A Primer on Blended Learning

Donna Petherbridge, DELTA Traci Temple, Ph.D., FCTL

A Primer on Blended Learning

Teaching and learning online has become mainstream Majority of disciplines and core courses represented
Growing by Degrees: Online Education in the United States

(Re)thinking teaching and learning paradigms

A Primer on Blended Learning

Provide definitions and examples of the blended learning continuum, and How using a blended learning approach can utilize the best practices of both classroom and Web-based environments to support todays learner.

Student Characteristics
Demand for Web-based education:
Convenience, flexibility, cost effective

Students prefer moderate use of technology Students expect faculty to use technology
ECAR, 2004

Student Characteristics
Net Gens (b. 1965-80) and Millenials (b. 1981-94)
Live for the moment Gravitate toward group activity Learning preferences tend toward teamwork and the use of technology Respond to clear and consistent expectations View money as immediately consumable Give respect only after experiencing it Question everything

Student Characteristics
Students enrolling in Web-based courses represent:
All age groups Primary caregiver for family members children, parents Employed w/ higher education already attained Male or female, equally Enrolled as traditional, nontraditional, undergraduate, graduate, or continuing education students

Student Characteristics
Students enrolling in Web-based courses represent:
Traditional, on-campus students are taking online courses in high numbers
(approximately 50 - 55% of NCSU online students are in an on campus program)

Not as geographically dispersed as earlier research anticipated More likely to share personal information about themselves, work, and their education Comfortable expressing themselves Contribute to discussions through text-based communication technologies (messaging, email, blogs, etc.)

Student Characteristics
Time students spend using the Internet is divided between academic and social purposes
Students spend 11-15 hrs/week* using a type of electronic devices (iPod, computer) for one or more of the following: *Excludes the use of cellular phones Email Surfing Internet for personal & educational use Instant Messaging Downloading and listening to music Course activities and studying Using library resources Creating presentations Completing assignments using LMS Writing documents (Caruso & Kvavik, 2005)

Student Characteristics
Internet use is a staple of college students educational experience.
(Oblinger & Oblinger, 2005)

More than half of college students report that the Internet has had a positive impact on their learning experience.
PEW Internet & American Life Project

Student Characteristics
Education and learning expectations
Students expect education to emphasize the learning process more than a canon of knowledge. They want to be a part of learning communities, with hubs and spokes of learners.
(Frand, 2000, p. 24)

Student Characteristics
Education and learning expectations
Elimination of delays, customer service, connected Internet access important, both socially and academically Part of their world, embedded in society, inherently used Primary source of information, making information immediately accessible Experiential learners who prefer discovery and making observations to draw own conclusions Want engaging, first-person, interactive learning will become disengaged if learning is too slow They find peers equal to or more credible than their instructors

Student Characteristics
Education and learning expectations
The Net Generations views on technology in the classroom include the expectation that professors will use technology to better communicate expert knowledge.
(Roberts, 2006)

Student Characteristics
Millennials and those with millennial characteristics often have a head-start when it comes to developing critical thinking skills because of their use of computer and video games.
(Palloff & Pratt, 2003)

Greater responsibility for the learning process, leading to reflective, high-order learning skills Commit a lot of time to school work Do not perceive Web-based courses as easier or better than face-to-face learning

Student Characteristics
Teachers are invaluable to learning Technology does not replace professors
Students prefer face-to-face interaction with instructors and other students

Blended Learning
What is blended learning?
There is not a primary or dominant model that has been accepted as the definition of standard practice
(Dziuban, Hartman, Moskal, 2004)

Blended Learning
Blended learning broadly defined:
The way teachers and students combine or blend multiple teaching methods and learning styles Combining various modes of delivery, models of teaching, and styles of learning Any combination of teaching and learning strategies and/or technologies A planned combination of approaches, such as coaching by a supervisor, participation in an online class; breakfast with colleagues; competency descriptions; reading on the beach; reference to a manual; collegial relationships; and participation in seminar.
(Rossett, Douglis, & Frazee, 2003).

Blended Learning
We are going to define blended learning as:

The thoughtful integration of face-to-face classroom . . . and Internet based . . . learning opportunities.
(Vaughan & Garrison, 2005)

Blended Learning
Some characteristics of blended learning:
Mixed Mode Student Centered Communications Important Assessment Integrated

Blended Learning
Some characteristics of blended learning:
Mixed Mode:
Combines the socialization/group learning/hands-on opportunities of the classroom with the learning possibilities of the online environment

Student Centered:
Shift from lecture to student-centered instruction for either part of or the entire course Faculty reconsider teaching strategies, becoming facilitators Focus is on learner centered, engaging instruction

Blended Learning
Some characteristics of blended learning:
Communications Important:
Increased interaction between and among students and instructors Discussion groups, chat rooms, email, blogs, IM, LMS

Assessment Integrated:
Integrated formative and summative assessment mechanisms E.g., Rubrics for measuring learning through discussions in addition to other assessments

Blended Learning
What youll see in the literature
In recent years, providing Web links and activities for students is an educational commonplace; substituting that for classroom interaction marks blended learning.
(Albrecht, 2006)

Often, blending learning articles are about using Web-based instruction to reduce student seat time. Also called hybrid learning.

Blended Learning
Viewed on a continuum:

(Heinze & Procter, 2004)

Blended Learning
Viewed on a continuum:
Based on 3 of 5 distinct models
outlined by Carol A. Twigg, Executive Director of the
Center for Academic Transformation at Rensselaer Polytechnic Institute

1. The Supplemental ModelTraditional courses with technology elements 2. The Fully Online ModelMajority/all instruction takes place online 3. The Replacement ModelBlended learning

Blended Learning
Supplemental ModelTraditional courses with technology elements
These courses are traditional in that the instructor teaches all sessions in the classroom but with the occasional use of technology, such as Web-based activities, multimedia simulations, virtual labs, and/or online testing.
(Arabasz & Baker, 2003)

Also Called Web-supported Web-enhanced Web-enriched Web-supplemented

Blended Learning
Supplemental Model:

(Heinze & Procter, 2004)

Blended Learning
Supplemental ModelCharacteristics:
Number of class meetings remains the same Adds technology-based in and out-of-class activities to encourage greater engagement

General examples used to review and augment in-class material : PowerPoint, podcast, blogs, syllabus Online quizzes CD-ROM/DVDinteractive activities, simulations, movies

Blended Learning
Fully Online ModelOnline Learning

Blended Learning
Fully Online ModelOnline Learning
The majority (or all) of the instruction takes place online, with no requirements for face-to-face meetings.

Called:
Web-dependent/Web-intensive/Asynchronous Learning Networks/Virtual Learning Environments/E-learning, Web-based Learning

A key difference among [the models] is where each model lies on the continuum from fully face-to-face to fully online interactions with students.
(Twigg, 2003)

Blended Learning
Fully Online ModelCharacteristics
Core idea to let students learn anytime/anyplace:
More students taught concurrently, versus section by section E.g., 40 students in multiple sections combined into one 1,500 student section

Course content replaced with online materials developed through collaborative efforts
Team teaching among faculty WebCTVista

Assignments are completed within context of LMS

Students move at their own pace, taking quizzes when they are ready

Blended Learning
Replacement ModelBlended Learning

(Heinze & Procter, 2004)

Blended Learning
Replacement ModelBlended Learning
Blended learning can be defined as courses that combine face-to-face instruction with online learning and reduced classroom contact hours (reduced seat-time).
(Dziuban, Hartman & Moskal, 2004)

Called:
Hybrid learning North American resources Mixed mode instruction - North American resources

Blended learning North American resources and European/Australian resources

Blended Learning
Replacement ModelBlended Learning

(Heinze & Procter, 2004)

Blended Learning
Replacement ModelCharacteristics:
Reduce lectures from 3 to 1 per week Technology-based instructional activities
in-class sessions focus on activities that require individual work or face-to-face interaction

Variations: 1) Some class meetings are replaced with online activities, keeping in-class activities approximately the same 2) Some class meetings are replaced with online activities and also makes changes in what goes on in the scheduled class meetings

Blended Learning
Replacement ModelCharacteristics:
Students can work individually or in small groups Activity-based learning that fosters collaboration and higher-order, critical thinking skills Students can learn at their own pace Types of learning materials can match students personal learning styles Weekly quizzes replace homework grading (LMS) Automatic grading and record keeping (LMS) Links to additional learning resources: streaming media (video lectures, podcasts), lecture notes, exercises Instructors spend time responding to students questions and needs

Blended Learning
Examples of variations:
NCSU Example: Principles of Plant Pathology (PP 315) http://www.courses.ncsu.edu:8020/pp315/lec/001/ First Year French, UT Austin http://www.laits.utexas.edu/fi/ NCSU example: ENT201: Entomology 201: Insects and People http://courses.ncsu.edu/ent201/lec/601/units.htm

Benefits to Students
Lecturers strongly believe that a blend of online learning and classroom-based teaching is vital if the education system is going to meet the demands of students today. 94% of lecturers stated that classroom-based teaching and online learning is more effective than classroom-based teaching alone.
(Marquis, 2004)

Benefits to Students
Flexible course format, active & student-centered Greater student-faculty, student-student, student-content interaction Students are part of the learning process and collaborative learning communities Serves broader range of student learning styles Instructors of blended courses have largest set of instructional methods and learning situations Increases learning outcomes
engaging students with course content

Increased attendance rates and completion rates Improved retention

students are able to work around life issues, times when they are sick, familial needs and responsibilities, work schedules

Institutional Interests
Institutional Perspective
Opportunity to improve efficiency of classroom use (& parking spaces) Rapidly growing institutions viewed blended learning as a way to increase the capacity of facilities.
(Albrecht, 2006, p.8)

Supersection model combine 3 sections of a course, and put all of them in one online course, and then have 1/3 of students attend class on Monday, 1/3 Wednesday, and 1/3 Friday

Institutional Interests
Issues for administrators:
Coordination for classroom scheduling Updated classroom technology so that instructors can blend their online component into the classroom Schedule & plan for testing facilities

Institutional Questions:
Accreditation Definition
(e.g. what % of reduction in seat time defines a blended course) (e.g. UCF lists as an M course)

How listed in the catalog

Summary

Blended learning an opportunity to combine face-to-face high-touch with online high-tech. Many different models for accomplishing goal(s) Will take time to create a blended course

Were here to help!

Evaluation
Please take a moment to give us your feedback:

http://delta.ncsu.edu/workshops/evaluation Contact Information:

Donna Petherbridge Director, Instructional Services Distance Education and Learning Technology Applications (DELTA) Email: donna_petherbridge@ncsu.edu Phone: 919.513.3737 Traci Temple, Ph.D. Assistant Director, Instructional Development Faculty Center for Teaching and Learning (FCTL) Email: traci_temple@ncsu.edu Phone: 919.513.0501

References
Albrecht, B. (June 6, 2006). Enriching Student Experience through blended learning. Educause Research Bulletin. Volume 2006, Issue 12, Retrieved from http://www.educause.edu/ir/library/pdf/ecar_so/erb/ERB0612.pdf October 2 <http://www.educause.edu/ir/library/pdf/ecar_so/erb/ERB0612.pdf%20October%202>, 2006. Arabasz, P. & Baker, M.B. (2003). Evolving campus support models for e-learning courses. Educause Center for Applied Research. Retrieved from http://www.educause.edu/ir/library/pdf/ecar_so/ers/ERS0303/EKF0303.pdf October 2 <http://www.educause.edu/ir/library/pdf/ecar_so/ers/ERS0303/EKF0303.pdf%20October%202> , 2006. Bleed, R (2006). The IT leader as alchemist: Finding the true gold. EDUCAUSE Review. 33-42. Caruso, J. B., and Kvavik, R. B., (2005). Students and information technology, 2005: Convenience, connection, control, and learning. Retrieved October 5, 2005 from http://www.educause.edu/LibraryDetailPage/666?ID=ERS0506 Dziuban, C.D., Hartman, J.L., & Moskal, P.D. (March 30, 2004). Blended learning. Research Bulletin. Educause Center for Applied Research. Retrieved from http://www.educause.edu/ir/library/pdf/ERB0407.pdf October 2 <http://www.educause.edu/ir/library/pdf/ERB0407.pdf%20October%202>, 2006. Frand, J. L. (2000). The information-age mindset: Changes in students and implications for higher education. EDUCAUSE Review Articles, September/October 2000. Retrieved October 5, 2006, from http://www.educause.edu/LibraryDetailPage/666?ID=ERM0051
more>>

References
Gee, J. P. (2003). What video games have to teach us about learning and literacy . New York: Palgrave Macmillan. Heinze, A. and C. Procter (2004). Reflections on the Use of Blended Learning. Education in a Changing Environment conference proceedings, University of Salford, EDU. <http://www.edu.salford.ac.uk/her/proceedings/papers/ah_04.rtf> Retrieved from http://www.edu.salford.ac.uk/her/proceedings/papers/ah_04.rtf October 2 <http://www.edu.salford.ac.uk/her/proceedings/papers/ah_04.rtf%20October%202>, 2006. Jones, S. & Madden, M. (2002). The Internet goes to college: How students are living in the future with todays technology. Pew Internet & American Life Project. Retrieved, August 24, 2006, from http://www.pewinternet.org/reports/toc.asp?Report=71 Johnson, J. (2002). Reflections on teaching a large enrollment course using a hybrid format. Teaching with Technology Today, 8, Retrieved October 11, 2006, from http://www.uwsa.edu/ttt/articles/jjohnson.htm Kaleta, R., Garnham, C., & Aycock, A. (2002). Preparing Faculty and Students for Hybrid Courses. Educause Center for Applied Research. Retrieved from: http://www.educause.edu/ir/library/powerpoint/EDU02103.pps October 2 <http://www.educause.edu/ir/library/powerpoint/EDU02103.pps%20October%202>, 2006. Marquis, C. (2004). WebCT Survey Discovers a Blend of Online Learning and ClassroomBased Teaching is the Most Effective form of Learning Today. Retrieved from http://www.webct.com/service/ViewContent?contentID=19295938 October 2, 2006.
more>>

References
NJIT Division of Continuing Professional Education, (2006). Hybrid Learning. Retrieved October 12, 2006, from Hybrid Learning Web site: http://media.njit.edu/hybrid/ Oblinger, D. & Oblinger, J. (2005). 2. Is It Age or IT: First Steps Toward Understanding the Net Generation. Educating the Net-Generation: An EDUCAUSE E-book. Retrieved October 5, 2006, from http://www.educause.edu/Introduction/6059 Oblinger, D. (2003). Boomers, Gen-Xers, and Millenials: Understanding the new students. Educause Review, Volume 38, Number 4, pp. 37-47. Retrieved October 2, 2006 from http://www.educause.edu/ir/library/pdf/erm0342.pdf Palloff, R. & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: Jossey-Bass. Roberts, G. R. (2006). Technology and learning expectations of the Net Generation.In Educating the Net Generation (chap. 3). Retrieved September 21, 2006, from http://www.educause.edu/ir/library/pdf/pub7101.pdf Rossett, A., Douglis, F. & Frazee, R. V. (July, 2003). Strategies for building blended learning. Learning Circuits. Retrieved November 7, 2006, from http://www.learningcircuits.org/2003/jul2003/rossett.htm Sands, P. (2002). Inside outside, upside downside: Strategies for connecting online and face-toface instruction in hybrid courses. Teaching with Technology Today, 8, Retrieved October 11, 2006, from http://www.uwsa.edu/ttt/articles/jjohnson.htm
more>>

References
Sloan Consortium (Sloan-C). 2005. Growing by Degrees: Online Education in the United States, 2005 - Southern Edition. Sloan-C. Retrieved October 20, 2006, from http://www.sloanc.org/publications/survey/southern05.asp Twigg, C (2003). Improving learning and reducing costs: New models or online learning. EDUCAUSE Review. 28 - 38. University of Wisconsin Milwaukee, (2006). Hybrid Course Website. Retrieved October 12, 2006, from Learning Technology Center's Hybrid Course Project Website Web site: http://www.uwm.edu/Dept/LTC/hybrid/ Windham, C (2005).Father Google & Mother IM. EDUCAUSE Review. 43-58. Retrieved October 2, 2006, from http://www.educause.edu/ir/library/pdf/ERM0552.pdf. Wingard, R.G. (2004).Classroom teaching changes in Web-enhanced courses: A multiinstitutional study. EDUCAUSE Quarterly. 26 - 35. Vaughan, N. and R. Garrison (2005). Blended Learning in a Faculty Community of Inquiry . Presented at the EDUCAUSE Annual conference. Retrieved from http://www.educause.edu/LibraryDetailPage/666?ID=EDU05247 October 5, 2006. Voos, R.C. (2003). Blended Learning: What is it and where might it take us? Volume 2, Issue 1, February 2003, Retrieved October 2, 2006, from http://www.aln.org/publications/view/v2n1/blended1.htm Young, J.J. (2002). 'Hybrid' teaching seeks to end the divide between traditional and online instruction. The Chronicle of Higher Education, 48, Retrieved October 2, 2006, from http://chronicle.com/free/v48/i28/28a03301.htm