1. Designing for an inquiry-based approach to blended learning
Norm Vaughan, Ph.D.
Mount Royal University
Calgary, Alberta, Canada

2. Overview Student engagement Blended learning “unpacked”
Inquiry through blended learning
Case study
Resources
Handout-

3. Student engagement

4. Student Engagement What does this term or concept mean to you?
Please list your thoughts on the handout
Share and discuss your results with a partner
Inside and outside the classroom.
Engagement goes to the heart of our redesign approach.

5. The 3 R’s of Engagement Relevance Rigour Relationships
Dennis Littky, 2004
Inside and outside the classroom.
Engagement goes to the heart of our redesign approach.

6. Optimal Flow . . . the mental state of operation in which the person
is fully immersed in what he
or she is doing by a feeling
of energized focus, full
involvement, and success
in the process of the activity.
Inside and outside the classroom.
Engagement goes to the heart of our redesign approach.
Mihály Csíkszentmihályi, 1990

7. Autonomy Mastery Purpose Inside and outside the classroom.
Engagement goes to the heart of our redesign approach.

8. What did you do in school today?
Inside and outside the classroom.
Engagement goes to the heart of our redesign approach.

9. Dimensions of Student Engagement
Social Engagement
Academic Engagement
Intellectual Engagement
Participation in the life of the school
Participation in the requirements for school success
Participation in learning with serious psychological and cognitive investment in learning
Inside and outside the classroom.
Engagement goes to the heart of our redesign approach.

10. National Survey of Student Engagement
Amount of time and effort that students put into their classroom studies that lead to experiences and outcomes that constitute student success
Ways the institution allocates resources and organizes learning opportunities and services to induce students to participate in and benefit from such activities
Inside and outside the classroom.
Engagement goes to the heart of our redesign approach.

11. National Survey of Student Engagement
Five clusters of effective educational practice (benchmarks)
Active and collaborative learning
Student interactions with faculty members
Level of academic challenge
Enriching educational experiences
Supportive campus environment
Key components of the support program we offer in the TLC for I&BL grant recipients

12. Blended learning

13. Blended Learning – Your Thoughts
Definition?
Opportunities?
Challenges?
Please list your thoughts on the handout
Share and discuss your results with a partner

14. Blended Learning Described
. . . organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies.
. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency.
(Garrison & Vaughan, 2008)

15. Sunchild E-Learning Community
Blended Learning
ON-CAMPUS
ONLINE
ASYNCHRONOUS
ONLINE Blended
Learning
Online Learning
Sunchild E-Learning Community
Learning
Blended S Y N C H R O U
Traditional Higher Education

16. Approaches to BL Weak sense
simply adding on to deficient approaches and ending up with a course and a half
for example, continuing to lecture but adding an optional discussion board
Strong sense
a transformative process directed toward improving the quality of the educational experience
capitalize on the potential of BL for engagement

17. Designing for Blended Learning
Synchronous
spontaneous
ephemeral
peer influence
passion
preferred
Asynchronous
reflective
permanent
< intimidating
reason
> rigor
When to incorporate F2F or online learning?
Things to consider when designing learning activities in blended environment.
Recognize the differences. One is not better – complementary.
Few definitive studies re how to blend synchronous and asynchronous.
This is what we are reasonably sure of. This influenced, however, by discipline, level of instruction and contextual constraints.
Note Katrina Meyer’s research.
Examples:
F2F better to get started and organized
F2F is can generate energy, motivation
Online better to discuss, resolve more complex tasks and abstract ideas
Online provides sustained engagement, convenience
integrate
complement

18. Why Blended Learning?
Potential to create sustained communities of learners (e.g., engagement)
Enhances student learning (effectiveness)
Maximize institutional resources (efficiency)
Access; retention (convenience)
The real strength of BL is learning effectiveness through sustained inquiry and discourse (back to the future).
However, it makes possible gains in efficiency and convenience as well (not either/or).

19. BL Performance
A meta-analysis found that instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction.
Taken as a whole, the findings suggest that the observed advantage of blended learning is a product of redesigning the learning experience, not of the medium per se
Finally, as I turn it back to Norm, there is research supporting its power and perhaps why most institutions are moving to BL – at least in the weak sense.
Relative efficacy depends on instructional elements (time spent, pedagogy).
A Meta-Analysis of Online Learning, 2010

20. Challenges - Students General Technical
Transition – from a passive to an active & collaborative learning approach
Study and time management skills
Expecting that fewer classes equates to less work
Accepting responsibility for completing individual & team activities
Technical
Obtaining high-speed Internet access
Using more sophisticated technologies
Power & Vaughan, 2010

21. Challenges - Teachers Managing risk factors Resistance to change
Managing with scarce support for course redesign
Developing new skills and learning to use new technology
Managing potential technology crashes
Power & Vaughan, 2010

22. Challenges - Administration
Vision
Action plan
Collaborative leadership
Incentives
Sustainability
Academic Recognition
To effectively implement BL we need the support of senior administration.
This cannot be done only from the grassroots if we wish to be transformative.
Our experience is that most instructors need the direction and incentives to fundamentally redesign their courses – where the real benefits are.
Leadership is required in these areas …
Clear vision why
Clear statement what needs to be done
Collaboration in terms of how it will proceed
Perhaps the most important from the grassroots perspective, incentives and recognition.
Finally, a commitment to stay with it (UCF 5-6 yrs; exponential growth)
Power & Vaughan, 2010

23. Inquiry through Blended Learning (ITBL)
Recent studies indicate that while all presences are essential, TP is the heart of a successful CoI; it is crucial for learning and satisfaction.
The most consistent finding is the importance of TP to the success of a BL experience.
TP has a direct influence on all aspects of a CoI – Structural Equation Modeling research – Peter Shea
We now look more closely at the principles derived from the concept of TP.

24. Inquiry Is problem or question driven
Typically has a small-group feature
Includes critical discourse
Is frequently multi-disciplinary
Incorporates research methods such as information gathering and synthesis of ideas
The second constituting concept is inquiry.
It is very important when dealing with faculty to be clear as to what you mean by inquiry – if you ask faculty everybody is already doing it.
In reality most ask a couple of rhetorical questions or problem demonstrations – no discourse or collaboration.
This will give you a sense how we operationalize this concept.
Please note the inherent element of community – group, discourse.

25. Community
… community means meaningful association, association based on common interest and endeavor. The essence of community is communication
John Dewey, 1916
Thanks Norm.
In the next segment, our goal is to introduce and describe the CoI framework.
However, before I do this I would like to briefly identify a couple of the constituting concepts (say that fast 3 times).
The first concept is community. The two key ideas are – common interest/purpose and communication/discourse.
Every sustainable community has a common purpose sustained through discourse and collaboration.

26. Community Of Inquiry
The importance of a community of inquiry is that, while the objective of critical reflection is intellectual autonomy, in reality, critical reflection is “thoroughly social and communal”.
Lipman, 1991
When we combine these two concepts another important theme emerges – the integration of the cognitive and social.
If you wish, the individual and the community.
Term borrowed from Lipman but do not agree entirely with his definition
(we will operationalize in some detail this concept)
But from an educational perspective, there is something missing in this description of a CoI.
What is missing?? Keep in mind we are talking about an educational experience.
For a purposeful educational community, we need informed leadership or as we will refer to it - teaching presence.
Education is a collaborative process with the purpose constructing knowledge and confirming understanding with others.
From this we see the three key elements emerge cognitive, social and teaching presence.

27. Community of Inquiry Framework
Social Presence
The ability of participants
to identify with the
community (e.g., course
of study), communicate
purposefully in a trusting
environment, and
develop inter-personal
relationships by way of
projecting their
individual personalities.
Cognitive Presence
The extent to which
learners are able to
construct and confirm
meaning through
sustained reflection
and discourse in a
critical community
of inquiry.
Why this framework? To engage and motivate students we must attend to three elements.
Grounded in higher and adult education theory and practice – collaborative constructivism; deep and meaningful approaches. In that sense it is generic.
It has been used extensively to study online and BL in the last 10 yrs.
An active community of learners fully engaged in deep and meaningful learning.
Three intersecting elements that largely define the educational experience: socio-emotional (climate, trust); actual learning; and leadership.
Note interdependence, correlation of elements – each has an effect on the others and the educational experience.
At core is an active, collaborative learning experience.
Dynamic model; elements not static; will demonstrate in a minute.
Note external/exogenous variables not included – technology concerns, students characteristics, content level, etc.
The CoI framework is a useful tool in understanding the complexities of online and blended learning experiences.
Teaching Presence
The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes. (Garrison, Anderson & Archer, 2000)

28. Why CoI? – Evidence
Studies have emphasized the importance of community as a key factor in successful online/blended learning (Conrad, 2005; Haythornthwaite & Kazmer, 2004; Rovai, 2002; Shea, 2006; Shea, Li, & Pickett, 2006).
The Community of Inquiry provides a coherent and validated framework (Arbaugh et al., 2008; Bangert, 2009; Garrison et al., 2010; Shea & Bidjerano, 2008) to guide the creation of an effective and sustained learning community (Arbaugh, 2008).
There is evidence that the CoI provides a useful guide to understanding and designing learning experiences.
Any number of studies have suggested the importance of community, especially for collaborative engagement.
(higher-order learning is supported in a community of inquiry; Lipman, 1991)
The BL course had higher levels of all presences as well as perceived learning and satisfaction compared to a fully online course.
“… these differences suggest that the blended course format may have provided better conditions for higher-order thinking” (Akyol & Garrison, in press)

29. Practical Inquiry Model – Phases
Sphere
Description
Category/Phase
Indicators
Inquiry Process
(Cognitive Presence)
The extent to which learners are able to construct and confirm meaning through sustained reflection, discourse, and application within a critical community of inquiry.
1. Triggering
Event
2. Exploration
3. Integration
4.Resolution/
Application
Inciting curiosity and defining key questions and/or issues for investigation
Exchanging and exploring perspectives and information resources with other learners
Connecting ideas through reflection
Applying new ideas and/or defending solutions
Garrison, Anderson & Archer (2000)

30. Inquiry through Blended Learning (ITBL)
Design considerations
Before a face to face (synchronous) session
During a face to face (synchronous) session
After a face to face (synchronous) session
Preparation for the next face to face (synchronous) session

31. Triad model
Ehrmann (2002)

32. Modified Triad Approach
Learning Outcomes
Assessment Activities
Before a Synchronous Session
During a Synchronous Session
After a Synchronous Session
Tools
What do you want your students to know when they have finished your course (e.g. key learning outcomes – knowledge, skills and attitudes)?
How will you and your students know if they have achieved these learning outcomes (e.g. opportunities for self, peer and instructor assessment)?
How will you help students determine what prior knowledge and experience they have with the assessment activity?
How will students synchronously interact and engage with the assessment activity?
What portion of this assessment activity will require “reflective time” for interaction and communication?
What tools could be used to help organize, facilitate, and direct these assessment activities?
Handout

33. Learning Outcomes Learning Outcomes Assessment Activities
Before a Synchronous Session
During a Synchronous Session
After a Synchronous Session
Tools
Communicate effectively, using the language and concepts of teaching and learning

34. Assessment Triad Approach
Self-Reflection
Blogs
Online quizzes
Wikis
Clickers
Peer review tools
Portfolios
Peer Feedback
Instructor/Expert Feedback

35. Assessment Activities
Learning Outcomes
Assessment Activities
Before a Synchronous Session
During a Synchronous Session
After a Synchronous Session
Tools
Communicate effectively, using the language and concepts of teaching and learning
Online quizzes
-10%
Journals
– 20%
Clicker quizzes
Wiki Summaries
– 10%
Peer review
– 15%
Portfolio
- 35%

36. 1. Before a Face to Face (synchronous) Session

37. Questions
How are you preparing students to participate in face to face (synchronous) sessions?
Triggering event ideas?

38. Community Web Space

39. Pre-readings

40. Social Book Marking

41. Adobe Presenter (formerly Macromedia Breeze)

42. Just in Time Teaching (JiTT)

43. Self-assessment Quizzes (knowledge probes)

44. Commercial Software Applications

45. Design Considerations Before Face to Face (synchronous) Session
Nature of Inquiry
Learning Activities
Technology Tools
Learner
Create a triggering event
Advanced organizer
Stimulate connections
Teacher
Determine learner prior knowledge or experience with the topic or issue
a) Reading/Writing
b) Listening/Writing
i) Communication
ii) Posting or linking to pre-reading
assignments
iii) Digital learning objects
iv) Self assessment quizzes
v) Anonymous surveys
vi) Discussion Forum

46. Before a Synchronous Session
Learning Outcomes
Assessment Activities
Before a Synchronous Session
During a Synchronous Session
After a Synchronous Session
Tools
Communicate effectively, using the language and concepts of teaching and learning
Online quizzes
-10%
Journals
– 20%
Clicker quizzes
Wiki Summaries
– 10%
Peer review
– 15%
Portfolio
- 35%
Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)
Social bookmarking application
Quiz tool in Blackboard

47. 2. Face to Face (synchronous) Session

48. Questions
What types of face to face (synchronous) learning activities are you utilizing with your students?
Challenges or issues with these activities?

49. Quiz & Survey Feedback

50. Digital Learning Objects/Resources

51. Displaying Assignments/Student work

52. Classroom Response Systems

53. Labatorials

54. Design Considerations During Face to Face (synchronous) Session
Nature of Inquiry
Learning Activities
Technology Tools
Defining the triggering events (key questions)
Beginning to explore the questions
a) Talking/Listening
Displaying quiz or survey results
Displaying and discussing digital learning objects
Displaying assignments and creating/discussing assessment rubrics
Conducting in-class quizzes
Small group work

55. During a Synchronous Session
Learning Outcomes
Assessment Activities
Before a Synchronous Session
During a Synchronous Session
After a Synchronous Session
Tools
Communicate effectively, using the language and concepts of teaching and learning
Online quizzes
-10%
Journals
– 20%
Clicker quizzes
Wiki Summaries
– 10%
Peer review
– 15%
Portfolio
- 35%
Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)
Study group
discussions
about the
concept
questions
Mini-lecture
from the
instructor to
reinforce
the concepts
and diagnose
student
misconceptions
Social bookmarking application
Quiz tool in Blackboard

56. 3. After Face to Face (synchronous) Session

57. Questions
Examples of “follow-up” activities that you are using with your students?
Challenges or issues with “out of class” activities?

58. Anonymous end of week survey

59. Announcements

60. Weblog – Reflective Journaling & Peer Review Tool

61. Student- led Online Discussion Forums

62. Wikis – Collaborative Writing Tool

63. Group Project Areas

64. Collaborative Virtual Learning Spaces

65. Design Considerations After Face to Face (synchronous) Session
Nature of Inquiry
Learning Activities
Technology Tools
Further exploration and a start towards tentative integration through the ability to connect theory to practice/
application
a) Reading/Writing
b) Talking/Listening + Reading/Writing
Preparation for next synchronous session
i) Anonymous surveys
ii) Communication
iii) Individual and group project work

66. After a Synchronous Session
Learning Outcomes
Assessment Activities
Before a Synchronous Session
During a Synchronous Session
After a Synchronous Session
Tools
Communicate effectively, using the language and concepts of teaching and learning
Online quizzes
-10%
Journals
– 20%
Clicker quizzes
Wiki Summaries
– 10%
Peer review
– 15%
Portfolio
- 35%
Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)
Study group
discussions
about the
concept
questions
Mini-lecture
from the
instructor to
reinforce
the concepts
and diagnose
student
misconceptions
Assigned study
group
summarizes the
class discussion
on the course
wiki
Students use
these co-
constructed
summaries for their research projects and portfolio
Social bookmarking application
Quiz tool in Blackboard
Course wiki
Peer review tool
ePortfolio

67. Improvement in higher education will require converting teaching from a “solo sport” to a “community-based research activity”.
(Carnegie Mellon University)

68. Mount Royal University Calgary, Alberta, Canada
Case study
Mount Royal University
Calgary, Alberta, Canada

69. Classroom Survey of Student Engagement (CLASSE)
Five clusters of effective educational practice (benchmarks)
Active and collaborative learning
Student interactions with faculty members
Level of academic challenge
Enriching educational experiences
Supportive campus environment
Key components of the support program we offer in the TLC for I&BL grant recipients

70. First Year Undergraduate Courses
BIOL1202 – Introduction to Cell Biology
COMM1610 – Tools for Information Designers
CYCC1110 – Fundamental Skills in Interviewing
ECON1101 – Principles of Microeconomics
GNED1102 – Controversies in Science
MGMT2262 – Business Statistics I
MGMT2275 – Creativity in the Workplace

71. Data Collection – Fall 2008, Winter 2009, Fall 2009
Online surveys
CLASSE (NSSE) + EDUCAUSE Centre for Applied Research (ECAR)
Administered to both students and faculty
Student focus group lunches
Blackboard usage, final course grades and withdrawal/retention rates
Instructor interviews
Instructor focus group lunch
Summary comment/reactions?
What would you like to explore more fully in subsequent sessions?

72. Final Marks vs Active & Collaborative Learning Indicators

73. Blackboard as the Course “Base Camp”
Summary comment/reactions?
What would you like to explore more fully in subsequent sessions?

74. Final Marks vs Blackboard Use
Differences in mean final grade by ACL quartile were statistically significant (p=0.002).
When quartiles were collapsed into 2 groups (i.e. 1&2 and 3&4), effect size (Cohen’s d) was calculated at 0.70, a moderate (approaching large) effect size which is of practical significance in educational contexts. (in other words, the final grade of students in the upper half of ACL score was both statistically and “clinically” higher than that of students among the lower half of ACL scores.)
Important to remember that this association between ACL and final grade does not imply causation. Some might argue that the brightest and most motivated students are likely to be the most active learners, and it is their aptitude and motivation that accounts for their achievement, not active and collaborative learning.
(finding some way to control for student aptitude in these analyses would be very helpful (e.g. incoming GPA).

75. Engagement Indicators Intensity of Course-related Technology Use
Correlations between Engagement, Blackboard Use and Intensity of Technology Use
Engagement Indicators
Blackboard Use
Intensity of Course-related Technology Use
Active and collaborative learning
r=0.177**
r=0.482**
Student-faculty interaction
r=0.189**
r=0.413**
Level of academic challenge
r=0.187**
r=0.339**
**p<0.01
Differences in mean final grade by ACL quartile were statistically significant (p=0.002).
When quartiles were collapsed into 2 groups (i.e. 1&2 and 3&4), effect size (Cohen’s d) was calculated at 0.70, a moderate (approaching large) effect size which is of practical significance in educational contexts. (in other words, the final grade of students in the upper half of ACL score was both statistically and “clinically” higher than that of students among the lower half of ACL scores.)
Important to remember that this association between ACL and final grade does not imply causation. Some might argue that the brightest and most motivated students are likely to be the most active learners, and it is their aptitude and motivation that accounts for their achievement, not active and collaborative learning.
(finding some way to control for student aptitude in these analyses would be very helpful (e.g. incoming GPA).

76. Course Satisfaction
97% - agreed/strongly agreed that the technologies used in this course were appropriate for performing the assessment tasks required
92% - agreed/strongly agreed that they would recommend
this course to other students
Summary comment/reactions?
What would you like to explore more fully in subsequent sessions?

77. Most Effective Aspect of Courses
Interactive Technology Tools and Resources
Blackboard Plus
Class Projects
In and out of class; in person and virtually
Instructor
Knowledge of the course content
Desire for students to succeed
Summary comment/reactions?
What would you like to explore more fully in subsequent sessions?

78. Least Effective Aspect of Courses
Workload
Overwhelming work load
Fast paced
Too much reading
Out of class time
Lack of clear directions
Online labs and tutorials
Inquiry based learning
Emphasis on self-directed learning
Summary comment/reactions?
What would you like to explore more fully in subsequent sessions?

79. CONCLUSION

80. FUTURE BL has become an educational epidemic.
Three forces have converged – technology, financial constraints, and quality concerns.
The result is three major non-contradictory affordances – effectiveness, efficiency, and convenience.
The result is the era of engagement (sustainable communities).
In the words of Malcolm Gladwell … Epidemic.
According to one survey a few years ago (2003), over 80% of HE institutions offered BL courses.
In a few years we will see over 80% of courses following a BL design.
What is driving this change is three larger societal forces.
Financial – need to be more efficient.
Quality – institutions becoming competitive; more effective
Affordances not mutually exclusive (not a zero sum game) – see NCAT (Twigg).
Era of engagement and sustainable communities of inquiry.
BL is the dominant paradigm for 21st century education.
The term BL may not continue to exist but the practice will (BL becomes the norm).
BL may refer to blending effectiveness and efficiency; to blending individual and collaborative activities.

81. “… the impact of blended learning is potentially monumental – permanently changing how students interact with higher education …”
BL is transforming how we approach T&L in HE!
Yes we have not reached the zenith of BL but we are changing HE.
We are realizing the potential!
Soon BL will be the norm and there will be no need for the term?
Ref - JALN
Laumakis, Graham & Dziuban, 2009

82. Resources

83. Canada’s Collaboration for Online Higher Education & Research (COHERE)
In the words of Malcolm Gladwell … Epidemic.
According to one survey a few years ago (2003), over 80% of HE institutions offered BL courses.
In a few years we will see over 80% of courses following a BL design.
What is driving this change is three larger societal forces.
Financial – need to be more efficient.
Quality – institutions becoming competitive; more effective
Affordances not mutually exclusive (not a zero sum game) – see NCAT (Twigg).
Era of engagement and sustainable communities of inquiry.
BL is the dominant paradigm for 21st century education.
The term BL may not continue to exist but the practice will (BL becomes the norm).
BL may refer to blending effectiveness and efficiency; to blending individual and collaborative activities.

84. Questions?

85. Contact Information
Dr. Norman Vaughan, Professor
Mount Royal University
Faculty of Teaching and Learning
4825 Mount Royal Gate SW Calgary, Alberta, Canada
T3E 6K6