blended learning
TRANSCRIPT
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Blended Learning
A Study Based on FreshmanWriting Outcomes
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Context and Background
• Brigham Young University
• Reach more students.
• Improve teaching and
learning through technology.
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The Problem
•Provide more efficient use of time.
•Maintain satisfactory learning experience.
•Freshman Level ENG 115 College Writing
and Reading.
•Approximately 87 sections per semester with
20 students per section.
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The Steps
• Redesigned ENG 115.
• English Department along with Instructional
Designers, programmers, editors, and artists
from Brigham Young’s Center for Instructional
Design.
• Conducted a semester long study comparing
the Blended course with the traditional course.
• Used instructor and student questionnaires.
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Blended Learning Implementation and Assessment
• The traditional course met for 50 minutes 3 times per week.
• The blended course met for 50 minutes 1 time per week.
• The remainder of the blended course was online.
• Included multimedia components, discussions, and feedback via Blackboard and email.
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Benefits and Success Factors
• Instructors saved 193 minutes per week.
• 80% of students felt that both courses were “good” to “excellent.”
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Challenges
• Instructors felt like “graders.”
• Solution: Allow instructors to add
personalized activities.
• Instructors struggled with
technology
• Students struggled with technology
• Solution: Provide training prior to
start of blended courses.
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Analysis
• UCF: Student outcomes improve in high
enrollment courses.
• UCF: Success rate similar to F2F.
• Garrison and Vaughn: Blended combines
best of traditional and web-based learning
experiences.
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Lessons Learned
• Blended courses are more efficient than
F2F.
• Blended courses maintain quality and
effectiveness of F2F.
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References