Designing for an inquiry-based approach to blended learning Norm Vaughan, Ph.D. Mount Royal University Calgary, Alberta, Canada

Designing for an inquiry-based approach to blended learning

Norm Vaughan, Ph.D.

Mount Royal University

Calgary, Alberta, Canada

Overview Student engagement Blended learning “unpacked” Inquiry through blended learning Case study Resources

Handout- http://tinyurl.com/sloan2012workshop

Student engagement

Student EngagementWhat does this term or concept mean to you?

Please list your thoughts on the handoutShare and discuss your results with a partner

The 3 R’s of Engagement1. Relevance

2. Rigour

3. Relationships

Dennis Littky, 2004http://bigpicture.org/

Optimal Flow . . . the mental state of

operation in which the person

is fully immersed in what he

or she is doing by a feeling

of energized focus, full

involvement, and success

in the process of the activity.

Mihály Csíkszentmihályi, 1990

1. Autonomy2. Mastery3. Purpose

What did you do in school today?

Dimensions of Student Engagement

Social Engagement

Academic Engagement

Intellectual Engagement

Participation in the life of the school

Participation in the requirements for school success

Participation in learning with serious psychological and cognitive investment in learning

National Survey of Student Engagement

Student engagement1. Amount of time and effort that students put

into their classroom studies that lead to experiences and outcomes that constitute student success

2. Ways the institution allocates resources and organizes learning opportunities and services to induce students to participate in and benefit from such activities

National Survey of Student Engagement

Five clusters of effective educational practice (benchmarks)1. Active and collaborative learning

2. Student interactions with faculty members

3. Level of academic challenge

4. Enriching educational experiences

5. Supportive campus environment

Blended learning

Blended Learning – Your Thoughts

Definition?

Opportunities?

Challenges?

Please list your thoughts on the handout Share and discuss your results with a partner

Blended Learning Described

. . . organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies.

. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency.

(Garrison & Vaughan, 2008)

ONLINE

SYNCHRONOUS

ON-CAMPUS

Blended Learning

ASYNCHRONOUS

Online Learning

Traditional Higher EducationONLINE Blended

Learning

Learning

Blended

Sunchild E-Learning Community

Approaches to BL Weak sense

simply adding on to deficient approaches and ending up with a course and a half

for example, continuing to lecture but adding an optional discussion board

Strong sense a transformative process directed toward improving

the quality of the educational experience capitalize on the potential of BL for engagement

Designing for Blended Learning

Synchronous spontaneous ephemeral peer influence passion preferred

Asynchronous reflective permanent < intimidating reason > rigor

integrate

complement

Why Blended Learning? Potential to create sustained

communities of learners (e.g., engagement)

Enhances student learning (effectiveness) Maximize institutional resources (efficiency) Access; retention (convenience)

BL Performance

A meta-analysis found that instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction.

Taken as a whole, the findings suggest that the observed advantage of blended learning is a product of redesigning the learning experience, not of the medium per se

A Meta-Analysis of Online Learning, 2010

Challenges - StudentsGeneral Transition – from a passive to an active & collaborative

learning approach Study and time management skills Expecting that fewer classes equates to less work Accepting responsibility for completing individual & team

activities

Technical Obtaining high-speed Internet access Using more sophisticated technologies

Power & Vaughan, 2010

Challenges - Teachers Managing risk factors Resistance to change Managing with scarce support for course

redesign Developing new skills and learning to use new

technology Managing potential technology crashes


Challenges - Administration Vision Action plan Collaborative leadership Incentives Sustainability Academic Recognition


Inquiry through Blended Learning (ITBL)

Inquiry

Is problem or question driven

Typically has a small-group feature

Includes critical discourse

Is frequently multi-disciplinary

Incorporates research methods such as information gathering and synthesis of ideas

Community … community means meaningful

association, association based on common interest and endeavor. The essence of community is communication

John Dewey, 1916

Community Of Inquiry

The importance of a community of inquiry is that, while the objective of critical reflection is intellectual autonomy, in reality, critical reflection is “thoroughly social and communal”.

Lipman, 1991

Community of Inquiry Framework

Social PresenceThe ability of participantsto identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.

Cognitive PresenceThe extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community

of inquiry.

Teaching PresenceThe design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning

outcomes. (Garrison, Anderson & Archer, 2000)

Why CoI? – Evidence Studies have emphasized the importance of

community as a key factor in successful online/blended learning (Conrad, 2005; Haythornthwaite &

Kazmer, 2004; Rovai, 2002; Shea, 2006; Shea, Li, & Pickett, 2006).

The Community of Inquiry provides a coherent and validated framework (Arbaugh et al., 2008; Bangert,

2009; Garrison et al., 2010; Shea & Bidjerano, 2008) to guide the creation of an effective and sustained learning community (Arbaugh, 2008).

Practical Inquiry Model – PhasesSphere Description Category/Phase Indicators

Inquiry Process

(Cognitive Presence)

The extent to which learners are able to construct and confirm meaning through sustained reflection, discourse, and application within a critical community of inquiry.

1. Triggering

Event

2. Exploration

3. Integration

4.Resolution/

Application

1. Inciting curiosity and defining key questions and/or issues for investigation

2. Exchanging and exploring perspectives and information resources with other learners

3. Connecting ideas through reflection

4. Applying new ideas and/or defending solutions

Garrison, Anderson & Archer (2000)

Inquiry through Blended Learning (ITBL)

Design considerations1. Before a face to face (synchronous)

session

2. During a face to face (synchronous) session

3. After a face to face (synchronous) session

4. Preparation for the next face to face (synchronous) session

Triad model

Ehrmann (2002)http://www.marshall.edu/it/cit/flashlight/AuthorGuidelines.htm#triad

Modified Triad ApproachLearning

Outcomes Assessment

Activities Before a

Synchronous Session

During a Synchronous

Session

After a Synchronous

Session

Tools

What do you want your students to know when they have finished your course (e.g. key learning outcomes – knowledge, skills and attitudes)?

How will you and your students know if they have achieved these learning outcomes (e.g. opportunities for self, peer and instructor assessment)?

How will you help students determine what prior knowledge and experience they have with the assessment

activity?

How will students synchronously interact and engage with the assessment activity?

What portion of this assessment activity will require “reflective time” for interaction and communication?

What tools could be used to help organize, facilitate, and direct these assessment activities?

Handout

Learning OutcomesLearning Outcomes

Assessment Activities

Before a Synchronous

Session


Session

After a Synchronous

Session

Tools

Communicate effectively, using the language and concepts of teaching and learning

Assessment Triad ApproachSelf-Reflection

Peer Feedback Instructor/Expert Feedback

Online quizzes

Blogs

Portfolios

Wikis

Peer review tools

Clickers

Assessment ActivitiesLearning

Outcomes Assessment

Activities Before a

Synchronous Session


Session

After a Synchronous

Session

Tools


Online quizzes

-10%

Journals

– 20%

Clicker quizzes

-10%

Wiki Summaries

– 10%

Peer review

– 15%

Portfolio

- 35%

1. Before a Face to Face (synchronous) Session

Questions How are you preparing students to

participate in face to face (synchronous) sessions?

Triggering event ideas?

Community Web Space

Pre-readings

Social Book Marking

Adobe Presenter (formerly Macromedia

Breeze)

Just in Time Teaching (JiTT)

Self-assessment Quizzes (knowledge probes)

Commercial Software Applications

Design Considerations Before Face to Face (synchronous) Session

Nature of Inquiry Learning Activities

Technology Tools

Learner• Create a triggering

event • Advanced organizer• Stimulate connections

Teacher• Determine learner prior

knowledge or experience with the topic or issue

a) Reading/Writing

b) Listening/Writing

i) Communication

ii) Posting or linking to pre-reading

assignments

iii) Digital learning objects

iv) Self assessment quizzes

v) Anonymous surveys

vi) Discussion Forum

Before a Synchronous SessionLearning

Outcomes Assessment

Activities Before a

Synchronous Session


Session

After a Synchronous

Session

Tools


Online quizzes

-10%

Journals

– 20%

Clicker quizzes

-10%

Wiki Summaries

– 10%

Peer review

– 15%

Portfolio

- 35%

Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)

Social bookmarking application

Quiz tool in Blackboard

2. Face to Face (synchronous) Session

Questions What types of face to face (synchronous)

learning activities are you utilizing with your students?

Challenges or issues with these activities?

Quiz & Survey Feedback

Digital Learning Objects/Resources

Displaying Assignments/Student work

Classroom Response Systems

Labatorials

Design Considerations During Face to Face (synchronous) Session

Nature of Inquiry Learning Activities Technology Tools

• Defining the triggering events (key questions)

• Beginning to explore the questions

a) Talking/Listening i) Displaying quiz or survey results

ii) Displaying and discussing digital learning objects

iii) Displaying assignments and creating/discussing assessment rubrics

iv) Conducting in-class quizzes

v) Small group work

During a Synchronous SessionLearning

Outcomes Assessment

Activities Before a

Synchronous Session


Session

After a Synchronous

Session

Tools


Online quizzes

-10%

Journals

– 20%

Clicker quizzes

-10%

Wiki Summaries

– 10%

Peer review

– 15%

Portfolio

- 35%


Study group

discussions

about the

concept

questions

Mini-lecture

from the

instructor to

reinforce

the concepts

and diagnose

student

misconceptions



3. After Face to Face (synchronous) Session

Questions Examples of “follow-up” activities that you

are using with your students?

Challenges or issues with “out of class” activities?

Anonymous end of week survey

Announcements

Weblog – Reflective Journaling & Peer Review Tool

Student- led Online Discussion Forums

Wikis – Collaborative Writing Tool

Group Project Areas

Collaborative Virtual Learning Spaces

Design Considerations After Face to Face (synchronous) Session

Nature of Inquiry Learning Activities Technology Tools

• Further exploration and a start towards tentative integration through the ability to connect theory to practice/

application

a) Reading/Writing

b) Talking/Listening + Reading/Writing

Preparation for next synchronous session

a) Reading/Writing

i) Anonymous surveys

ii) Communication

iii) Individual and group project work

After a Synchronous SessionLearning

Outcomes Assessment

Activities Before a

Synchronous Session


Session

After a Synchronous

Session

Tools


Online quizzes

-10%

Journals

– 20%

Clicker quizzes

-10%

Wiki Summaries

– 10%

Peer review

– 15%

Portfolio

- 35%


Study group

discussions

about the

concept

questions

Mini-lecture

from the

instructor to

reinforce

the concepts

and diagnose

student

misconceptions

Assigned study

group

summarizes the

class discussion

on the course

wiki

Students use

these co-

constructed

summaries for their research projects and portfolio



Course wiki

Peer review tool

ePortfolio

Improvement in higher education will require converting teaching from a “solo sport” to a “community-based

research activity”.

(Carnegie Mellon University)

Case study

Mount Royal University

Calgary, Alberta, Canada

Classroom Survey of Student Engagement (CLASSE)

Five clusters of effective educational practice (benchmarks)1. Active and collaborative learning

2. Student interactions with faculty members

3. Level of academic challenge

4. Enriching educational experiences

5. Supportive campus environment

First Year Undergraduate Courses1. BIOL1202 – Introduction to Cell

Biology

2. COMM1610 – Tools for Information Designers

3. CYCC1110 – Fundamental Skills in Interviewing

4. ECON1101 – Principles of Microeconomics

5. GNED1102 – Controversies in Science

6. MGMT2262 – Business Statistics I

7. MGMT2275 – Creativity in the Workplace

Data Collection – Fall 2008, Winter 2009, Fall 2009

Online surveys CLASSE (NSSE) + EDUCAUSE Centre for

Applied Research (ECAR) Administered to both students and faculty

Student focus group lunches Blackboard usage, final course grades and

withdrawal/retention rates Instructor interviews Instructor focus group lunch

Final Marks vs Active & Collaborative Learning Indicators

Blackboard as the Course “Base Camp”

Final Marks vs Blackboard Use

Correlations between Engagement, Blackboard Use and Intensity of Technology Use

Engagement Indicators Blackboard Use Intensity of Course-related Technology Use

Active and collaborative learning

r=0.177** r=0.482**

Student-faculty interaction r=0.189** r=0.413**

Level of academic challenge

r=0.187** r=0.339**

**p<0.01

Course Satisfaction

97% - agreed/strongly agreed that the technologies used in this course were appropriate for performing the assessment tasks required

92% - agreed/strongly agreed that they would recommend

this course to other students

Most Effective Aspect of Courses

Interactive Technology Tools and Resources Blackboard Plus

Class Projects In and out of class; in person and virtually

Instructor Knowledge of the course content Desire for students to succeed

Least Effective Aspect of Courses

Workload Overwhelming work load Fast paced Too much reading

Out of class time Lack of clear directions Online labs and tutorials

Inquiry based learning Emphasis on self-directed learning

CONCLUSION

FUTURE BL has become an educational epidemic. Three forces have converged – technology,

financial constraints, and quality concerns. The result is three major non-contradictory

affordances – effectiveness, efficiency, and convenience.

The result is the era of engagement (sustainable communities).

“… the impact of blended learning is potentially monumental – permanently changing how students interact with higher education …”

Laumakis, Graham & Dziuban, 2009

Resources

Canada’s Collaboration for Online Higher Education & Research (COHERE)

Questions?

Contact InformationDr. Norman Vaughan, [email protected]

Mount Royal UniversityFaculty of Teaching and Learning4825 Mount Royal Gate SWCalgary, Alberta, CanadaT3E 6K6

Documents

Designing for an inquiry-based approach to blended learning Norm Vaughan, Ph.D. Mount Royal University Calgary, Alberta, Canada