGOO
Out with Hybrid…
In with Blended…
Models“Blended Flipped Classroom”Instructional splitOnline in the classroomCohort exchange
Four Blended Models 1. Blended Flipped Classroom 2. Instructional split 3. Online in the classroom 4. Cohort exchange
Blended Flipped Classroom•Both online and classroom (Face-to-Face) activities• Face-to-Face
• Group projects, discussions, portfolio work, case studies, skill tests, proctored tests (also in Testing Center), etc.
•Online time• Direct instruction, Q&A, papers, quizzes, homework, etc.
•Attendance mandatory for students•Classroom time reserved for increased interaction/collaboration
Instructional Split•Face-to-Face: (50%)
• Direct instruction with live discussion/assessment• Teach with an emphasis on “pain points”
•Online: (50%)• content delivery, virtual discussions, auto-feedback
Online in the Classroom•Face-to-Face
• Requires computer lab• Student practice skills with instructor
•Online• student-to-student virtual interactions + direct
instruction• Continues to practice skills/learning on their own
Cohort Exchange•Face-to-Face
• students work in designated groups, share online
•Online• students re-assigned to different groups, share face-
to-face
Columbus State Strategy•Training•Design•Mentors•Implementation
Why Should Faculty Care?•High-quality teaching and interaction•Experience vs. traditional courses•“Community of inquiry”•Multimodal discussion opportunities
Blended Course Redesign Questions
1. What do you want students to know when they have finished taking your course?
2. As you think about learning objectives, which would be better achieved online and which would be best achieved face-to-face?
3. What types of challenging and engaging learning activities do you think you will be using for the online portion of your course?
4. Online discussion can be a big part of blended courses. What challenges do you anticipate in using online discussions? How would you address these?
Blended Course Redesign Questions
5. How can you connect what is learned online to what is done face-to-face? How will they support the other?
6. What do you plan to do to help your students manage their time (homework/learning)?
7. How will you divide the percent of time between the face-to-face portion and the online portion of your course?
8. How will you divide the course grading scheme between face-to-face and online activities? What means will you use to assess student work in each of these two components?
Blended Course Redesign Questions
9. What specific technologies will you use for the online and face-to-face portions of your course?
10. What initial steps can you take to assist students to become familiar with your Web site and those instructional technologies?
11. If students need help with technology later in the course, how will you provide support?
12. What are you going to do to ensure that you have not created a course and a half? How will you evaluate the student workload as compared to a traditional class?
What Goes Online? Suggestions
Content:•Content which contains mainly basic, factual information •Content which is only available via the Web• video files, podcast, computer simulation, web site,
etc.
What Goes Online? Suggestions
Discussion:• Complex questions where some research may be involved, or time to
consider assigned readings•Questions where they are to consider and respond to others in the
classroom•Works well for students who may be limited by shynessStudent Assessment:•Quiz• Survey• Posting to a discussion
What do you do Face-to-Face?
Suggestions Content:•Content which is more complex or problematic (pain points)•A learning activity or lab
Discussion:•When one needs to offer immediate clarification of a topic• Immediate feedback •Activities/group work
What do you do Face-to-Face?Suggestions
Student Assessment:•Student presentations•Proctored Assessments (and in Testing Center)•Skill Demonstration
Think about… 1. What type of blended model do you think would work best in your course? 2. What “pain points” do you think would be best addressed during “face-to-face” time? 3. What material could be easily presented in an online format? 4. What types of activities could you use during your “face-to-face” time to actively engage your students?
