11 Applying Blended Learning – Pat Hammett Courses: 1.IOE/MFG 461 – Quality Engineering/Statistical Analysis Fall Term (Enrollment: ~100 On Campus; 60 Off Campus) 2.MFG 599 – Design for Six Sigma (Product Development) Fall Term (Enrollment: ~100 On Campus; 60 Off Campus) 3.Industry Short Course – Six Sigma Green Belt One Time Offering – 40 Industry Managers/Engineers

1. IOE 461: Quality Engineering Began On/Off Campus Course Mix Early Challenges High demand: shift in class sizes from 30  Course Content: need to provide significant practice (statistical tools) and support without face-face Course Software: provide software training (Minitab) Student Background Diversity: accommodate mix of Engr Undergrad students with Industry Grad Students Significant Learning Style Differences due to size/diversity 2

IOE/MFG 461 – Blended Learning Solutions Use of a few Online Prerequisite Modules WHY ONLINE?? Not all students need/want this information Make available prior to start of class Weekly Tape Problem Solving Session (Software Use) WHY ONLINE?? Mix of students familiar with Minitab Software Much more flexible than typical office hours (wider audience) Instructor (vs. Teaching Assistant) Led Effective for different learning styles Estimate 50-70% students view these and find helpful 3

2. MFG 599 – Blended Learning Solutions Numerous Prerequisite Modules (full course available) WHY ONLINE?? Flexible, Diverse Backgrounds (different universities) Do not take up class time for those with pre-req knowledge Discussion Posts as part of Grade (discussion course) On Campus: 2 Posts (1-2 paragraphs); Off Campus: 4 WHY ONLINE?? allows off campus students to get involved Bring in personal experiences about the class topics allows students with language challenges to participate allows more time for deeper, more thoughtful comments 4

3. Industry Short Course – Blended Learning Solutions Client was concerned about a full online training program and their employees ability to keep up Created a 5-Day Blended Course Day 1 – Classroom More effective to get organized, initial use of software Day 2-4 (15 lectures w/ exercises) – Online Allowed ~6 weeks to complete (most did in last 2 weeks) Day 5 – Classroom More difficult material involving deeper discussion Provide opportunity for face-face questions for online material Course received high marks (~ evaluations 4.8/5.0) However, no follow-up course yet 5

Self Assessment University Courses: Course Demand Remains High Overall Scores Similar Still, median Off Campus is usually 1-2% lower than On Campus Per University Evaluations (Q1/Q2) – now similar for on and off campus (Fall 2010: ~4.7 – 4.8 for both) Key gap closer: Instructor-answered off campus Main Off Campus Concern (Company Evaluations): heavy workload/difficulty versus learning style 6