applying blended learning – pat hammett
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Applying Blended Learning – Pat Hammett. Courses: IOE/MFG 461 – Quality Engineering/Statistical Analysis Fall Term (Enrollment: ~100 On Campus; 60 Off Campus) MFG 599 – Design for Six Sigma (Product Development) Fall Term (Enrollment: ~100 On Campus; 60 Off Campus) - PowerPoint PPT PresentationTRANSCRIPT
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Applying Blended Learning – Pat Hammett
Courses:
1. IOE/MFG 461 – Quality Engineering/Statistical Analysis Fall Term (Enrollment: ~100 On Campus; 60 Off Campus)
2. MFG 599 – Design for Six Sigma (Product Development) Fall Term (Enrollment: ~100 On Campus; 60 Off Campus)
3. Industry Short Course – Six Sigma Green Belt One Time Offering – 40 Industry Managers/Engineers
1. IOE 461: Quality Engineering
Began On/Off Campus Course Mix - 2003
Early Challenges High demand: shift in class sizes from 30 120+
Course Content: need to provide significant practice (statistical tools) and support without face-face
Course Software: provide software training (Minitab) Student Background Diversity: accommodate mix of
Engr Undergrad students with Industry Grad Students
Significant Learning Style Differences due to size/diversity
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IOE/MFG 461 – Blended Learning Solutions
Use of a few Online Prerequisite Modules WHY ONLINE??
Not all students need/want this information Make available prior to start of class
Weekly Tape Problem Solving Session (Software Use) WHY ONLINE??
Mix of students familiar with Minitab Software Much more flexible than typical office hours (wider audience) Instructor (vs. Teaching Assistant) Led Effective for different learning styles
Estimate 50-70% students view these and find helpful
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2. MFG 599 – Blended Learning Solutions
Numerous Prerequisite Modules (full course available) WHY ONLINE??
Flexible, Diverse Backgrounds (different universities) Do not take up class time for those with pre-req knowledge
Discussion Posts as part of Grade (discussion course) On Campus: 2 Posts (1-2 paragraphs); Off Campus: 4 WHY ONLINE??
allows off campus students to get involved Bring in personal experiences about the class topics
allows students with language challenges to participate allows more time for deeper, more thoughtful comments
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3. Industry Short Course – Blended Learning Solutions
Client was concerned about a full online training program and their employees ability to keep up
Created a 5-Day Blended Course Day 1 – Classroom
More effective to get organized, initial use of software Day 2-4 (15 lectures w/ exercises) – Online
Allowed ~6 weeks to complete (most did in last 2 weeks) Day 5 – Classroom
More difficult material involving deeper discussion Provide opportunity for face-face questions for online
material Course received high marks (~ evaluations 4.8/5.0)
However, no follow-up course yet5
Self Assessment
University Courses: Course Demand Remains High Overall Scores Similar
Still, median Off Campus is usually 1-2% lower than On Campus
Per University Evaluations (Q1/Q2) – now similar for on and off campus (Fall 2010: ~4.7 – 4.8 for both)
Key gap closer: Instructor-answered off campus email Main Off Campus Concern (Company Evaluations):
heavy workload/difficulty versus learning style
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