blended learning faculty fellows at pepperdine university's graziadio school of business and...

04/12/23 Presentation 1 1

…with more than 25% students taking at least one online course in the fall of 2008. The growthrate eclipsed last year's 12% increase and dwarfed the 1.2% growth rate of the overall higher-education student population.

Colleges See 17% Increase in Online Enrollment

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Growth in Higher Ed Enrollments

17%

12%

1.2%2007 2008

All

Online

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Reported Increase in Demand

73%

54%

ExistingOnline

Courses

New Online

Courses and Programs

Face-to-Face

45%

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“Online education is booming, but not at elite universities.

Leaders at the University of California want to break that mold. This fall they hope to put $5-6million into a pilot project for the system to offer online undergrad degrees and push distance learning further into the mainstream.”

University of California Considers Online Classes– or Even Degrees

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Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies

U.S. Department of Education2009

“On average, students in online learning conditions performed better than those receiving face-to-face instruction.”

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70% believe learning outcomes of online courses are inferior or somewhat inferior, compared with face-to-face.

Professors with online experience are less pessimistic. Among those who have taught or developed an online course, the majority rated the medium's effectiveness as being as good as or better than face to face.

10,700 faculty surveyed:

The Paradox of Faculty Voices: Views and Experiences With Online Learning

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Online Programs: Profits Are There, Technological Innovation Is Not

Online education has grown in popularity, yet it remains dependent on learning-management systems, with content-delivery built around text. The underlying delivery model or pedagogical model hasn’t really changed much in the last ten years.”

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“Every course is different and the success or failure of any class depends on too many variables for me to ascribe it to any single medium. As a result, I find myself in a constant state of critical reflection on my teaching methods and, for that reason, I prefer to have more tools at my disposal, rather than fewer.

We must move away from a dichotomous view of teaching as online or face to face, and toward the idea that all courses can potentially involve both methods.”

Online Learning: Reaching Out to the Skeptics

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“…all courses can potentially involve both methods.”

“…more tools at your disposal, rather than fewer.”

“…the pedagogical model hasn’t really changed much.”

“Professors with online experience are less pessimistic.”

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“…all courses can potentially involve both methods.”

“…more tools at your disposal, rather than fewer.”

“…the pedagogical model hasn’t really changed much.”

“Professors with online experience are less pessimistic.”

“Distance education starts in the third row.”

“If we’re measuring seat-time, we’re measuring the wrong end of our students.”

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“…all courses can potentially involve both methods.”

“…more tools at your disposal, rather than fewer.”

“…the pedagogical model hasn’t really changed much.”

“Professors with online experience are less pessimistic.”

“Distance education starts in the third row.”

“If we’re measuring seat-time, we’re measuring the wrong end of our students.”

This is why we’re here.

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Blended Learning is: An optimized pedagogical approach that is:

Aligned with our school’s mission and values More interpersonally engaging for all More collaboratively oriented Enhancing the learning experience Increasing the flexibility and convenience for all Increasing overall student satisfaction Meeting our programmatic objectives Enabled by Internet technologies

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Blended Learning is: NOT just a technology enhancement NOT simply a traditional class with a website NOT entirely online NOT impersonal NOT about the technology NOT all alike NOT less work for you... at least not the first time.

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What’s Different?

Less Time: Sitting in class listening Commuting

More Time: Reviewing materials Working collaboratively Engaging in activities Learning from feedback

for your Students

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Less Time: Lecturing in Class Commuting

More Time: Preparing materials Facilitating interaction Facilitating collaboration Guiding activities Giving feedback

What’s Different?for you.

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Face-to-Face

Four Modalities

1 Online Remote2

Asynchronous3 Multi-Campus4

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Face-to-Face

Four Modalities

1 Ideally Suited for: Building relationships Fostering personal report Establishing class norms Team-building activities Integrating large & small groups Addressing delicate matters Proctoring exams

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Four ModalitiesIdeally Suited for: Reducing commute time Team collaboration Peer-to-peer instruction Conferring one-on-one Integrating guest speakers Online group activities Conducting class while traveling

Online Remote2

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Four ModalitiesIdeally Suited for:

Reducing commute time Student review of mini-lectures Time-intensive activities Deep engagement with materials Peer review and feedback Student online presentations Take-home quizzes Practice exams Team project work

Asynchronous3

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Four ModalitiesIdeally Suited for: Reducing commute time Enhance enrollment flexibility Group activities and projects Integrate guest speakers Record class sessions

Multi-Campus4