Robin S.

Robinson

Dr. Susan

Mullaney

Dr. Cynthia

Bechtel

BLENDED LEARNING A Faculty and Student Perspective

Our Agenda

Blended Learning at Framingham State University:

• What is our experience?

• What are the challenges?

• What works best?

Our Best Practices

Is it Hybrid or Blended?

Hybrid versus Blended:

• Hybrid - course delivery label used to advertise a non-traditional face-to-face course to students.

• Blended - combines classroom teaching with web-based or other forms of instruction in and out of the physical classroom.

• Result = enhanced learning experience

Blended Learning

Blended Learning has the potential to enhance both the effectiveness and efficiency of meaningful learning experiences.

Blended Learning

Blended Learning:

• combination of face-to-face and online media, with "seat time" significantly reduced

• increasing proportion of instruction in U.S. higher education

• supplements completely face-to-face courses and completely online asynchronous courses with technology

Course Design Strategies

Does a blended course create a better student learning experience?

Course Design Strategies

“Some benefits of the hybrid format are the self-directed learning modules that

can be completed during times that work best for the learner, less time

involved in travelling to classes, and no tests with this program. ”

A student’s reaction

“I had been a bit anxious about the on line portion

of the classes. All my previous classes had been

face-to-face and e-learning seemed like it would

be impersonal and solitary. I’m so glad I was so

wrong. The hybrid nature of this program

appears to combine the best of both

worlds. Face-to-face classes allow visual, tactile,

real time interaction, and the ability to get to know

classmates in a more personal way. The online

portion allows greater flexibility, reflection, and

time to research things more fully.”

Why Hybrid?

What is driving the pedagogical change at our institution?

Why in MSN program?

Why use blended learning?

“As I reflect on my undergraduate education, I can

honestly say I was a passive learner. All of my

undergraduate classes were the usual lecture

format. The professor was the sole provider of the

information spoon feeding us what we needed to

know. I was one of the students in the lecture hall

feverishly taking notes on what seemed like endless

number of PowerPoint slides the professor prepared

on the subject. The amount of collaboration between

student and professor was usually limited to ‘we need

to get through this information people.’”

Our students

A student’s view

“I knew I didn’t want to take online

courses as I imagined it would be

impersonal. I thoroughly enjoy reading

the modules, viewing the videos,

reviewing the articles, and writing a

discussion board on the subject. I also

very much enjoy the Wednesday

evenings together, the spirited

conversations, the networking,

collaborating, and group projects.”

Goal of blended learning

• Join the best aspects of both face to face

and online instruction.

• Classroom time can be used to engage

students in advanced interactive

experiences.

• The online portion of the course can

provide students with multimedia-rich

content at any time of day, anywhere the

student has internet access.

“The hybrid class has allowed for a higher level of learning and

teaching. I felt that I learned more from these two classes than almost

any I’ve taken in the past.”

Why Hybrid?

What are our challenges?

What are the challenges of a blended class?

Challenges

• Foremost is the need for resources

to create the online materials to be

used in the courses.

• Material development is a time and

labor intensive process

• Student expectations of blended

courses

What are the challenges?

“As for the on-line portion of our class, I thought that that would be a cakewalk.

Answer a few questions, post and no big deal, right! Wrong, I find the discussion boards to be so thought provoking and as I am reading

for the modules, I find myself looking for more information. This class has made me more

inquisitive.”

Best Practices

What are the characteristics of a successful blended class?

Best Practices

“I am finding that I am more of an active learner with hybrid classes. I am more likely to research the discussion board questions and actually put an effort into them.”

Best Practices

• Define what hybrid looks like in your course.

• Set “Rules of Engagement” for discussion, communication, etc.

• Design learning activities that actively engage students in both online and face-to-face environment.

• Plan how face-to-face and online components integrate to build a cohesive course.

• Select and incorporate appropriate instructional technologies to meet learning goals and deliver online experience.

Best Practices

“The hybrid course design incorporates diverse learning styles. The online

modular topics, readings, assignments, videos, links, and resources gave me

alone time to experience the subject in a multidimensional true-life learning

process.”

Best Practices

• Keep it simple and start early.

• Focus on the re(design) and not on the technology.

• Share with each other.

• Manage the expectations of your students.

• Anticipate problems and prepare for them.

• Use existing resources.

Modified from: http://www4.uwm.edu/ltc/hybrid/faculty_resources/tips.cfm

Best Practices

“In order to be successful in a hybrid course, one must be dedicated and self-disciplined. Unlike the conventional face-to-face classes,

e-learning requires that the student complete assignments and course work by a

deadline, but without the constraints of being in a classroom setting”

Resources

• “Enriching Student Experience Through Blended Learning”; Educause Center for Applied Research by Bob Albrecht, ECAR; http://net.educause.edu/ir/library/pdf/ERB0612.pdf

• “Ten Questions to Consider when Redesigning a Course for Hybrid Teaching and Learning” by the Learning Technology Center http://www4.uwm.edu/ltc/hybrid/faculty_resources/questions.cfm

• What are hybrid or blended courses? http://www4.uwm.edu/ltc/hybrid/about_hybrid/index.cfm

• Advantages/Challenges http://www4.uwm.edu/ltc/hybrid/faculty_resources/advantages.cfm

• Lessons Learned from the Hybrid Course Project http://www.uwsa.edu/ttt/articles/garnham2.htm

• Faculty Case Study http://exedweb.cc.uic.edu/blended/Case_study_CLJ%20120.pdf

Just Ask

Questions Answers Thank you

Dr. Cynthia Bechtel cbechtel@framingham.edu

Dr. Susan Mullaney smullaney@framingham.edu