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Comparison of an Integrated (HBSE/Practice) Blended Learning Course with Non-integrated Face-to-Face Courses Rose McCleary Leigh Collins Sam Jenkins California.

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Presentation on theme: "Comparison of an Integrated (HBSE/Practice) Blended Learning Course with Non-integrated Face-to-Face Courses Rose McCleary Leigh Collins Sam Jenkins California."— Presentation transcript:

1 Comparison of an Integrated (HBSE/Practice) Blended Learning Course with Non-integrated Face-to-Face Courses Rose McCleary Leigh Collins Sam Jenkins California State University Bakersfield

2 Learning Objectives Compare an integrated learning model with concurrent face-to-face courses Describe the integration of the courses with a writing component

3 No Significant Differences? Research literature comparing face-to-face to online course delivery shows similar or better outcomes for online instruction. A blended mode of instruction had the best outcomes in some studies. Time spent on task in online or blended courses was higher than in a face to face course and correlated with better learning outcomes.

4 Blended Model From: teaching-learning/onlineblended/ teaching-learning/onlineblended/

5 Course Background Foundations of Human Behavior (HBSE I) and Generalist Practice I Taken first quarter of MSW program 3 sections (2 full time and 1 part time) Full time courses taught face-to-face Part time course taught using integrated blended model

6 Integrated Blended Model Course met one night per week (4 hours) for 10 weeks Students expected to do weekly readings and review of materials prior to class meeting Readings reinforced with weekly quizzes In HBSE I course, application of theory also reinforced through use of weekly reflection papers

7 Adding an Integrated Writing Component All incoming students were screened at orientation for level of writing skills. Students with low scores were offered either a writing class or series of workshops. The class met during the day; workshops were held in the evening. Students were offered many opportunities for one- on-one writing tutorials.

8 How Was Writing Integrated? HBSE I class, assignments focused on critical thinking (analysis) and graduate level writing – Weekly quizzes – Critical analysis midterm – Theory application final HBSE assignments were also the assignments in the writing class.

9 Class Flow HBSE I

10 Class Flow Generalist Practice I

11 Class Flow Writing Class

12 Convergence Writing Workshop

13 Overlap of Content (Integration) Application of Concepts, Theories, Models (Case Study, Class Exercises – Face to Face), Class Dialogue Weekly Topics (Online and Face to Face) Activity Using New Information Discussion and Demonstration

14 Evaluation Methods Pretest/posttest model with use of t-test statistics for comparisons The courses being evaluated = 2 face-to-face sections of SW520 (Foundations in Human Behavior) and SW540 (Generalist Practice I) A questionnaire was developed using a 10-point scale to measure students’ perceptions of the mastery of a particular skill or learning outcome found in the course objectives. The posttest for the blended courses also included questions related to particular course components.

15 Procedure At the beginning of the course, informed consent procedures were completed and students were given the pretest. Students were given the posttest in the last week of the course.

16 Results Significant differences were found (increase in mastery) for all pretest/posttest items. No significant differences in scores were found among the 3 sections of each course.

17 What our students had to say about hybrid & integrated learning…

18 Student Comments “I could ask questions during the lectures, and having someone explain what I had read made it easier to understand. I liked having both classes combined because it gave me a picture of how to interview my client. Once the interview was over, could use the Transactional Model (biopsychosocial/spiritual model) to apply theory and practice to the case we discussed.” Face-to-Face Classes:

19 Student Comments Online Components: “I enjoyed the discussions. I was able to share my opinion and get to know the classmates.” “I enjoyed the discourse and talking with my classmates. I think it help all of us think deeper about the questions.”

20 Student Comments Integrated Class: “Keep both classes together. I learned a lot.” “I really enjoyed the combination of classes. They went together so…it worked well.” “Great class. I learned what I need to improve as well as what I do well. It helped to have the combination of both classes together.” “This helped me incorporate theory and practice.”

21 Student Comments “The writing course helped me become aware of my weaknesses and gave me tools to strengthen them. I really recommend this course to all incoming social work students…Learning about the importance of audience and APA helped strengthen my performance in SW 520 and other classes and made my writing more effective.” Writing Course:

22 Student Comments Writing Course: “The writing course was extremely helpful. I wish it were offered during all quarters where we have a heavier course load…It helped me realize what ‘social work writing’ is…It also helped me stay on task in [SW 520].” “It was the key to my success in passing the [SW 520] course.”

23 Student Comments Challenges of Blended Education: “Blackboard is not reliable technology. It is not user friendly for students, and sure is not for faculty.” “An online platform is a great idea. It would just be nice if it worked the way it should all the time. It is not the most intuitive program.”

24 For more information, please contact us at: Leigh Collins – Rose McCleary -

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