Definition and RationaleBlended/Hybrid Learning

Dan Cabrera

Objectives

• By the end of this session, you will be able to:– Define ‘Blended/Hybrid’ Learning– list at least three rationales for adopting

Blended/hybrid learning in a higher education setting

http://farm4.static.flickr.com/3117/2454779385_808daf56de.jpgBlended Learning

F2F

100% face-to-faceFace-to-face

+ onlineOnline

+ face-to-face 100% online

Face-to-Face, Blended and Fully Online Continuum

Janet Giesen, 2008

Example of how technology has promoted blended learning

http://etale.org/main/wp-content/uploads/2007/12/blended-learning-2.gif

Blended

Definition• Represent a combination of F2F and online learning

activities where the online activities replace actual “seat-time” in the classroom. It is the blend that makes each course unique, thus, blended courses can take on different attributes.

http://www.bizbash.com/content/resource/ResourceImage/big/r833535Tiered-Classroom.jpg

Definition

• Blended Learning: – the thoughtful fusion of face-to-face and online

learning experiences. That basic principle is that face-to-face oral communication and online written communication are optimally integrated such that the strengths of each are blended into a unique learning experience congruent with the context and intended educational purpose.

Garrison, R.R., & Vaughan, N.D. (2008)

The key assumptions of a blended learning design are:

• Thoughtful integration of face-to-face and online learning

• Fundamentally rethinking the course design to optimize student engagement

• Restructuring and replacing traditional class contact hours

REPORT ON THEREVIEW OF ONLINE AND BLENDEDLEARNING, 2009

UNIVERSITY Working Definition of Online Courses for Procedural Purposes

• A credit online course has at least 80 percent of its instructional activities conducted through the Internet, and satisfies the guidelines for online courses in the Academic Policies and Procedures Manual (Section III. 21-22).

Northern Illinois University (2003)

http://www.etutors-portal.net/homepage_components/resources/Blendedlearning.jpgBlended Areas

http://tmiket.files.wordpress.com/2007/11/blendedmodel.gifBlended Learning and Knowledge Solutions

http://www.bb.blend-xl.eu/blog_files/theories.gif

Collaborative Enquiry

Carmen, 2002

http://www.elearningeuropa.info/extras/img/kamil01.gifeLearningEuropa

Carmen, 2002

Garrison, R.R., & Vaughan, N.D. (2008)

• Social Presence

http://4.bp.blogspot.com/_cQ9BUxAK6os/SNkFaXpfpRI/AAAAAAAAAaI/MARQZcmJP3A/s400/purple+people.jpg

Garrison, R.R., & Vaughan, N.D. (2008)

• Cognitive Presence

http://www.boeing.com/defense-space/space_exploration/images/DVD-1081-2_300x375.jpg

Garrison, R.R., & Vaughan, N.D. (2008)

• Teaching Presence

http://k12chineseflagship.osu.edu/images/Curriculum%20meeting.jpg

Garrison, R.R., & Vaughan, N.D. (2008)

Garrison, R.R., & Vaughan, N.D. (2008)

Rationale for Blended Learning• Students taking more responsibility

Rationale for Blended Learning

• New teaching opportunities• Student engagement

Learning Technology Center, Hybrid Courses, 2009

Rationale for Blended Learning

• Increased student learning• New pedagogical approaches

Learning Technology Center, Hybrid Courses, 2009

Rationale for Blended Learning

• Documenting the process as well as the product of learning

Learning Technology Center, Hybrid Courses, 2009

NIU - BGS Degree - FAQWhy are blended online courses better?

• National research shows that online students complete their courses at a higher rate and earn better grades in a blended format.

• NIU’s experience confirms that face-to-face class meetings build strong and lasting online learning communities.

• Many courses use face-to-face meeting dates for student presentations or field trips to museums and live performances.

NIU - BGS Degree - FAQWhy are blended online courses better?

• Courses prepare professionals for today’s workplace, which calls for combining efficient meetings with effective electronic communication.

• The liberal arts tradition values individual and

interpersonal learning.

• The BGS online degree emphasizes both styles of learning.

http://www.niuonline.niu.edu/orientation.html

Critical Choices

• Critical Choices is a comprehensive online program that will provide participants with essential workplace skills. The Critical Choices Project uses a “blended” learning mode that combines the advantages of any-time-anywhere access afforded by an online course with face-to-face counseling. Research indicates this blended model is essential to ensuring high completion rates.

http://www.criticalchoices.org/demo/pdfs/PressRelease.pdf

Threats to the Program

• Competition from other schools who have more diverse programming opportunities and resources for students (e.g., on line courses, blended programs)

College Strategic Planning ProcessSWOT ANALYSIS SUMMMARYDepartment of Kinesiology & Physical Education

Challenges to Blended Learning• Teaching a hybrid course can be challenging,

since it requires acquiring different teaching skills, redesigning a course to take into account new teaching and learning opportunities, managing the course content both online and in-class, and preparing students to work in a hybrid format.

Learning Technology Center, Hybrid Courses, 2009

Challenges to Blended Learning• Rethinking Course Design• Adopting a New Approach to Teaching

Learning Technology Center, Hybrid Courses, 2009

Challenges to Blended Learning

• Managing the Dual Learning Environment• Preparing Students

Learning Technology Center, Hybrid Courses, 2009

Promoting Active Learning Through Blended Courses

• A blended/hybrid course is one which uses a blend of face-to-face as well as online teaching and learning activities. Successful teaching of blended courses requires rethinking and redesigning face-to-face courses, creating new learning activities, and integrating online and face-to-face components effectively.

Workshop Description, 2008

Principles of Effective Online Course Design

• Whether teaching 100% online, using a blended approach and Blackboard for virtual discussions, or using some format in between, knowing how to effectively design courses for online learning is central to sound pedagogy.

Principles of Effective Online Course DesignDescription, 2008

POLS 414 Law, Politics & Baseball

• This blended environment is an attempt to take advantage of the learning flexibility, convenience, and geographical freedom that an on-line course offers while reserving high-energy, interactive, face-to-face time where most appropriate.

POLS 414 Law, Politics & Baseball http://www.niu.edu/polisci/courses/Syllabus%20Summer%202009.htm

Faculty Development, UWM

• To help faculty make the transition to hybrid or blended teaching, institutions are creating faculty development programs to guide faculty as they redesign their courses and get ready to teach courses that are partially online and partially face-to-face.

Faculty Development, UWMhttp://www4.uwm.edu/ltc/hybrid/faculty_development/

References• Carmen, J.M., (2002). Blended Learning Design: Five Key Ingredients,

http://www.agilantlearning.com/pdf/Blended%20Learning%20Design.pdf• College Strategic Planning Process SWOT ANALYSIS SUMMMARY

Department of Kinesiology & Physical Education, http://www.cedu.niu.edu/aboutus/strategicPlanning/docs/knpeSWOT_Jan08.pdf

• Garrison, R.R., & Vaughan, N.D. (2008). Blended Learning in Higher Education: Framework Principles, and Guidelines. San Francisco, CA: Jossey-Bass

• Learning Technology Center, Hybrid Courses, 2009• Northern Illinois University (2003). Working definition of online

courses for procedural purposes. Provost’s memo dated July 28, 2003 to deans, chairs, and directors.

• Report on the Review of Online and Blended Learning, 2009