1. Gouri Banerjee, Ph. D. Dept. Math & IT, Emmanuel College Boston, Massachusetts. 1 Gouri Banerjee Blended Learning Environments, 2010

2.  Blended teaching practices combine face-to-face classroom instruction with computer based learning. They move a significant part of learning online, and, as a result, reduce the amount of classroom seat time. How much instruction and learning occurs in class and how much is online is at the discretion of the instructor (Allen & Seaman, 2008; Bonk & Graham, 2005; Dziuban, Hartman & Moskal, 2004).  Blended learning does not focus on the dualism of either face-to-face or online methods, rather, they use the convenience of the Internet and web to enhance existing teaching and learning practices (Garrison & Vaughan, 2008) 2 Gouri Banerjee Blended Learning Environments, 2010

3. Face-to- Face Classrooms Instructional Technology and New Media 3 Blended Teaching DiscussionsBlogsWikisBlackboard YouTubeTwitterFaceBookGoogle Docs Gouri Banerjee Blended Learning Environments, 2010

4. To engage and motivate Millennial (born after1982) students we use technologies they are familiar with. The majority of instruction is still done F-to-F but online methods are increasing.  Blending allows multiple perspectives, encourages participation and promotes greater faculty-student interactions  Information sharing is faster, enhanced, uses many channels and students get to know peers better  Students and teachers work more collaboratively, learning is deeper and richer and motivation higher  Participation is required in a blended class, promotes inclusion  Teachers can structure class time more creatively and flexibly and do more  There is a quick resolution of issues without the restrictions of class time and office hours. Students get feedback more frequently. 4 Gouri Banerjee Blended Learning Environments, 2010

5. ContentInteraction Books Guest Speakers PodcastsWebsitesInternetSlidesVideo Library databases Face to Face Classroom Lab and Library BlackboardEmail Blended Web 2 Tools Internet- blogs wikis twitter 5 Gouri Banerjee Blended Learning Environments, 2010

6. Tests, Exams & Quizzes Debates Presentations & Projects Attendance Papers and homework Participation online log Online quizzes Discussion Board and Posts 6 Mostly IN CLASS Mostly ONLINE Gouri Banerjee Blended Learning Environments, 2010

7. Face-to Face Methods Face-to-Face classroom practices include lectures, labs, and discussions. They enhance learning by being led by a content expert, facilitate working with peers and promote sharing multiple points of view. The presence of a teacher was very helpful when problems were difficult to solve or had multiple methods of arriving at answers. Online Methods Online pedagogies use learning management systems, email, discussions, Web 2.0 tools. Most are asynchronous technologies. Resources were shared more easily, writing, reading and thinking are enhanced by extending the classroom. The responsibility for learning shifts to the student, who has more time to experiment, and is required to take the initiative in learning. Blended Methods Blended practices combine the advantages of face-to-face and online methods. They increase flexibility, allow learners to manage and pace their learning. Promotes accessibility by providing online resources, (lecture notes, rubrics, online assessments, audio, video), facilitates interactions between teacher- student and student-student. Most important, blending encourages collaboration. Develops closer relationships between teacher and student. 7 Gouri Banerjee Blended Learning Environments, 2010

8. 8 How to Enhance blended learning SPEND TIME WITH TECHNOLOGY LEARN HOW TO USE LEARNING MANAGEMENT SYSTEMS PLAN MANAGE MENT OF IN-CLASS AND ONLINE WORK TEACH HOW TO COMMUNICATE WITH THE TEACHER BE CLEAR ABOUT HOW TO SUBMIT HOMEWORK WHEN AND HOW TO GET HELP WHAT TO EXPECT FROM THE TEACHER EXPALIN WHY BLENDING IS BEING USED Gouri Banerjee Blended Learning Environments, 2010

9.  “I think that learning online gives us great practice for the real world and helps us to work in all kinds of work environments.”  “This way of teaching and learning only benefits students because the pace of learning for many students is accommodated.”  “Material related to computer sciences is complicated at times and the face-to-face method allowed for greater depth of knowledge and understanding. Walking through the material with a professor allows for greater understanding of its application.”  “I prefer the blended course because I still ask my questions, but I can also get experience working on my own. I would not have said that before this course, but I feel like I learned a great deal by having to work on my own online.” 9 Gouri Banerjee Blended Learning Environments, 2010

10.  “The best part of blending was the ability to do group and team work, read student postings and ask each other questions.”  How did online change – writing to discussion boards and blogs improved, and responses were more thoughtful  Office hours – were used less, email messages increased, homework submission was on time more often  “I think that learning in the blended environment allowed for greater trial and error. What we learned in class through face-to- face meetings was applied to our work online and that translated into real-life individualized learning.”  Help seeking – students gained confidence and became more independent  Test taking – open book was used more, more time to complete, less stress, reduced cheating  “Students are more comfortable learning on their own and at their own pace rather than being in a class where everyone is expected to go at the same rate.” 10 Gouri Banerjee Blended Learning Environments, 2010

11.  “I don’t know how much I would actually learn (in a blended format). I learned about using computer applications in this course, but if it was in say, English, I would probably not understand the bigger idea.”  “No, I wouldn’t be concerned (about more blended courses) as long as there was still the face-to-face interaction with the professor. I think it does help because face-to-face allows you to create a connection with your professor or a teacher- student relationship in which you feel as though they genuinely are making an effort to get to know your learning style.”  “Some students might struggle in adapting to learning in the blended style.” 11 Gouri Banerjee Blended Learning Environments, 2010

12. 12 Response of Faculty to Meeting Student Preferences REVISIT YOUR TEACHING PLAN WHAT GOES ONLINE AND STAYS FACE-TO-FACE CAREFULLY TIE FACE-TO-FACE WITH ONLINE WORK REGULARLY TRAIN STUDENTS FOR ONLINE WORK e.g. EMPHASIZE DUE DATES ENCOURAGE INTER- ACTION IN CLASS AND ONLINE PROMOTE TEAM AND COLLABORATIVE WORK DISCUSS PROBLEMS, HOW TO GET HELP WITH TECHNOLOGY RESPOND TO STUDENTS PROMPTLY MEET FACE-TO-FACE BE FLEXIBLE WITH ASSESSMENT METHODS Gouri Banerjee Blended Learning Environments, 2010

13.  Interested in writing about your experiences with blended learning at your institution?  Interested in collaborating with me? Contact me Gouri Banerjee, Ph. D. Department of Math and Technology, Emmanuel College, 400 The Fenway, Boston, MA 02115 banerjee@emmanuel.edu 13 Gouri Banerjee Blended Learning Environments, 2010