designing blended learning to engage learners …...designing blended learning to engage learners...
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Charles R. Graham charles.graham@byu.eduu
Designing Blended Learning to Engage
Learners Online and In-Class
2
Overview
1. Brief Introductions
2. What is Blended Learning?
3. What do learners think about
blended learning?
4. What does effective BL look like?
3
Family and Research
BL articles available at: http://bit.ly/BL-research
4
Getting to know you
What discipline areas
do you teach in?
• Sciences
• Education
• Social Sciences
• Engineering
• Fine Arts
• Business
• Law
• Humanities
5
Getting to know you
Have you taught an
online or blended
learning course
before?
6
Blended Learning Resources
Books and research articles on Blended Learning
– http://bit.ly/BL-resources
BL Research Articles
– http://bit.ly/BL-research
BL Presentations
– http://bit.ly/BL-presentations
BL Institutional Adoption Checklist
– http://bit.ly/BL-adopt-checklist
BL Video Examples
– http://bit.ly/BL-video-examples
7
What is
Blended Learning?
8
Definition
Definition:
Blended learning combines face-to-face instruction with
computer-mediated (online) instruction.
9
Blended Learning Spectrum
Traditional F2F
(no online
components)
Completely Online
(no F2F
components)
Technology
Enhanced
(no reduction in
F2F contact time)
Blended Learning
(reduction in F2F
contact time)
Mostly Online
(supplemental
or optional F2F
contact)
10
Blended Learning Spectrum
Traditional F2F
(no online
components)
Completely Online
(no F2F
components)
Technology
Enhanced
(no reduction in
F2F contact time)
Blended Learning
(reduction in F2F
contact time)
Mostly Online
(supplemental
or optional F2F
contact)
Sometimes institutions call these blended but
often they are not considered to be blended
Image Source: Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended
learning in higher education. The Internet and Higher Education, 18(3), 4–14. doi:10.1016/j.iheduc.2012.09.003 http://bit.ly/BL-research
11
Blended Learning Spectrum
Traditional F2F
(no online
components)
Completely Online
(no F2F
components)
Technology
Enhanced
(no reduction in
F2F contact time)
Blended Learning
(reduction in F2F
contact time)
Mostly Online
(supplemental
or optional F2F
contact)
Sometimes institutions call these blended but
often they are not considered to be blended
Because of the supervisory responsibility in K-12 . . . often
the online portions are done in the brick and mortar school.
12
What do learners
think about blended
learning?
13
Learner Preferences
ECAR 2011 - Responses from 3,000
students at 1,179 colleges and
universities provided a nationally
representative sample of students.
ECAR 2012 -195 institutions; 106,575
student responses, stratified sample of
10,000 U.S.-based respondents to
proportionally match IPEDS
undergraduate demographics.
Source: http://www.educause.edu/library/resources/ecar-national-
study-undergraduate-students-and-information-technology-2011-report
Source: http://www.educause.edu/library/resources/ecar-study-
undergraduate-students-and-information-technology-2012
14
2011 ECAR survey
Source: http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report
15
2012 ECAR survey
Source: http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2012
16
Engagement Winners
2012 ECAR survey
Source: http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2012
17
What does research
say about the
effectiveness of BL?
Summary at: Graham, C. R. (2013). Emerging practice and research in
blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed.,
pp. 333–350). New York, NY: Routledge. http://bit.ly/BL-research
18
Effectiveness Research
Barbara Means meta analysis:
• 45 very different blends
• Improved outcomes for blended
learning
• Couldn’t identify reason for
improvement
19
Effectiveness Research
Current BL Research Cases (2014)
Global Examples of BL in practice
Includes literature review on BL focusing on learning effectiveness, student
and faculty satisfaction, access, and cost
effectiveness.
20
What does effective
BL look like?
21
Which item doesn’t belong?
22
Technology itself is not bad or good …
technology = tool
value = how you use it
23
What makes a
learning experience
engaging?
24
Think of interaction with . . .
Student
How is the student engaging
inside and outside of class?
. . . peers and instructors . . . Content
25
Purpose of BL . . .
. . . is NOT to
eliminate the human
interaction
. . . IS to maximize
the potential of the
learner-human and
the learner-content
interaction.
26
What are some of the
challenges that
prevent EVERY
LEARNER from
engaging in your
classes?
27
Challenges to Engagement (Six Ps)
Pacing
Participation
(active learning)
Personal
Interaction
Preparation
Place
(Authenticity)
Personalization
28
Learner preparation through online quizzes
Online quizzes – flipping classroom – Accounting (watch)
29
Mastery & Personalizing - Video Link
Flipping classroom for more active learning
Student Perspectives - Video Link Problem solving in class - Video Link
Personal Interaction for struggling students
30
Have you had an experience like this . . .
Bethany & Math Homework
31
Student - Video Link
Teacher - Video Link
Blended Math Instruction – K-12
33
Differing Ability Levels
Each student's ability to understand and apply the material varies.
The more students in a class, the more difficult it becomes to
scaffold individual student learning.
Pre-class self-paced instruction with feedback – Chem Tutor
(watch video)(link to Chem Tutor)(example module with practice/feedback)
34
Differentiating - Video Link
Differing Ability Levels
35
Authenticity + Access
Because instruction is confined to a specific space and time,
authentic learning activities and assessments can be difficult to
design for the classroom. Simulated environments can provide
access learning experiences that are more authentic than lecture-
based instruction.
Above: BYU’s Virtual ChemLab
(link to video)
Above: BYU’s Virtual Audiometer
(link to video) (link to CTL demo)
36
Personal Interaction
Even in smaller traditional classes, it can be difficult for the
instructor to set aside time for personal one-on-one interaction
and feedback with students.
Personalized Video Feedback - Animation Class (watch)
37
Participation – online discussions Time constraints in a physical classroom may make it difficult for
everyone to participate or contribute to a discussion.
38
Pacing
Student self-pacing – Intro to Accounting (watch)
Especially in larger traditional classes, it is often difficult to match
your instructional pace with your individual students' ability to learn
the material.
39
Scheduling Collaboration
Effective collaboration can be a catalyst for learning in a course.
Sometimes instructors avoid collaboration because it is difficult to
manage this when schedules conflict.
Group Feedback - Psychology Class (watch)
40
Challenge
Passive
Transmission
oriented
Active
learning
1. Help learners to be more active
(both face-to-face and online).
2. Be creative – do what works for you
and the students.
41
We need to figure out how
Future learning systems may not be differentiated as
much based on whether they blend but rather by
how they blend.
Ross, B., & Gage, K. (2006). Global perspectives on blended learning. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 155-168). San Francisco, CA: Pfeiffer Publishing.
42
Questions?
43
Blended Learning Resources
Books and research articles on Blended Learning
– http://bit.ly/BL-resources
BL Research Articles
– http://bit.ly/BL-research
BL Presentations
– http://bit.ly/BL-presentations
BL Institutional Adoption Checklist
– http://bit.ly/BL-adopt-checklist
BL Video Examples
– http://bit.ly/BL-video-examples
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