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					         Blended/hybrid Learning
Online          Both           F2f only
                and f2f

              Knowledge Team
                March 2008
    Hybrid or Blended Learning
What Are Hybrid Courses?

• In "hybrid" classes, a significant amount of the course
  learning activity has been moved online, making it
  possible to reduce the amount of time spent in the
  classroom. Traditional face-to-face instruction is reduced
  but not eliminated.
• The "hybrid" course model is also referred to as
  "blended." On this site, we use these terms

       Texas Higher Education and
           Blended Learning
Texas A&M
• To respond to demands of larger numbers of residential and non-
   residential students, TAMU supports the development of technology-
   based teaching to complement traditional face-to-face
   instruction. TAMU recognizes that communication technology offers
   faculty an increasing number of ways to provide instruction and that
   the Internet allows development of asynchronous learning.
• Delivery of courses and programs via distance will focus
   on graduate programs and continuing education,
   although distance methods for leveraging faculty time
   and expertise will be strongly advocated for high-
   demand residential and, where appropriate, off-campus
   undergraduate courses.
    Another way of saying it: Oregon
           University System
• Residential students try to take advantage of
  the opportunity to enhance, accelerate or
  optimize face-to-face course scheduling by
  adding asynchronous courses.

•      Asynchronous students try to take advantage
    of courses offered face-to face at alternative
    schedules to enhance, accelerate or optimize
    their programs.
Another way of saying it:
Northwestern University
Still another example: Brigham
        Young University
        University of North Texas
“UNT has adopted Blackboard Learning
  System – Vista, formerly WebCT Vista, as
  the learning management system (LMS)
  that is supported across the university.
  Faculty members use Vista to supplement
  and support 100% face-to-face instruction
  as well as to conduct all of their online
  course activities.”
Problems Addressed (Why they use blended learning:


1. Limited number of qualified faculty to teach the courses
2. Need to expand enrollment
3. Lack of classroom space and classes of the right size
4. Multiple sections taught by faculty (mostly teaching
5. Not enough time to help those students who need help
6. Lack of consistency of content across multiple sections of
   the course
7. Lack of standardization of content
8. Need for teaching fellows and teaching assistants to have
   experience with new forms of teaching
Problems Addressed (Cont.):


1. A reliance on the lecture method
2. Little student interaction with instructor or with each other
3. Need for more interaction Need for a higher level of interaction
(Not just more but more thoughtful)
4. Little attention paid to varying learning styles
5. Improving student comprehension of learning
(drawing on multiple learning styles)
6. Little attention paid to marrying content to application
7. Same delivery method for the whole course
8. Lack of requiring higher-level learning skills and critical thinking
9. Lack of continuous improvement of materials and methods
Problems Addressed (Cont.):


1.   Poor retention of content
2.   Poor attendance
3.   Poor completion
4.   Poor success High repeating of courses
5.   Lack of motivation and excitement about the subject
6.   Student anonymity


Assessment techniques that encouraged students to absorb large quantities
of material, expel it, and then forget it (bulimic learning)
Texas Teaching Mode of Delivery
    U of North Texas and Blended
 43% of post-baccalaureate and masters students take at
  least one online course with 32% and 27%, respectively,
  totally online
• Very small percent of undergraduates are online only,
  but a significant percentage of all UNT students are
  taking both face-to-face and online courses (20% for all
  students and 22% for freshman)
• Taking courses both face-to-face and online increases
  the number of semester credit hours taken (by 1.17
  SCH) and percentage of students pursuing coursework
  fulltime (by 8%)
• If undergraduates are taking online courses to increase
  course load, special care may be indicated to promote
 University of Wisconsin-Milwaukee
• Faculty Insights
• What have UW-Milwaukee faculty said about going hybrid?
• "My students have done better than I've ever seen; they are
  motivated, enthused, and doing their best work."
• "Introverts, who are quiet in the face-to-face class, really participate
• "Discussions are good, both in and out of class."
• "This gets so much more student interaction."
• "The hybrid allowed me to do things in my course that I've always
  wanted to do and couldn't."
• "Students think the they are learning more, and I think they're
  learning more."
• "Hybrid is the best of both worlds."
• "Give it a try once. I think people owe it to their educational mission
  of being a teacher and instructor to try one hybrid course."

 Creating Successful Blended Courses
 Marj Kibby
 School of Social Sciences ─ Faculty of Education and Arts

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