DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE ANDRAGOGY VERSUS PEDAGOGY GAMIFICATION ACADEMIC INTEGRITY STANDARDS STUDENT AUTHENTICATION BIOMETRICS DESIGN AND STRUCTURE OF COURSE CREATING MEASURABLE OBJECTIVES SELECTING TOOLS FOR FACULTY PROCESS OF DESIGNING A COURSE CRITICAL THINKING OPEN DIALOGUE COLLABORATION IN THE CLASSROOM ALIGNING DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE ANDRAGOGY VERSUS PEDAGOGY GAMIFICATION ACADEMIC INTEGRITY STANDARDS STUDENT AUTHENTICATION BIOMETRICS DESIGN AND STRUCTURE OF COURSE CREATING MEASURABLE OBJECTIVES SELECTING TOOLS FOR FACULTY PROCESS OF DESIGNING A COURSE CRITICAL THINKING OPEN DIALOGUE

DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE ANDRAGOGY VERSUS PEDAGOGY GAMIFICATION ACADEMIC INTEGRITY STANDARDS STUDENT AUTHENTICATION BIOMETRICS DESIGN AND STRUCTURE OF COURSE CREATING MEASURABLE OBJECTIVES SELECTING TOOLS FOR FACULTY PROCESS OF DESIGNING A COURSE CRITICAL THINKING OPEN DIALOGUE COLLABORATION IN THE CLASSROOM ALIGNING DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE ANDRAGOGY VERSUS PEDAGOGY GAMIFICATION ACADEMIC INTEGRITY STANDARDS STUDENT AUTHENTICATION BIOMETRICS DESIGN AND STRUCTURE OF COURSE CREATING MEASURABLE OBJECTIVES SELECTING TOOLS FOR FACULTY PROCESS OF DESIGNING A COURSE CRITICAL THINKING OPEN DIALOGUE

DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE ANDRAGOGY VERSUS PEDAGOGY GAMIFICATION ACADEMIC INTEGRITY STANDARDS STUDENT AUTHENTICATION BIOMETRICS DESIGN AND STRUCTURE OF COURSE CREATING MEASURABLE OBJECTIVES SELECTING TOOLS FOR FACULTY PROCESS OF DESIGNING A COURSE CRITICAL THINKING OPEN DIALOGUE COLLABORATION IN THE CLASSROOM ALIGNING DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE ANDRAGOGY VERSUS PEDAGOGY GAMIFICATION ACADEMIC INTEGRITY STANDARDS STUDENT AUTHENTICATION BIOMETRICS DESIGN AND STRUCTURE OF COURSE CREATING MEASURABLE OBJECTIVES SELECTING TOOLS FOR FACULTY PROCESS OF DESIGNING A COURSE CRITICAL THINKING OPEN DIALOGUE

DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE ANDRAGOGY VERSUS PEDAGOGY GAMIFICATION ACADEMIC INTEGRITY STANDARDS STUDENT AUTHENTICATION BIOMETRICS DESIGN AND STRUCTURE OF COURSE CREATING MEASURABLE OBJECTIVES SELECTING TOOLS FOR FACULTY PROCESS OF DESIGNING A COURSE CRITICAL THINKING OPEN DIALOGUE COLLABORATION IN THE CLASSROOM ALIGNING DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE DISCUSSIONS QUESTIONS SYNCHRONOUS ASYNCHRONOUS ONLINE COLLABORATION OBJECTIVES TAXONOMY OF LEARNING E-SUPPORTED VS BLENDED LEARNING THEORY ANALYZE VS EVALUATE ANDRAGOGY VERSUS PEDAGOGY GAMIFICATION ACADEMIC INTEGRITY STANDARDS STUDENT AUTHENTICATION BIOMETRICS DESIGN AND STRUCTURE OF COURSE CREATING MEASURABLE OBJECTIVES SELECTING TOOLS FOR FACULTY PROCESS OF DESIGNING A COURSE CRITICAL THINKING OPEN DIALOGUE

KITHBO Hybrid Blended Online

As you consider options for teaching using technology, you have a choice of whether to use an ‘e-supported’ approach or a ‘blended’ approach. The main difference between these approaches is the focus of the student’s experience. In e-supported learning, students’ learning experiences take place primarily in the face-to-face classroom, but are supported by appropriate e-learning tools. In blended learning, students’ learning experiences take place partly in the classroom and partly online. An important consideration in these decisions is how it contributes to your institution’s hybridity goal – delivering a minimum of 25% of instructional hours via hybrid, blended, or online modalities. Only blended learning experiences (not e-supported experiences), and only those hours of a blended class that are delivered fully online, will count toward the hybridity goal.

What is the Difference Between e-Supported and Blended Learning?

E-supportEd and BlEndEd lEarningDeborah Morris, Director of Learning SolutionsProduct Strategy, Innovation and Development

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E-supported learning strategies might include:

• Providingteachingmaterials–syllabi,readingassignments,media–online• Askingstudentstosubmitassignmentsonline• Providingstudentswithfeedbackontheirassignments,byemailorothertechnologicalsolutions• Enablingstudentstointeractinanonlineenvironment,tocompleteagroupproject,postquestionsor engage in a topical discussion• Enablingstudentstosharemoreaboutthemselvesandtheirworkthantheymightbeableto,orfeel comfortable doing, in a face-to-face classroom environment

Why is it Important That I Consider These Approaches?

An e-supported learning experience might use only one or two of these strategies. A blended learning experience would use more, or even all of them. In blended learning, with the greater emphasis on online interaction,youwouldreplacesomeclassroomtimewithanexpectationthatstudentswillspendsignificanttime online. This would also provide time for additional online learning strategies such as:

• Engagingstudentsinregularasynchronousdiscussions• Askingstudentstoattendsynchronouswebinarsoronlinelectures• Enablingstudentstospendtimereviewingandprovidingfeedbackontheirpeers’work

Apopularconceptinblendedlearningisthe‘flipped’classroom(Bennett,et.al.,2013).Ratherthanspendtimeintheclassroomdeliveringlecturesoradministeringexams,theteacherofaflippedclassroomusesface-to-faceclasstimefordiscussion,debate,practicalexercises,orcollaborativeactivities.Theflippedapproach recognizes that using class time for hands-on, collaborative learning is more valuable than using it for individualized delivery or assessment of content knowledge, which can be accomplished as effectively (or more effectively)outsideoftheclassroomenvironment.Amajorexpectationoftheflippedclassroomisthatstudentsarrive to class prepared, having done their reading, viewed media, and perhaps even completed a preparatory assignmentortakenanonlinequiz.

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E-supported learning can help you take advantage of modern technological tools to use class time more efficiently,automatemanyprocesses,andkeepstudentsengagedevenoutsideoftheclassroom.Goingthefurther step to a truly blended approach can offer the best of both worlds, engaging students in learning experiences most appropriate to the online and classroom environments, and helping achieve your institution’s hybridity goal.

How Could I Implement These Approaches?

Thetablebelowillustrateshowstudentsmightspendtheirtimeinaweekwithanexpectationof20totalhours of student participation:

References:

Bennett, B., spencer, d., Bergmann, J., Cockrum, t., Musallam, r., sams, a., Fisch, K., & overmyer, J. (2013). the flipped classroom manifest. retrieved from http://www.thedailyriff.com/articles/the-flipped-class-manifest-823.php

Further reading

Bonk, C.J. & graham, C.r. (2012). the handbook of blended learning environments: global perspectives, local designs. san Francisco: Jossey‐Bass/pfeiffer.

picciano, a.g, dziuban, C.d., & graham, C.r. (2013). Blended learning: research perspectives. Milton park, uK: routledge.

stein, J. & graham, C.r. (2014). Essentials for blended learning: a standards-based guide. Milton park, uK: routledge.

thorne, K. (2003). Blended learning: how to integrate online and traditional learning. london: Kogan page.

Confidential & Proprietary | Laureate Education, Inc.®