Making Blended Making Blended Learning Truly Learning Truly

“Blended”“Blended”Mary F. Stuck, SUNY OswegoMary F. Stuck, SUNY Oswego

Mary C. Ware, SUNY Mary C. Ware, SUNY CortlandCortland

1313thth Sloan-C Conference, Sloan-C Conference, Online LearningOnline Learning

November 9, 2007November 9, 2007

OutlineOutline

• Presenters’ backgroundPresenters’ background• What is a blended/hybrid course?What is a blended/hybrid course?• Institutional involvementInstitutional involvement• Blended benefitsBlended benefits• Seamless transitionSeamless transition• Costs of blended coursesCosts of blended courses• Benefits revisitedBenefits revisited• Things to take awayThings to take away

Presenters’ Prior Presenters’ Prior ExperienceExperience

• 8 blended courses:8 blended courses:• Ware taught blended courses Summers 05-Ware taught blended courses Summers 05-

07, Fall 06, 0707, Fall 06, 07• Stuck did blended courses Summers 06 and Stuck did blended courses Summers 06 and

07, Fall 0607, Fall 06

• Graduate work in Instructional Graduate work in Instructional Development – Syracuse University (Ware)Development – Syracuse University (Ware)

Your Ideas …Your Ideas …

• What is a blended/hybrid course?What is a blended/hybrid course?• Is it different from a web-assisted Is it different from a web-assisted

course?course?

What IS an hybrid What IS an hybrid course?course?

• A hybrid course is a blend of face-to-face instruction A hybrid course is a blend of face-to-face instruction with online learning. In a hybrid course, a significant with online learning. In a hybrid course, a significant part of the course learning is online and as a result, the part of the course learning is online and as a result, the amount of classroom seat-time is reduced.amount of classroom seat-time is reduced.California State University Long Beach

• "Hybrid" is the name commonly used nationwide to "Hybrid" is the name commonly used nationwide to describe courses that combine face-to-face classroom describe courses that combine face-to-face classroom instruction with computer-based learning. Hybrid instruction with computer-based learning. Hybrid courses move a significant part of course learning courses move a significant part of course learning online and, as a result, reduce the amount of classroom online and, as a result, reduce the amount of classroom seat time.seat time.University of Wisconsin Hybrid Course Project

• (http://www.mcli.dist.maricopa.edu/ocotillo/hybrids/(http://www.mcli.dist.maricopa.edu/ocotillo/hybrids/what.php)what.php)

Audience InvolvementAudience Involvement

• Why would you want to do a blended Why would you want to do a blended course? (Or why are you doing a course? (Or why are you doing a blended course?)blended course?)

• On what basis would you “split” a On what basis would you “split” a blended course?blended course?

• Why?Why?

Institutional input …Institutional input …

• SUNY Oswego: only 1/3 of a blended course SUNY Oswego: only 1/3 of a blended course may be on linemay be on line

• No training for blended (but much for totally No training for blended (but much for totally online)… Instructional Developer available for online)… Instructional Developer available for “help”“help”

• Consequences….???Consequences….???

• SUNY Cortland : has no “rules” governing the SUNY Cortland : has no “rules” governing the balance on on-line and face to face in an hybrid balance on on-line and face to face in an hybrid coursecourse

• Little, if any, training -- one instructional Little, if any, training -- one instructional developer shared by all faculty usersdeveloper shared by all faculty users

Course DesignCourse Design

• Technology competencies: faculty & Technology competencies: faculty & studentsstudents

• Goals & objectivesGoals & objectives• Substantive content Substantive content • Learning activitiesLearning activities

Course Design: Course Design: Technological Technological

Competencies IssuesCompetencies Issues• Faculty may be Faculty may be

less tech less tech competent than competent than some students!some students!

• Dynamic changes Dynamic changes in softwarein software

• Students w/o Students w/o competencies competencies procrastinate –put off procrastinate –put off doing software and/or doing software and/or course orientationcourse orientation

• Students w/some Students w/some prior experience with prior experience with DL don’t familiarize DL don’t familiarize themselves with themselves with YOUR design, YOUR design, software, etc.software, etc.

Course Design-Substantive, Course Design-Substantive, DifficultiesDifficulties

FACULTYFACULTY

• Immediate use of Immediate use of online component online component required (access required (access syllabus, etc.)syllabus, etc.)

• Online discussion Online discussion following 1following 1stst face- face-to-faceto-face

STUDENTSSTUDENTS

• Students don’t do Students don’t do this; ability to expect this; ability to expect readings completed readings completed for next class for next class compromisedcompromised

• Students haven’t Students haven’t gone into the online gone into the online course yet to do course yet to do anythinganything

Course Design-Substantive, Course Design-Substantive, DifficultiesDifficulties

FACULTYFACULTY

• Expectation of Expectation of online discussion online discussion by allby all

• Expectation of Expectation of response to others’ response to others’ postingspostings

STUDENTSSTUDENTS

• Students who claim Students who claim the need for body the need for body language, and facial language, and facial expressions in expressions in discussiondiscussion

• Students who only Students who only respond to the opening respond to the opening discussion prompt (as discussion prompt (as in F2F)in F2F)

Learning ActivitiesLearning Activities

FACULTYFACULTY• Students must see a Students must see a

connection between connection between F2F and on line F2F and on line (implies more work (implies more work for faculty in design)for faculty in design)

• Because of online Because of online component, a chance component, a chance for different types of for different types of learning activities learning activities (more work for faculty (more work for faculty in design)in design)

STUDENTSSTUDENTS• Students who Students who

refuse to “get it” -- refuse to “get it” -- the seamless the seamless nature of the nature of the coursecourse

• Students’ different Students’ different learning styles can learning styles can be addressedbe addressed

Blended course benefits:Blended course benefits:PedagogicalPedagogical

• Allows/requires student work outside of Allows/requires student work outside of class (more efficient use of time)class (more efficient use of time)

• Allows many different modalities of Allows many different modalities of learninglearning

• Allows everyone to be heard (discussion Allows everyone to be heard (discussion assignments)assignments)

• Depending on design, allows “real time” Depending on design, allows “real time” addition of materials from “current addition of materials from “current events”events”

Blended course benefits:Blended course benefits:Pedagogical, Cont’d.Pedagogical, Cont’d.

• Depending on design, real time Depending on design, real time modifications to assignmentsmodifications to assignments

• Continuous contact with students Continuous contact with students (via discussions, announcements, (via discussions, announcements, mail, etc.)mail, etc.)

• Feedback on assignments (easier to Feedback on assignments (easier to read than handwritten comments)read than handwritten comments)

Blended course benefits:Blended course benefits:InstitutionalInstitutional

• Perceived availability of brick & mortar Perceived availability of brick & mortar classroom space during on-line portions of classroom space during on-line portions of coursescourses

• Class meetings can be “held” when weather Class meetings can be “held” when weather cancels classes (both our institutions are in cancels classes (both our institutions are in areas with very difficult winters)areas with very difficult winters)

• Enrollment management benefits: Students Enrollment management benefits: Students may enroll in blended courses when they may enroll in blended courses when they might not sign up for a face to face (summer might not sign up for a face to face (summer vacation; winter break; winter semester) vacation; winter break; winter semester) because of perceived “flexibility” of time or because of perceived “flexibility” of time or freedom from commutingfreedom from commuting

Audience DiscussionAudience Discussion

• The ideal is “seamless” transition …The ideal is “seamless” transition …

• What does this mean to you?What does this mean to you?• Is it possible?Is it possible?• How to achieve it?How to achieve it?

SOC/WST 250SOC/WST 250

• Attempts at seamless blended Attempts at seamless blended coursecourse

• (Web-assisted: (Web-assisted: www.oswego.suny.sln.edu)www.oswego.suny.sln.edu)

Audience DiscussionAudience Discussion

• ““Costs” of seamless blended coursesCosts” of seamless blended courses

• Benefits of seamless blended Benefits of seamless blended coursescourses

• Benefits to F2F courses from Benefits to F2F courses from attempts at developing hybrids?attempts at developing hybrids?

““Costs” of seamless Costs” of seamless blended coursesblended courses

Faculty workload increaseFaculty workload increaseStudent workload increaseStudent workload increaseAll assignments on line, loss of All assignments on line, loss of

vehicle to learn students’ namesvehicle to learn students’ namesGrade distribution compared to Grade distribution compared to

other semestersother semesters

Things to “take away”Things to “take away”

• Collaboration helps – in designing courses and in Collaboration helps – in designing courses and in improving themimproving them

• Training for hybrids is critical – substantive and Training for hybrids is critical – substantive and technological – for both students and facultytechnological – for both students and faculty

• ““Social presence” and “community” can be Social presence” and “community” can be lacking in Hybrid courses unless specifically lacking in Hybrid courses unless specifically planned forplanned for

• Students may react positively to one aspect of an Students may react positively to one aspect of an hybrid course, and react negatively to the other hybrid course, and react negatively to the other (e.g., the parts may not be seamless to students)(e.g., the parts may not be seamless to students)

Benefits RevisitedBenefits Revisited

• Allows/requires student work outside of Allows/requires student work outside of class (more efficient use of time)class (more efficient use of time)

• Allows possibility of many different Allows possibility of many different modalities of learningmodalities of learning

• Allows insertion of “current events” into Allows insertion of “current events” into classclass

• Allows everyone to be heard (discussion Allows everyone to be heard (discussion assignments)assignments)

• May foster total rethinking of course to May foster total rethinking of course to be delivered as hybridbe delivered as hybrid

ResourcesResources

• Bourne, J.R., McMaster, E., Rieger, J., & Campbell. J.O. (1997). Paradigms Bourne, J.R., McMaster, E., Rieger, J., & Campbell. J.O. (1997). Paradigms for on-line learning. Journal of Asynchronous Learning Network, 2(2). for on-line learning. Journal of Asynchronous Learning Network, 2(2).

• Cameron, Brian. “The Effectiveness of Simulation in a Hybrid and Online Cameron, Brian. “The Effectiveness of Simulation in a Hybrid and Online Networking Courses.” TechTrends 47, No 5 (2003): 18-21. Networking Courses.” TechTrends 47, No 5 (2003): 18-21.

Davies, R.S., & Mendenhall, R. (1998). Evaluation comparison of online Davies, R.S., & Mendenhall, R. (1998). Evaluation comparison of online and classroom instruction for HEPE 129-Fitness and Lifestyle and classroom instruction for HEPE 129-Fitness and Lifestyle Management course. ERIC Document Reproduction Service No. ED Management course. ERIC Document Reproduction Service No. ED 427752. 427752.

Dziuban, C. & Moskal, P. (2001). Evaluating distributed learning at Dziuban, C. & Moskal, P. (2001). Evaluating distributed learning at metropolitan universities. Educause Quarterly, 24(4), 60-61. metropolitan universities. Educause Quarterly, 24(4), 60-61.

Gagne, M., & Shepherd, M. (2001). A comparison between a distance and Gagne, M., & Shepherd, M. (2001). A comparison between a distance and a traditional graduate accounting class. T.H.E. Journal, 28(9). a traditional graduate accounting class. T.H.E. Journal, 28(9).

• Gaide, Susan. “NYU’s Virtual College Creates Its Own Kind of Hybrid.” Distance Gaide, Susan. “NYU’s Virtual College Creates Its Own Kind of Hybrid.” Distance Education Report 8 No 10 (2004): 1-6. Education Report 8 No 10 (2004): 1-6.

• ““Hybrid Courses – Hidden Dangers?” Distance Education 8 No 7 (2004): 3-6. Hybrid Courses – Hidden Dangers?” Distance Education 8 No 7 (2004): 3-6.

Resources Cont’d.Resources Cont’d.• Meyer, K. A. (2002). Quality in distance Meyer, K. A. (2002). Quality in distance

education. ERIC Document Reproduction Service education. ERIC Document Reproduction Service No. ED 490357. Accessed through No. ED 490357. Accessed through www.eric.ed.gov

Miller, B. (2000). Comparison of large-class Miller, B. (2000). Comparison of large-class instruction versus online instruction: Age does instruction versus online instruction: Age does make a difference. Accessed at make a difference. Accessed at http://leahi.kcc.hawaii.edu/org/tcon2k/paper/paper_millerb.html

• Oblender, Thomas E. “A Hybrid Course Model: One Oblender, Thomas E. “A Hybrid Course Model: One Solution to the High Online Drop- Out Rate.” Learning & Solution to the High Online Drop- Out Rate.” Learning & Leading With Technology 29 No 6 (2002): 42-46 Leading With Technology 29 No 6 (2002): 42-46

Resources Cont’d.Resources Cont’d.• Russell, T.L. (1999). The no significant difference Russell, T.L. (1999). The no significant difference

phenomenon. Raleigh: North Carolina State University. phenomenon. Raleigh: North Carolina State University.

Schulman, A.H., & Sims, R.L. (1999). Learning in an Schulman, A.H., & Sims, R.L. (1999). Learning in an online format versus an in-class format: An experimental online format versus an in-class format: An experimental study. T.H.E. Journal, 26(22). study. T.H.E. Journal, 26(22).

Wegner, S.B., Holloway, K.C., & Garton, E.M. (1999). Wegner, S.B., Holloway, K.C., & Garton, E.M. (1999). The effects of internet-based instruction on student The effects of internet-based instruction on student learning. Journal of Asynchronous Learning Networks, learning. Journal of Asynchronous Learning Networks, 3(2). 3(2).

Young, J.R. (2002, March 22). “Hybrid” teaching seeks Young, J.R. (2002, March 22). “Hybrid” teaching seeks to end the divide between traditional and online to end the divide between traditional and online instruction. Chronicles of Higher Education, 48(28), instruction. Chronicles of Higher Education, 48(28), A33. A33.

Community of InquiryCommunity of Inquiry

• Ideal dynamics of any course Ideal dynamics of any course involving a distance component:involving a distance component:

Community of Inquiry withCommunity of Inquiry withCognitive PresenceCognitive PresenceTeaching PresenceTeaching PresenceSocial PresenceSocial Presence