A CETL PRESENTATION BY ANITA MANION Blended Learning

What is Blended Learning A hybrid of face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning The blend of face to face and online materials can vary depending on the content, the needs of the students, and the preferences of the instructor Combines synchronous and asynchronous Not just enhancing a face-to-face course with online materials, but also reducing face time

Online vs Blended Success with online graduate programs Interest in online undergraduate programs Problems with online  Differences between graduate and undergraduate students  Lower retention rates  Lack of human interaction and sense of community  Learning curves in adjusting to the new technology  Difficulty adjusting to the structure of online courses  Challenges with time management  Maintaining self-motivation  Time and cost for online course development  Perception

Video About Hybrid

Benefits of Blended: The Best of Both Worlds Blended learning has been shown to have better learning outcomes than both purely online and purely face-to-face courses. Security of seeing instructor and classmates Fostered sense of community and social interaction Improved pedagogy  Learner-centered approach Real-world application Addressed diverse learning styles

Benefits of Blended: The Best of Both Worlds Access to a world full of information Allows/requires everyone to participate Provided learners with greater control over the pace of learning Develops independent learning skills Increased information literacy High levels of satisfaction

Benefits of Blended: Pragmatically Makes Fontbonne attractive in competitive environment for quality students Decreases time and expenses associated with commuting to campus Increases flexibility and convenience Opportunity to increase retention Potential to reach students in broader geographic area than fully face-to-face Cost effective—better use of classrooms and parking Attractive to corporations

Challenges of Blended Learning Self motivation Fear of technology Lack of access to technology—digital divide Learning curve Demand on Information Technology Getting faculty and student buy-in Maintaining a quality training process Supporting instructors as they develop engaging courses

What is Blended in ECGBPS? 8 week classes Classroom time is reduced to 12 clock hours and is supplemented by online activities Classes meet weeks 1, 2, 5, and 8 from 6-9pm Piloted two courses in Spring and three courses in Summer courses were offered in Fall and 7 courses are being offered in Fall

Instructor Training Training is required for instructors teaching blended courses in the ECGBPS. Training consists of taking the Bbolt online teaching course, followed by a one hour meeting, once a month for three months. Training is conducted in a cohort format. During the training, instructors learn about the pedagogy of teaching online, Blackboard and other online resources that can be utilized, rethink their approach to class assignments and activities, develop their course schedule and syllabus for their blended course, and share their insights and challenges with other instructors and staff members.

Instructor Feedback All instructors agreed or strongly agreed that:  The blended format allowed for effective interaction.  Utilizing external and/or online resources enhanced student learning.  I was happy with the amount of blending (4 meetings face-to- face and the rest online).  The integration of material between face-to-face and online allowed the course to flow together well.  The training provided by the Faculty and Curriculum department was helpful in designing and teaching my blended course.  This blended course gave me an opportunity to experiment with new pedagogies and techniques.  I would choose to teach a blended course again.

Instructor Comments I realized that these students are working harder and most importantly, they are ALL participating. The students who were more reserved the first night opened up during the last three meetings. I believe the online format helped build their confidence so they were more willing to open up in class. Training helped me to focus on "bridging" the face-to- face material with online so the class sessions felt connected from week to week. I have become such an advocate for this format. It gives students the chance to interact with each other and the instructor, along with opportunity to discuss and demonstrate more difficult assignments in person. One instructor said he/she had issues with Blackboard.

Student Feedback Questions specific to the blended format were added to the student end of course survey. Following is a summary of their results.

I navigated the course with ease

I interacted with my classmates effectively.

The inclusion of resources other than the text helped me learn

Blackboard ran effectively for me.

I would choose to take a blended format course again.

Student Comments I loved the format of this course, I wish I could have taken all of my classes in this type of format. I really enjoyed the blended format and hope you implement more of them. The blended course fit my tight schedule and the instructor was available for me when I needed to ask questions. This was my first blended course and was a very positive experience for me. Having the mix of face to face and online requirements was very useful. Best experience ever! I wish it was offered for all classes to give those who work long hours a break in between actual class dates.

Student Comments If you are taking more than one class it is a tremendous help to have nights where you can work on your own and not be in class especially if you work. It is difficult to be in class until 10 or 10:30 two nights a week when you work. Loved the format - please implement more! I have tried online classes but always felt as if there was no one to help me with my questions or difficulties. The face to face part let me meet my classmates and the instructor which gave me a sense of who they were and made me feel less isolated than the online format does. By meeting the instructor on the first night she was able to explain to me in her words what was expected. This flexibility allowed me to maintain and balance both personal, school and work responsibilities.

Student Comments In traditional classes I barely read the material because I knew the teacher would kill me with a power point presentation for four hours - with the blended I had to find time to read and actually learn the material. I enjoyed having some time out of class and being able to just focus on the assignments without being face to face I really liked the use of videos and the discussion board. This helped me gain more from the class. I finally became very proficient with Blackboard and the online Fontbonne experience. I have taken 5 blended classes and I love the format it is perfect for me and my lifestyle.

Student Comments Five students expressed that there were malfunctions with Blackboard and/or campus . Three students also suggested meeting on the 7 th night instead of the 8 th night.

Enrollment The ECGBPS launched a Bachelor of Arts in Human Resource Management in the fall.  First program to be launched in the blended format.  Largest first-term enrollment in a new program in ECGBPS in ten years. Enrollment in the Fall 2 blended courses is higher than the enrollment in the face-to-face and online sections of those courses were in previous terms this year. We are currently expanding blended courses into the MACC, MSA, BBA, BSEM, and NPM programs.

Conclusion Research on blended learning shows positive outcomes for students and faculty. The ECGBPS has had great success with blended learning and plans on expanded blended course offerings. There are challenges to consider in implementing blended courses, and instructor training is one way to help overcome those challenges. You are welcome to join one of our training cohorts!

References Aycock, A. Garnham, C. & Kaleta, R. (March 2002). Lessons learned from hybrid course project. Teaching with Technology Today. Volume 8, Number 6. Retrieved from Dzuiban, C. Hartman, J. & Moskal, P. (March 30, 2004). Blended learning. Educause Center for Applied Research. Patterson Lorenzetti, J. (January 5, 2011). The benefits of blended learning explained. Retrieved from learning/the-benefits-of-blended-learning-explained/ learning/the-benefits-of-blended-learning-explained/ Means, B. Toyama, Y. Murphy, R. Bakia, M. & Jones, K. (September 2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education. Retrieved from Pennsylvania State University. (2009). What is blended learning? Retrieved from e/what_is_blended_learning Rovai, A. & Jordan, H. (August 2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Online and Distance Learning. Volume 5, Number 2.