Blended Learning Workshop
Mansureh Kebritchi, Ph. D. David Proudfoot, Ed.D. Medgar Roberts Ed.D.
Center for Educational and Instructional Technology Research (CEITR)
Agenda
Webinar Objectives
Benefits of using synchronous
communication
Conceptual framework
Tools Applications Strategies
Materials Answer
Questions
Objectives
• Explore and evaluate synchronous learning
technologies
• Explore available tools for synchronous
communication
• Discuss strategies to enhance student engagement and learning by using
synchronous communication
• Develop a plan for integrating
synchronous communication into the asynchronous courses
Workshop Overview
Certificate of Completion upon submitting the assessment will be provided for the participants
One week after the end of the workshop and assessment submission
Assessment after the Webinar
Day 3 : Complete and submit the assessment one day after the webinar.
Webinar (Synchronous) - 4-5 pm Phoenix Time - Via Skype for Business
Day 2
Preparation before Webinar (Asynchronous) - Via Research Hub
Day 1
Supplies and Materials
Rubric Plan Template Tech Issues and
Solutions
Articles for further enhancing
your understanding
Recorded trainings for use
of toolsBlogs
https://research.phoenix.edu/special-interest-group-for-engaged-learning
Support and Communication
Continuous instructional support
Feedback and support on the Implementation
Plan
Q & A discussion thread at Engaged Learning SIG (https://research.phoenix.edu/s
pecial-interest-group-for-engaged-learning/forum)
Key for Success
Follow the workshop guidelines
Follow the Implementation Plan
Incorporate the feedback
Collaborate and Communicate
Benefits of Synchronous Communication
Improve visual, social and teaching presence, and student engagement which enhance learning
Help students feel stronger sense of connection with their instructors and classmates
Provide opportunity for getting immediate answers for students’ questions; clarification through verbal explanations; improve feedback quality
Helps students experience and develop real life collaboration and presentation skills
9
SAMR – Conceptual Framework
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Tools
Skype for Business
SharePoint
Teams Google Docs &
Hangouts
11
Applications
Students with
their peers
2 min Video introduction at the beginning of the courses
Collaboration in team
projects via SharePoint
Students with Instructors
Office hours, weekly
Group and individual
feedback per assignment
Students with the course
content
Video discussions,
weekly
Real-Time Whiteboard/Google Docs
Applications-Synchronous Pedagogical Approaches
F to F Pedagogical Approach Synchronous approaches in online courses
Introductions around the
room
Students take turns turning on their camera and microphone and introducing themselves to the group.
Visual presence in every
session
Students take turns turning on their camera and microphone and saying hello each week.
Mini-lecture PowerPoint slides are shared on the whiteboard, and instructor “lectures” using audio and video.
Brainstorming Students all write their ideas simultaneously on a shared whiteboardSmall group discussion and
report out
Students work in small groups in separate breakout rooms with audio and video; they record their ideas
on the whiteboard in their breakout room, which is then shared with the larger group during a report-
out session.
Case studies A case study is posted on the whiteboard, and students work in small groups in breakout rooms (see
above) or in a large group to answer questions about the case. Students can share their ideas using
audio and video or using the chat room.
Think-Pair-Share Students work in pairs in separate breakout rooms with audio and video; they record their ideas on the
whiteboard in their breakout room, which is then shared with the larger group during a report-out
session.
Large group discussion Students share their ideas using audio and video with the large group. Students are asked to raise their
hand if they wish to share or type their ideas in the chat room window.
Question and answer Students are encouraged to raise their hand using the hand-raising feature to ask or answer a question.
Alternatively, they can ask or answer a question in the chat room window.
Clickers Clickers Students are asked to use their keyboard to respond to polling questions (yes/no, multiple-
choice). Answers are displayed for all to see.
Peer review Students can review other students’ materials outside class and then meet with them in breakout out
rooms to share feedback.Quick check-ins Quick check-ins Students were asked to use the emoticon to show how they were doing or if they
understood the material. These include a smiling face, frowning face, thumbs up, or thumbs down.
Adapted from McDaniels, M., Pfund C., Barnicle, K. (2016).
Requirements for Successful Blended
Synchronous and Asynchronous Modes
Students need to be familiar with synchronous meeting tools.
Ground rules need to be enforced.
Students need to know where the course is heading.
• Yamagata-Lynch, L. (2014). Blending online asynchronous and synchronous learning. The International Review Of Research In Open And Distributed Learning, 15(2). doi:http://dx.doi.org/10.19173/irrodl.v15i2.1778
Design Lessons for Integrating
Synchronous and Asynchronous Modes
Participants come to online courses with varied participatory learning experiences, and need time to find a new identity as an online learner.
Synchronous delivery modes can provide a stronger sense of connection among participants, and a blended online synchronous and asynchronous course can strengthen social presence.
Participant experiences are greatly affected by the designer/instructor’s ability to bring a sense of cohesion and structure in the synchronous learning environments.
• Yamagata-Lynch, L. (2014). Blending online asynchronous and synchronous learning. The International Review Of Research In Open And Distributed Learning, 15(2). doi:http://dx.doi.org/10.19173/irrodl.v15i2.1778
Strategies - Ground Rules
Be prepared for synchronous sessions by having access to and properly set up computer equipment, USB headphones/microphone for each session
Be open minded and share your ideas as well as listen to ideas that others share, even at times they be difficult advice.
Be respectful, honest, open while interacting with other participants
• Yamagata-Lynch, L. (2014). Blending online asynchronous and synchronous learning. The International Review Of Research In Open And Distributed Learning, 15(2). doi:http://dx.doi.org/10.19173/irrodl.v15i2.1778
Strategies- Ground Rules
• Attendance policy
• Encourage meaningful participation; Credits for students’ significant discussion contributions
Strategies - Set the Expectations
Be clear on synchronous meeting/times
List in expectations or protocol, rubric
List in Syllabus
Strategies
Provide recording of synchronous sessions
Ask for relevant and significant comments, give credits for the significant comments
Repeat twice in the same week at different times (morning/evening)
Materials- Synchronous Participation Rubric
The Mechanical Practices of Making It Work
In the class, make the session a “Recommended Activity,” and
provide the instructions for joining, as well as the PowerPoint
deck for the chat.
A sample outline for 60-min session could be: 10 min. Intro,
40 min Content/Questions, and 10 min Wrap-up, Questions,
and/or Next Steps.
Consider crediting students with two substantial posts and
one of three online posting days for participating.
Consider using a survey to track: “Please follow this link to a
survey to get your participation points! Thank you!”
The Mechanical Practices of Making It Work
If the course is the first in a program (i.e. an orientation or
equivalent) please ask if anyone needs ADA/closed
captioning services. Invite students to notify you in a private
message.
In the syllabus, open a recommended activity for each week. Subject line: Please join us for a live chat session. Activity Type: Live
Lecture Activity. In the text box, provide the instructions to the
session.
Consider this language and reference link, “Sure do hope to
meet all of you during this Thursday evening's Live Chat.
Remember, it will begin at 6 pm Arizona time. Here is a site
that will help you to calculate your time against AZ time, if
that helps!” https://www.timeanddate.com/worldclock/usa
The Mechanical Practices of Making It Work
As you are building synchronous activities in the syllabus,
examine what weekly objectives you are covering. Go over
the objectives from the course. Specifically mention each
objective in the chat. Discuss the objectives each week.
Materials- Implementation Plan
Template
Applications Synchronous
Instructional Approaches
Tool Time, frequency per
week Students with their peers 2 min video introduction
at the begin of the
courses
Collaborative Projects
Skype for Business
Share Point
Beginning of the course
Per project
Students with instructor Office hours Skype for Business 1 hour, WeeklyStudents with the course
content
Video discussion Teams 30 mins; Once per week
Implementation Plan for Integrating Synchronous Communications into Asynchronous Online CoursesInstructor’s Name:
Course Name and brief description:
Strategies
Based on the nature of your course and what you have learned in the workshop explain strategies that you will use to
prepare your students for engaging in synchronous communications in your course.
Applications
Based on the nature of your course and what you have learned in the workshop complete the following application table.
[A Completed Example]
Challenges
What are your potential challenges for applying the above synchronous approaches in your courses?
Materials- Additional articles
Small Group Work and Whole Group Discussion Mediated through Webconferencing Software: This
article, published in the International Journal for the Scholarship of Technology Enhanced
Learning, reports on a case study that explored the benefits and challenges of facilitating group
activities in a synchronous environment in an undergraduate course.
Benefits of Synchronous and Asynchronous e-Learning: The purpose of this article, published by the
eLearning Industry site, is to discuss the advantages of using both synchronous and asynchronous
technologies in an online learning environment.
Blending Online Asynchronous and Synchronous Learning. A qualitative study article published in The
International Review of Research in Open and Distributed Learning answering the question: How can
the designer/instructor optimize learning experiences for students who are studying about online
learning environments in a blended online course relying on both synchronous and asynchronous
technologies?
Promoting Synchronous Interaction in an eLearning Environment: Cyber-Instructors Continually Seek
Instructional Tools That Will Hold Students' Attention, and Make Online Communications More Efficient
and Effective: The Journal’s article that presents a case of combining both synchronous and
asynchronous interaction in an online classroom.
References
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and
implementation of blended learning in higher education. The Internet and Higher Education, 18, 4–14.
doi:10.1016/j.iheduc.2012.09.003
McDaniels, M., Pfund C., Barnicle, K. (2016). Creating Dynamic Learning Communities in
Synchronous Online Courses: One approach from the center for the Integration of Research, teaching,
and Learning (CIRTL), Online Learning, 20 (1) retrieved from
https://files.eric.ed.gov/fulltext/EJ1096380.pdf
Yamagata-Lynch, L. (2014). Blending online asynchronous and synchronous learning. The
International Review Of Research In Open And Distributed Learning, 15(2).
doi:http://dx.doi.org/10.19173/irrodl.v15i2.1778
Assessment
• The assessment includes a written plan on how to integrate synchronous tools into the participants’ courses
• Workshop reflection via survey
Complete and submit the
assessment one day after the
webinar (Day 3 of the
workshop).
Upon Completion of the Workshop
Certificate of completion is awarded to the participants
who their assessments a week after the assessment
submission/the end of workshop
Certificate is counted toward scholarship activity.
Questions?Center for Educational and Instructional Technology [email protected]