Studying Blended Learning in a Liberal Arts College SettingJennifer Spohrer, PhDOffice of the Provost

Innovation

CollaborationEvidence of Impact

About the Project

Research Question

Can a blended approach improve learning outcomes in introductory STEM courses?

COMPLETION

PERSISTENCE IN MAJOR

ENGAGEMENT

MASTERY

What is “Blended”?

• Two keys to our definition:

• Feedback on learning outside classroom through computer-based materials

• Extra-classroom learning alters how instructor teaches or uses class time

• No prescriptions beyond this

• No requirement to reduce “seat” time

• Faculty identify pedagogical challenges and goals

Fall 2011 Courses

Course Undergrad

or post-bac? Pre-requisitesIntro to major?

BIOL101 Intro Bio: Molecules to Cells PB None No

BIOL111 Biological Explorations UG None Yes

CHEM101 Chemistry Fundamentals UG Placement via pre-test Possibly

CHEM103 General Chemistry, sec. 1 PB/UG Placement via pre-test (UG)

Yes (UG)

CHEM103 General Chemistry, sec. 2 UG Placement via pre-test Yes

CMSC/LING325 Computational Linguistics

UG Some comp science or linguistics

No

ECON242 Economics of Local Environmental Government

UG ECON105 No

GEOL202 Mineralogy/Crystal Chemistry

UG 100-level geology or chemistry

Yes

QUAN001 Quantitative Seminar UG Placement via pre-test No

Assessment/Evaluation

• In all courses, assess perceptions of impact through

• Faculty start/exit interviews

• Student attitudinal surveys

• Where possible, compare perceptions against quantifiable evidence of impact

Perceived Impact: Faculty

All fall faculty intend to continue blended approach

Why?

• Automatic grading

• Student learning data generated

• Relevance to their particular pedagogical challenges and goals

Automatic grading

• Assess sooner and more often

• “Testing effect”

• Build in review

Learning Data

• Real-time sense of how students are doing

• More “agile” teaching

• More fruitful conversations with students about learning

Relevance to Goals/Challenges

Generally supported pedagogical goals

• Learner-centered teaching

• Responding to classroom diversity

• Approaches that encourage deep learning

Examples

BIOL 110-113 Exploration Courses • Half-semester, topic-based

• Fear that students won’t get fundamentals

• Heterogeneity of student preparation and goals

GEOL202 Mineralogy/Crystal Chemistry• Intro to major, but tedious memorization

• Blending produces better outcomes and frees up class time for more interesting activities

Better than Expectations

Strongly positive

Somewhat positive

Neutral or Uncertain

Somewhat negative

Strongly negative

Attitude to computer-based learning going intocourse

Prior Experience

0

10

20

30

40

50

% R

esp

on

den

ts

None

Online HS

Blended HS

Online U

Blended U

Independent

Reported Use of Materials

All

Most

Some

A few

None

In some cases, software generates tracking data we can compare …

Self-Reported Use of Materials

Other

Complete assignment

Explore on my own

Review for test

Extra practice

Understand lecture

Prepare for lecture

What Had Impact: Students

Immediacy of Feedback

• Knew sooner whether they had understood

• Able to better structure study time

Focus on Mastery (not their words)

• Made mistakes, got feedback before it “counted”

• More practice if needed

• But, just as important – no busywork!

Next Steps

Measure student performance

• Grades

• Standardized assessments

• Long-term retention

Compare to

• Historical data on for courses

• Predicted performance (SATM, placement tests)

• Learning data tracked by courseware