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Da jia hao !. The Great Debate – F2F, WWW, or Blended ETIF – Xuzhou August 18-19, 2009. Contributors: Cheng-Chang “Sam” Pan Mike Sullivan Glenda Gunter Robert Kenny Richard “Doc C” Cornell. Agenda. Introduction of the main ideas Advocate of Face-To-Face Instruction - PowerPoint PPT Presentation
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Da jia hao!Da jia hao!
The Great Debate – F2F, The Great Debate – F2F, WWW, or BlendedWWW, or Blended
ETIF – XuzhouETIF – XuzhouAugust 18-19, 2009August 18-19, 2009
Contributors:Contributors:Cheng-Chang “Sam” Pan Cheng-Chang “Sam” Pan
Mike Sullivan Mike Sullivan Glenda GunterGlenda GunterRobert KennyRobert Kenny
Richard “Doc C” CornellRichard “Doc C” Cornell
AgendaAgenda
Introduction of the main ideasIntroduction of the main ideas Advocate of Face-To-Face InstructionAdvocate of Face-To-Face Instruction Advocate of Web-based InstructionAdvocate of Web-based Instruction Advocate of Blended InstructionAdvocate of Blended Instruction Audience Vote By Format Audience Vote By Format SummarySummary
Where we beganWhere we began
Plato, Socrates, ConfuciusPlato, Socrates, Confucius Traveling teachersTraveling teachers Schools as “factories”Schools as “factories” Influence of Dewey, Piaget, RogersInfluence of Dewey, Piaget, Rogers Influence of Skinner, Gagne, Mager Influence of Skinner, Gagne, Mager Influence of Technology InfusionInfluence of Technology Infusion Influence of ConstructivismInfluence of Constructivism Human Performance (Inputs/Outputs)Human Performance (Inputs/Outputs) Today’s generations are different!Today’s generations are different!
A Personal AsideA Personal Aside 1962:First distance learning class (SUNY-1962:First distance learning class (SUNY-
Brockport)Brockport) 1963: Impact of Don Ely and others1963: Impact of Don Ely and others 1963-1992: Media-based instructor in 1963-1992: Media-based instructor in
every classevery class 1987: Goodbye typewriter, Hello PC1987: Goodbye typewriter, Hello PC 1994: Taught satellite-carried class with 1994: Taught satellite-carried class with
multiple off-site sectionsmultiple off-site sections 1994-2003: Taught mixed-mode classes1994-2003: Taught mixed-mode classes 2004-present: Teach WWW classes with 2004-present: Teach WWW classes with
live chats using Blackboard Wimba (2008 live chats using Blackboard Wimba (2008 and 2009 on-location in Taiwan & China)and 2009 on-location in Taiwan & China)
Three Advocated Formats…Three Advocated Formats…other than televised instructionother than televised instruction
Face-to-Face InstructionFace-to-Face Instruction• ““If it works, why change anything?If it works, why change anything?
WWW-based InstructionWWW-based Instruction• ““Any time, any place”Any time, any place”
Blended InstructionBlended Instruction• ““Now we can use multiple methods to Now we can use multiple methods to
make it better!”make it better!”
Ground Rules for TeamsGround Rules for Teams
Each advocate team had 20 minutes to Each advocate team had 20 minutes to state their case.state their case.
Opponents rebut by team for maximum of Opponents rebut by team for maximum of 5 minutes following each presentation.5 minutes following each presentation.
After all presentations vote of audience After all presentations vote of audience taken as to format with audience taken as to format with audience comments, 2 minute limit for each comments, 2 minute limit for each comment.comment.
Summary and ConclusionsSummary and Conclusions
An Informal PollAn Informal Poll
F2F ???F2F ??? WWW ???WWW ??? Blended ???Blended ???
Then the Games Began!Then the Games Began!
Face-to-Face InstructionFace-to-Face Instruction
Face to Face (f2f) Face to Face (f2f)
Still primary and most efficient way Still primary and most efficient way to deliver instruction.to deliver instruction.
In some cases, may be only solution.In some cases, may be only solution. A mistake to think that e-learning is A mistake to think that e-learning is
best solution in all situations.best solution in all situations.
1. 1. Found online learning to be Found online learning to be less effective:less effective:
Online Courses at UCFOnline Courses at UCF Compared the effectiveness of face-to-Compared the effectiveness of face-to-
face, blended, and fully online courses face, blended, and fully online courses from 2001 to 2003.from 2001 to 2003.• Success ratesSuccess rates• Retention ratesRetention rates• Student satisfactionStudent satisfaction
Also looked at faculty satisfaction with Also looked at faculty satisfaction with blended courses.blended courses. - Dziuban, Hartman, Juge, Moskal, & Sorg,
2006; Dziuban, Hartman, & Moskal, 2004
2. Found online learning to be less 2. Found online learning to be less effective:effective:
• Students under-preparedStudents under-prepared• Disappointment over lack of social Disappointment over lack of social
presence.presence.• Resulting feeling of isolation.Resulting feeling of isolation.
- (Alonso, Lopez, Manrique & Vines, 2005)(Alonso, Lopez, Manrique & Vines, 2005)
• Takes a special learning/cognitive type Takes a special learning/cognitive type - (Scheick, 2007)(Scheick, 2007)
• Requires different types of teaching skillsRequires different types of teaching skills- (Kendal & Oaks, 1992)(Kendal & Oaks, 1992)
3. Found online learning to be less 3. Found online learning to be less effective:effective:
• In an informal case study at UCF, two In an informal case study at UCF, two modes were tried in same classroom modes were tried in same classroom sectionsection……..
• Instructors found it to be a minor Instructors found it to be a minor nightmare to change teaching styles.nightmare to change teaching styles.
• Online students disliked course content Online students disliked course content more.more.
4. Found online learning to be less 4. Found online learning to be less effective:effective:
• Students dislike lack of personal Students dislike lack of personal approach.approach.
• Personal tutoring is more difficult.Personal tutoring is more difficult.• New Web 2.0 technologies not fully New Web 2.0 technologies not fully
integrated.integrated.• Difficult for visual learner. Difficult for visual learner.
5. Found online learning to be less 5. Found online learning to be less effective:effective:
• Virtual field trip study, students Virtual field trip study, students displayed, expressed little (if any) displayed, expressed little (if any) discernible results in vocabulary than a discernible results in vocabulary than a traditional classroom. traditional classroom.
(Sanchez, 2006)(Sanchez, 2006)
• On the other hand, VFTOn the other hand, VFT’’s more effective s more effective as a review for real ones.as a review for real ones.
(Spicer & Stratford, 2001)(Spicer & Stratford, 2001)
WWW-Based InstructionWWW-Based Instruction
Time
Distance
Here / Now
Where is your future?Where is your future?
Why D. E.?Why D. E.?
•Non-instructional reasons
•Instructional reasons
Non-InstructionalNon-Instructional
•Ecological
•Economical
•Health-related
Carbon footprintCarbon footprint
21 Million Barrels A Day21 Million Barrels A Day
No BabysittingNo Babysitting
D.E. Classes Filled Up QuickD.E. Classes Filled Up Quick
Students Save Time/MoneyStudents Save Time/Money
State Government MandatesState Government Mandates
No Contagious DiseasesNo Contagious Diseases
Swine Flu EpidemicSwine Flu Epidemic
InstructionalInstructional
HPL/ToolsHPL/Tools
Better Tools Better EnvironmentBetter Tools Better Environment
Blended InstructionBlended Instruction
What is Blended Learning? What is Blended Learning?
Blended learning refers to instructional Blended learning refers to instructional events that combine aspects of online events that combine aspects of online and face-to-face instruction.and face-to-face instruction.
Uses the best of both worlds.Uses the best of both worlds.
- Rooney, 2003; Graham, 2006- Rooney, 2003; Graham, 2006
Benefits of Blended LearningBenefits of Blended Learning
Enhanced learning outcomesEnhanced learning outcomes Improved access to programs and Improved access to programs and
resourcesresources Increased cost-effectivenessIncreased cost-effectiveness
- Sloan-C View, May, 2005- Sloan-C View, May, 2005
What Does Research What Does Research Have to Say about Have to Say about Blended Learning? Blended Learning?
Pew Grants in Course Redesign Pew Grants in Course Redesign using Information Technologyusing Information Technology
Improved student learning in 19 of the Improved student learning in 19 of the 30 projects30 projects
Other outcomesOther outcomes• Increased course completion ratesIncreased course completion rates• Improved retentionImproved retention• Better student attitudes toward the subject Better student attitudes toward the subject
mattermatter• Increased student satisfactionIncreased student satisfaction
Cost reduction by 40% on averageCost reduction by 40% on average
- Heterick & Twigg (2003)- Heterick & Twigg (2003)
Sense of Community in Sense of Community in Blended Courses Blended Courses (Rovai & Jordan, 2004)(Rovai & Jordan, 2004)
Blended courses produce a stronger Blended courses produce a stronger sense of community among students than sense of community among students than either traditional or fully online courses.either traditional or fully online courses.
Tradtional Tradtional course course **
Blended Blended course ** course **
Fully Fully online online coursecourse
ConnectednessConnectedness 30.7830.78 34.9134.91 28.8328.83
LearningLearning 34.0334.03 36.1736.17 33.0133.01
Blended Learning and Blended Learning and Performance: Performance:
A Thomson NETg StudyA Thomson NETg Study Compared the performance of learners Compared the performance of learners
among three groups who took;among three groups who took;1.1. Blended coursesBlended courses2.2. E-learning coursesE-learning courses3.3. No training (control group)No training (control group)
ResultsResults• Group 1 showed a 30% increase in accuracy of Group 1 showed a 30% increase in accuracy of
performance over Group 2.performance over Group 2.• 159% more accuracy than the untrained 159% more accuracy than the untrained
Control group (Group 2: 99%).Control group (Group 2: 99%).- Thomson NET, 2003- Thomson NET, 2003
Blended Learning Results in Blended Learning Results in the Military Settings the Military Settings (Snipes, 2005)(Snipes, 2005)
Leadership development programLeadership development program Delivered to more than 30,000 learners a yearDelivered to more than 30,000 learners a year
Study by the Center for Naval AnalysisStudy by the Center for Naval Analysis• 44% improvement in knowledge retention44% improvement in knowledge retention• A statistically significant impact on sustained A statistically significant impact on sustained
behavioral changesbehavioral changes• Individual on-the-job performance improvement Individual on-the-job performance improvement
by 7%by 7%• Cost 94% less than traditional classroom Cost 94% less than traditional classroom
training and was completed in 1/10 of timetraining and was completed in 1/10 of time
Growth of Enrollment in Growth of Enrollment in Blended Courses - UCFBlended Courses - UCF
Source: Dziuban, Hartman, & Moskal (2004)
Projected Growth of Blended Projected Growth of Blended Learning in Higher EducationLearning in Higher Education
Percent of Student Learning that is Blended
0
10
20
30
40
50
60
70
None 20% orless ofstudentlearning
21 to 40%of studentlearning
41 to 60%of studentlearning
61 to 80%of studentlearning
81 to100% ofstudentlearning
Pe
rce
nt
of
Re
sp
on
de
nts
2003
2006
2013
Source: Kim & Bonk (2006)
Blended Learning in Corporate Blended Learning in Corporate Training SettingsTraining Settings
Training delivery methodsTraining delivery methods• Classroom training: 62 percentClassroom training: 62 percent• Blended: 34-37 percentBlended: 34-37 percent• All online: 1-4 percentAll online: 1-4 percent
- Training Magazine, 2006- Training Magazine, 2006
“Online methods are mainly used in conjunction with other modalities in a “blended” learning format – very few training programs rely exclusively on online delivery.” (Training Magazine, 2006)
Corporate Blended Learning: Corporate Blended Learning: International TrendsInternational Trends
Source: Kim, Bonk, Teng, Son, Zeng, & Oh (2006)
Is your organization using blended learning as part of its employee training?
8.23
21.26
33.08
27.99
9.43
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
No, it is notsomething that
we haveconsidered.
No, but we areconsidering using
it.
Yes, we haverecently started
using it.
Yes, we havebeen using it for
more than 2years now.
Not sure. What isblended learning?
How Important is Blended How Important is Blended Learning?Learning?
How important is blended learning for the strategic planning for training and development in your organization
for the next few years?
25.24
42.17
23.80
6.871.92
0.005.00
10.0015.0020.0025.0030.0035.0040.0045.00
Very Important Important Neutral Not important Not importantat all
Source: Kim et al. (2006)
Most Significant Issue or Most Significant Issue or Problem with Blended Problem with Blended
Learning? Learning? (Kim et al., 2006)(Kim et al., 2006)IssuesIssues Response Response
Ratios (%)Ratios (%)
11 Lack of understanding of what blended Lack of understanding of what blended learning really islearning really is
15.115.1
22 Insufficient management support and Insufficient management support and commitmentcommitment
11.411.4
33 Boring and low quality contentBoring and low quality content 10.110.1
44 Learners lacking self-regulated learning Learners lacking self-regulated learning skillsskills
9.89.8
55 Learner resistance / hesitancyLearner resistance / hesitancy 8.88.8
66 Fast changing technologyFast changing technology 8.58.5
77 Organizational / cultural resistanceOrganizational / cultural resistance 6.86.8
Implications for Instructional Implications for Instructional Design & TechnologyDesign & Technology
Instructional designers need pedagogical Instructional designers need pedagogical and technical competencies for both face-and technical competencies for both face-to-face and online learning environments.to-face and online learning environments.
Understanding emerging instructional Understanding emerging instructional strategies and technologies for;strategies and technologies for;• Individualized learningIndividualized learning• On-demand learningOn-demand learning• Authentic learningAuthentic learning
- Kim et al., 2006- Kim et al., 2006
Emerging Technologies for Emerging Technologies for Blended LearningBlended Learning
In your organization, which one of the following emerging technologies will most greatly impact the delivery of blended
learning during the next few years?
0.00 5.00 10.00 15.00 20.00 25.00 30.00 35.00
Language Training and Support Tools
Wikis
Massive Multiplayer Online Gaming
Weblogs (i.e., blogs) and Online Diaries
Electronic Books
Pod Casting and iPods
Intelligent Agents
Wireless Technologies
Cell Phones and Other Mobile and HandheldTechnologies
Webcasting and Video Streaming
Online Simulations
Digital Libraries and Content Repositories(learning content management tools)
Knowledge Management Tools
Source: Kim et al. (2006)
SummarySummary
F-2FF-2F WWWWWW BlendedBlended
Audience ParticipationAudience Participation
Audience Vote for format of choiceAudience Vote for format of choice
On behalf of Dr. Phil On behalf of Dr. Phil Harris, Executive Director Harris, Executive Director
AECTAECTI invite you to attend our I invite you to attend our
annual conference in annual conference in Louisville, Kentucky Louisville, Kentucky
October 27-31, 2009!October 27-31, 2009!
Welcome to UCF as well!Welcome to UCF as well!
http://http://insttech.education.ucf.eduinsttech.education.ucf.edu
Thank you for your kind Thank you for your kind attention!attention!
Thanks to Virtual Thanks to Virtual Presenters Presenters
Thanks to YouThanks to You
I will be happy to answer any I will be happy to answer any questions if time permitsquestions if time permits