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“Blended Learning”
Dr. Greg WilliamsDr. Greg Williams
February 22, 2008February 22, 2008
Dr. Greg Williams
• Director & Clinical Assistant Professor
• University Maryland• Instructional Systems
Development • [email protected]• www.umbc.edu/isd
Agenda
• What is blended learning?• Why use it?• What does research say? • Modes of delivery• Challenges• Best practices• Discussion
Blended Learning Quiz
• Define “blended learning”?• What are the benefits?• What are the challenges?
What Is Blended Learning?
• Many definitions• None are universally accepted • Some include percentages
What Is Blended Learning?
• Most widely accepted definition
“combines face to face with computer-mediated instruction”
• Mix of instructional delivery methods
Why Is the Definition Important?
• No common term hampers dialogue• Research results can be
“apples to oranges”
What Does Blended Learning Look Like?
“I know it when I see it”I know it when I see it”
The Honorable Potter Stewart, Former Supreme Court Justice, describing pornography
Is Blending New?
• Best known definition due to growth in eLearning • Different instructional strategies• e.g. 1st grade w/ Sister Veronica
Why Blend?
• Ask “why” before “how” • Improved pedagogy• Increased access & flexibility• Learning is social• Context vs. content• Learning is process, not an event
Why Blend?
• Puts focus back on the basics• Promotes “Informal Learning”• Clever way to “fool’ faculty & trainers• In the future, we’ll drop the word “blended” (same as “eLearning”)• e.g. my son’s question to me
What Does the Research Say?
Brandon Hall Research (Clarey 2007)
Brandon Hall Research (Clarey 2007)
ASTD Annual Report 2006
• Premier professional association for training• Did not mention blended learning• Did cite “best” organizations as using blended approach
Online Learning Outlook
• Online students mostly undergrads • Growing, 3.18 million students Fall 2005• Academic leaders say online programs
critical to long-term strategy
Babson Research Group & Sloan Consortium survey 2007
Meta-Analysis Research
• Over 19,000 trainees in 168 courses• Included 96 research studies• Combining web-based training with f2f classmore effective than stand alone classes
(Sitzmann 2006)
Perceptions
Instructor Perceptions(Clarey 2007)
• Quality as good or better than f2f • Blending requires more work• Instructors have greater flexibility• Writing skills improve• Deeper learning occurs
Learner Perceptions
• Learn more from peers than instructor(Arabasz, 2003)
• Higher satisfaction than f2f or online (Dzuiban, 2003; Lewis & Orton, in Bonk,
2006)
• Higher levels of interaction (Dzuiban, 2003)
Learner Perceptions (Clarey 2007)
Faculty Perceptions (Clarey 2007)
Modes of Delivery
Synchronous Delivery
• Traditional course delivery• Same time, same place instruction• What most people know
Synchronous Pros
• Allows real time applications• Allows real time f2f communication• Faster to develop• Easy modification and set-up• Facilitator can improvise easier• Is a familiar format
Synchronous Cons
• More planning and coordination• May incur travel costs • Hard to standardize• Learners cannot learn at own pace• Tied to physical classroom
Asynchronous Delivery
• Different times and different places• Does not occur in real time • Separation of time and/or place
Asynchronous Delivery Formats
• Web-based• Stand alone computer-based (CDs) • Video & audio• Print materials• Mobile media devices (cell, iPod)
Asynchronous Pros
• Reduces time, travel, logistics & scheduling issues• Easily distributed• Facilitates standardization & maintenance• Learner can learn at their own pace• Can allow self-directed learning
Asynchronous Cons
• Not ideal for complex content• Initially expensive• Time consuming to produce & develop• Limited interaction w/ learners & instructor• Unfamiliar delivery for many
Channels of Delivery
Synchronous physical format can include: • Instructor-led classroom sessions• Hands-on lab, workshops• Field trips• On the job training• Coaching, mentoring, tutoring
Channels of Delivery
Synchronous eLearning formats can include:
• Online meetings & discussion• Virtual classroom • Webinars • Conference calls
Channels of Delivery
Asynchronous formats can include:
• Online discussion• Documents and web pages • Recorded tutorials/lessons• Recorded events, lectures• Simulations and scenarios
Matching Instructional Activity With Delivery
What Works Best Face-to-Face?
• Deliver basic info about course & technology• Course orientation• Getting to know each other• Assess skills performed by student• Exams and evaluations
What Works Best in eLearning Format?
• Threaded discussions• Doing “pre-work”, e.g. reading w/ quiz, team discussions, tutorials• Provide list of resources• Access to remote experts, guest speakers
Best Practices
Best Practices (Mahan 2006)
• Emphasize pedagogy and design over technology• Match objectives w/ activities, then determine format• Identify what doesn’t work well in f2f• Clarify syllabus & course format upfront
More Best Practices(Mahan 2006)
• Choose technology w/ students & instructors in-mind• Stress time mgt. for students & instructors• Hold in-person kick-off meeting
Who is Using Blended Learning?
IBM’s Use Of Blended Learning
• Use f2f, webcasts, Second Life, support coach, online feedback and surveys
• Learning outcomes aligned with business goals
IBM’s Use Of Blended Learning
• Learn IBM tools & resources• Business strategies• Career management
University of Phoenix Blended Learning
• 3 types of instructional delivery• FlexNet, 5 week blended format• First and last class in-person• Middle 3 week online• My experience with UOP
Challenges
Challenges for Students
• Unfamiliar instructional format• May confuse attending vs. performing• Time management
Challenges for Students
• Personal learning style (not for all)• Access to & using technology• Support services
Challenges for Faculty
• Buy-in and acceptance• Quality & academic integrity issues• Change• Time, to develop and tech• Technical skills
Challenges for Faculty
• Institutional support• Course evaluations, loss of control• Training• Compensation• Intellectual property
Challenges for Administrators
• Administrative structure (champion?)• Evaluation and effectiveness• Technical expertise (teacher & org.)• Organizational culture and change• Social interaction and quality
More Challenges for Administrators
• Cost and faculty compensation• Student support services• Threatened by technology• Access• Legal Issues
Closing Thoughts
• Blended Learning not going away• Embrace it as an opportunity• It’s simpler than you think• Not as “scary” as 100% eLearning
Closing Thoughts
• Both will simply be “learning”
e.g. online banking• My son’s question • Future is now
Questions & Discussion
Dr. Greg Williams
• Director & Clinical Assistant Professor
• University Maryland• 410-455-6773• [email protected]• www.umbc.edu/isd• http://web.mac.com/gregwilliams123/
Greg_Williams_Faculty_Website/Bio.html
References
Arabasz, P., Pirani, J., & Fawcett D. (2003). Supporting E-learning in Higher Education. Educause Center for Applied Research Study, Vol. 3. Retrievedfrom www.educause.edu/LibraryDetailPage/666?ID=ERS0303
ASTD State of the Industry Report (2005, 2006). http://www.astd.org
Bonk, C. J. & Graham, C. R. (2006). The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.
Clarey, J. (2007) “The Real Story: Blended Learning” Brandon Hall Research, www.brandon-hall.com
ReferencesDziuban, C.D., Hartman, J., Juge, F., Moskal, P.D., & Sorg, S. (2005). Blended learning: Online learning enters the mainstream. In C. J. Bonk & C. Graham (Eds.), Handbook of blended learning environment. Indianapolis,IN: Pfeiffer Publications
Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended Learning. Educause Center for Applied Research Bulletin, 2004(7), 1-12. Retrieved from www.educause.edu/LibraryDetailPage/666?ID=ERB0407
Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALN modalities: An institutional perspective. In J. Bourne & J. C. Moore (Eds.), Elements of Quality Online Education: Into the Mainstream (pp. 127-148). Needham, MA: Sloan Center for Online Education. Retrieved fromhttp://www.sc.edu/cte/docs/ThreeModalities2003.pdf
References
Garrison, D. R., & Anderson, T. (2003). E–learning in the 21st century: A framework for research and practice. London: Routledge/Falmer. Educational Research Complete database.
Mahan, W. (2006). Best Instructional Design, Development and Delivery Practice. Blended Learning Symposium. Retrieved fromhttp://bli.psu.edu/bli/winterfest.html
Sitzmann, T., Kraiger, K., Stewart, D. & Wisher, R. (2006) The Comparative Effectiveness of Web-based and Classroom Instruction: A Meta-Analysis. Personnel Psychology, 2006
Dr. Greg Williams
• Director & Clinical Assistant Professor
• University Maryland• 410-455-6773• [email protected]• www.umbc.edu/isd• http://web.mac.com/gregwilliams123/
Greg_Williams_Faculty_Website/Bio.html