Blended LearningAny Time, Anywhere, Many Ways

Blended Learning

• Defined as a combination of online learning and face-to-face learning

• 2009 U.S. Department of Education meta-analysis– 51 online learning studies (mostly higher

education)– Blended models outperformed face-to-face and

fully online

Effectiveness of Blended

• Content access – flexible extension of time and access with the curriculum

• Teacher contact – both face-to-face and online provide more opportunities

• Teacher focus – provides opportunity for teachers to use online curriculum for basic information and for extensions/review and class time for higher order thinking activities

• Teacher effectiveness – Teachers trained in online delivery are more successful http://www.bc.edu/research/intasc/researchprojects/eLearning/efe.shtml)

Many Ways to Blend

Cavenaugh, C. (2009). Getting students more learning time online: distance Education in Support of Expanded Learning Time. http://www.americanprogress.org/issues/2009/05/distance_learning.html

Six Models of Integration

• Face-to-face Teacher Lead Teacher lead course in a f2f environment with supplemental online resources– High Tech High School, San Diego, California

http://www.hightechhigh.org/schools/HTH/

• Flex: Most of the content is online with tutoring in a f2f classroom– AdvancePath Academics, Williamsburg, Virginia

http://advancepath.com/academy.htm

http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/01/The-Rise-of-K-12-Blended-Learning.pdf

Six Models - continued

• Rotation: Students rotate between f2f and online within the same course

Rocketship Education, San Jose, California http://www.rsed.org/

• Self-blend: Students are online after hours on their own initiative– Michigan Virtual School, Lansing, Michigan http://www.mivhs.org/

Six Models - continued

• Online driver: The content is online, student proceed at own pace and meet f2f occasionally with teacher and other students– Alburquerque Public Schools ‘eCademy

https://sites.google.com/a/aps.edu/ecademy/

• Online lab: Students in computer lab with mentor during school day and teacher is online– Florida Virtual School’s Online Learning Labs, Orlando, Florida

http://www.flvs.net/educators/Pages/Virtual-Learning-Lab

Planning for Blended Learning

How will blended learning expand learning opportunities for students?– Expand course options within the regular school

schedule• More course offerings • Blending online experiences into classes

– Extend the schedule beyond the regular school hours• After school online tutoring• After school supplemental courses or additional courses

– Extend the schedule beyond the regular school year• Year round classes or extended classes

Examples of Blended Learning

• VOISE -Chicago Public High School – 80% online independent and 20% teacher-led face-to-face– Low socio-economic (91%)– All students have laptops – Online content has been a focus and a challenge– Active intervention by teachers to address reading and

math

Examples of Blended Learning

• York County Public Schools – Virginia– Middle and high school

language and math classes

– F2F and rotation– Extensive teacher

training

• Newport News Public Schools – Virginia– 173 blended courses

online (regional consortium)

– F2F teacher directed– Daily content delivery,

remediation, state test practice

– Summer school

Examples of Blended Learning

• Hoover High School – Alabama– Seniors on campus one

day a week with rest of week online

– Tutoring F2F– Online synchronous

meetings with teachers and students

– Student scheduling flexibility was driver for program

• Omaha Public Schools – Nebraska– Accelerate

• Students in 2 courses • Online and F2F morning

or afternoon• Personal learning plans

– Independent Study High School• Majority online• F2F once a week• Credit recovery focus

Planning

• What online courses and resources will you use and how are you planning to use them?

• How will students develop the technology and time management skills needed for blended?

• How and when will students have access to the technology they need?

Planning

• If students do not have access to computers outside the classroom, how will this impact implementation?

• How will you receive the support needed to implement blended learning?

“Technology presents a huge opportunity that can be leveraged in rural communities and inner-city urban settings, particularly in subjects where there is a shortage of highly qualified teachers. At the same time, good teachers can utilize new technology to accelerate learning and provide extended learning opportunities for students.”

-U.S. Secretary of Education Arne Duncan