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Blended Learning
Heiko VoglUniversity of Teacher Education Styria
2015
Content
• Studying in Graz• Blended Learning• Lions-quest Skills for Growing• (NMC Horizon Report Europe: 2014 Schools
Edition)
Studying in Graz
• Teacher Training New (8 + 2 or 1)• Focus on Diversity and Languages (60 EC)• Erasmus Course (30 EC)
• We are searching for practices schools in Europe?
Blended Learning
What is your Definition of Blended Learning?
Models and Classifications
Sequence Model of P. Baumgartner
CC SA NC BY 4.0 http://www.gillysalmon.com/five-stage-model.html
LIFE-SKILLS SUPPORTED BY A BLENDED LEARNING CONCEPT
A Qualitative Pilot Study with Students in Grade 5
Heiko Vogl, Marlies Matischek-Jauk, Helga Stücklberger, Hannelore Reicher
Study
• long-term evaluation-study of the Lions Quest program “Erwachsen werden” (years 2012-2015)
• pilot study using the learning management system “moodle” (2014)
Pilot Study
• What topics do students discuss? How many topics do they post?
• The primary objective of this study was to find out the frequency and intensity of discussed Lions Quest topics and in which way a learning management system is a suited and motivating tool to explore adequate qualitative evaluation data from adolescents.
12 13
1
6
11
16
male students female students
Sample
male students
female students
Qualitative Content Analysis according to Mayring
• E-Tutor• 3 face-to-face sessions • as 8 online-sessions • teacher’s journals
• 5-step-model by Salmon• didactic framework
focuses on reflective collaborative online learning
• video clip• motivating activities
Results
The students wrote 555 postings during the project
37%
63%
Postings of male and female students over all activities
male students
female students
Frequency of postings per student
2 3
9 9 1114 14 15 15 16 18 20 22 24 24 25 26 27
31 3235 36 37
4347
0
10
20
30
40
50
Postings per student
Frequency per activity
116
31 21 28
117
56
12
132
42
020406080
100120140
Which activity was preferred by students?
Discussed Topics… (content analysis, inductive category development)
• 66 topics• 4 main categories: (1) cooperation (2) online
course management in moodle (3) personal information (4) reflection and feedback of Lions Quest sessions
Attitude towards moodle … (content analysis, deductive category
development)• Most of the students liked working in moodle• they enjoyed writing and chatting with classmates• chatiquette was mentioned in a positive way• Some had technical problems• students reflected on the communicational processes,
e.g. the usage of swearwords or silly statements in the chat
Considerations/Lessons learnt
• Descriptive data-analyses showed that it seem to be necessary to combine online activities with face-to-face classroom-meetings to increase postings in moodle.
Considerations/Lessons learnt
• This pilot study shows that Lions Quest topics are discussed in addition to class room sessions. Students develop a deeper interest for the topics and bring in their ideas and opinions.
Considerations/Lessons learnt
• Moodle is an adequate learning management system to accompany programs like Lions Quest. It is recommended to setup a private moodle course for the students and the E-Tutor.
Considerations/Lessons learnt
• For students in this sample (grade 5) it was necessary to provide supplement information and strategies to use this online platform in a safe and respecting way.
References
Grebien, B. (in progress). Evaluation des Life-Skill-Programms Lions Quest auf Basis von Daten aus einem Learning Management System. Eine Pilotstudie. Bachelorarbeit. Pädagogische Hochschule Steiermark.Mayring, P. (2010). Qualitative Inhaltsanalyse. Grundlagen und Techniken. 11th German edition. Weinheim: Beltz.Salmon, G. (2011). E-moder@ting. The key to teaching and learning online. New York, London: Routledge.Salmon, G. (2013). E-Tivities: The Key to Active Online Learning. New York: Routledge Chapman & Hall.Wilms, H. & Wilms, E. (2006). German edition of “Erwachsen werden”. Ein Life-Skills Programm für Schülerinnen und Schüler der Sekundarstufe I. Lions Clubs international. Based on the American version: “Skills for Adolescence”.
