Gouri Banerjee, Ph. D. Dept. Math & IT, Emmanuel College Boston, Massachusetts. 1 Gouri Banerjee Blended Learning Environments, 2010

Gouri Banerjee Blended Learning Environments , 2010

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Blended Learning Environments: Student

Satisfaction and Institutional Responses at a

Small College in the US

Gouri Banerjee, Ph. D. Dept. Math & IT, Emmanuel College Boston, Massachusetts.


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Blended teaching practices combine face-to-face classroom instruction with computer based learning. They move a significant part of learning online, and, as a result, reduce the amount of classroom seat time. How much instruction and learning occurs in class and how much is online is at the discretion of the instructor (Allen & Seaman, 2008; Bonk & Graham, 2005; Dziuban, Hartman & Moskal, 2004).

Blended learning does not focus on the dualism of either face-to-face or online methods, rather, they use the convenience of the Internet and web to enhance existing teaching and learning practices (Garrison & Vaughan, 2008)

What Model of Blended Teaching is used?


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Face-to- Face

Classrooms

Instructional

Technology and New

Media

Blended Teaching Practices at a Liberal Arts and Sciences College

Blended Teaching

Discussions

Blogs Wikis Blackboard

YouTube Twitter FaceBook Google Docs


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To engage and motivate Millennial (born after1982) students we use technologies they are familiar with. The majority of instruction is still done F-to-F but online methods are increasing. Blending allows multiple perspectives, encourages participation and

promotes greater faculty-student interactions

Information sharing is faster, enhanced, uses many channels and students get to know peers better

Students and teachers work more collaboratively, learning is deeper and richer and motivation higher

Participation is required in a blended class, promotes inclusion

Teachers can structure class time more creatively and flexibly and do more

There is a quick resolution of issues without the restrictions of class time and office hours. Students get feedback more frequently.

Motivating Millennials with blended learning


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Using New Media tools for blended teaching and learning

Content Interaction

Books Guest Speakers

PodcastsWebsites

Internet Slides

VideoLibrary databases

Face to Face

Classroom

Lab and Library

Blackboard

Email

Blended

Web 2 Tools

Internet-blogs wikis

twitter


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Tests, Exams & Quizzes

Debates

Presentations & Projects

Attendance

Papers and

homework

Participation online log

Online quizzes

Discussion Board and

Posts

How we Assess Student Learning in Blended Courses

Mostly IN CLASS

Mostly ONLINE


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Face-to Face

Method

s

•Face-to-Face classroom practices include lectures, labs, and discussions. They enhance learning by being led by a content expert, facilitate working with peers and promote sharing multiple points of view. The presence of a teacher was very helpful when problems were difficult to solve or had multiple methods of arriving at answers.

Online

Method

s

•Online pedagogies use learning management systems, email, discussions, Web 2.0 tools. Most are asynchronous technologies. Resources were shared more easily, writing, reading and thinking are enhanced by extending the classroom. The responsibility for learning shifts to the student, who has more time to experiment, and is required to take the initiative in learning.

Blended Method

s

•Blended practices combine the advantages of face-to-face and online methods. They increase flexibility, allow learners to manage and pace their learning. Promotes accessibility by providing online resources, (lecture notes, rubrics, online assessments, audio, video), facilitates interactions between teacher-student and student-student. Most important, blending encourages collaboration. Develops closer relationships between teacher and student.

Student Perceptions – Types of Prevailing Learning Environments


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How to Enhance blended learning

SPEND TIME WITH

TECHNOLOGY

LEARN HOW TO USE LEARNING MANAGEMENT

SYSTEMS

PLAN MANAGE MENT OF IN-CLASS AND

ONLINE WORK

TEACH HOW TO COMMUNICATE

WITH THE TEACHER

BE CLEAR ABOUT HOW TO SUBMIT

HOMEWORK

WHEN AND HOW TO GET HELP

WHAT TO EXPECT FROM THE TEACHER

EXPALIN WHY BLENDING IS BEING USED


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“I think that learning online gives us great practice for the real world and helps us to work in all kinds of work environments.”

“This way of teaching and learning only benefits students because the pace of learning for many students is accommodated.”

“Material related to computer sciences is complicated at times and the face-to-face method allowed for greater depth of knowledge and understanding. Walking through the material with a professor allows for greater understanding of its application.”

“I prefer the blended course because I still ask my questions, but I can also get experience working on my own. I would not have said that before this course, but I feel like I learned a great deal by having to work on my own online.”

Student Satisfaction with Blended Learning

Environments


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“The best part of blending was the ability to do group and team work, read student postings and ask each other questions.”

How did online change – writing to discussion boards and blogs improved, and responses were more thoughtful

Office hours – were used less, email messages increased, homework submission was on time more often

“I think that learning in the blended environment allowed for greater trial and error. What we learned in class through face-to-face meetings was applied to our work online and that translated into real-life individualized learning.”

Help seeking – students gained confidence and became more independent

Test taking – open book was used more, more time to complete, less stress, reduced cheating

“Students are more comfortable learning on their own and at their own pace rather than being in a class where everyone is expected to go at the same rate.”

Student Perceptions-How did interactions change?


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“I don’t know how much I would actually learn (in a blended format). I learned about using computer applications in this course, but if it was in say, English, I would probably not understand the bigger idea.”

“No, I wouldn’t be concerned (about more blended courses) as long as there was still the face-to-face interaction with the professor. I think it does help because face-to-face allows you to create a connection with your professor or a teacher-student relationship in which you feel as though they genuinely are making an effort to get to know your learning style.”

“Some students might struggle in adapting to learning in the blended style.”

Skepticism about Blended Learning


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Response of Faculty to Meeting Student PreferencesREVISIT YOUR

TEACHING

PLAN WHAT GOES ONLINE AND

STAYS FACE-TO-FACE CAREFULLY

TIE FACE-TO-FACE WITH ONLINE

WORK REGULARLY

TRAIN STUDENTS FOR ONLINE WORK e.g.

EMPHASIZE DUE DATES

ENCOURAGE INTER-ACTION IN

CLASS AND ONLINE

PROMOTE TEAM AND

COLLABORATIVE WORK

DISCUSS PROBLEMS, HOW

TO GET HELP WITH

TECHNOLOGY

RESPOND TO STUDENTS

PROMPTLY MEET FACE-TO-FACE

BE FLEXIBLE WITH ASSESSMENT

METHODS


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Questions? Interested in writing about your experiences

with blended learning at your institution? Interested in collaborating with me?Contact me

Gouri Banerjee, Ph. D. Department of Math and Technology, Emmanuel College, 400 The Fenway, Boston, MA [email protected]

Documents

Gouri Banerjee, Ph. D. Dept. Math & IT, Emmanuel College Boston, Massachusetts. 1 Gouri Banerjee Blended Learning Environments, 2010