“Blended Learning”

Dr. Greg WilliamsDr. Greg Williams

February 22, 2008February 22, 2008

Dr. Greg Williams

• Director & Clinical Assistant Professor

• University Maryland• Instructional Systems

Development • gregw@umbc.edu• www.umbc.edu/isd

Agenda

• What is blended learning?• Why use it?• What does research say? • Modes of delivery• Challenges• Best practices• Discussion

Blended Learning Quiz

• Define “blended learning”?• What are the benefits?• What are the challenges?

What Is Blended Learning?

• Many definitions• None are universally accepted • Some include percentages

What Is Blended Learning?

• Most widely accepted definition

“combines face to face with computer-mediated instruction”

• Mix of instructional delivery methods

Why Is the Definition Important?

• No common term hampers dialogue• Research results can be

“apples to oranges”

What Does Blended Learning Look Like?

“I know it when I see it”I know it when I see it”

The Honorable Potter Stewart, Former Supreme Court Justice, describing pornography

Is Blending New?

• Best known definition due to growth in eLearning • Different instructional strategies• e.g. 1st grade w/ Sister Veronica

Why Blend?

• Ask “why” before “how” • Improved pedagogy• Increased access & flexibility• Learning is social• Context vs. content• Learning is process, not an event

Why Blend?

• Puts focus back on the basics• Promotes “Informal Learning”• Clever way to “fool’ faculty & trainers• In the future, we’ll drop the word “blended” (same as “eLearning”)• e.g. my son’s question to me

What Does the Research Say?

Brandon Hall Research (Clarey 2007)

Brandon Hall Research (Clarey 2007)

ASTD Annual Report 2006

• Premier professional association for training• Did not mention blended learning• Did cite “best” organizations as using blended approach

Online Learning Outlook

• Online students mostly undergrads • Growing, 3.18 million students Fall 2005• Academic leaders say online programs

critical to long-term strategy

Babson Research Group & Sloan Consortium survey 2007

Meta-Analysis Research

• Over 19,000 trainees in 168 courses• Included 96 research studies• Combining web-based training with f2f classmore effective than stand alone classes

(Sitzmann 2006)

Perceptions

Instructor Perceptions(Clarey 2007)

• Quality as good or better than f2f • Blending requires more work• Instructors have greater flexibility• Writing skills improve• Deeper learning occurs

Learner Perceptions

• Learn more from peers than instructor(Arabasz, 2003)

• Higher satisfaction than f2f or online (Dzuiban, 2003; Lewis & Orton, in Bonk,

2006)

• Higher levels of interaction (Dzuiban, 2003)

Learner Perceptions (Clarey 2007)

Faculty Perceptions (Clarey 2007)

Modes of Delivery

Synchronous Delivery

• Traditional course delivery• Same time, same place instruction• What most people know

Synchronous Pros

• Allows real time applications• Allows real time f2f communication• Faster to develop• Easy modification and set-up• Facilitator can improvise easier• Is a familiar format

Synchronous Cons

• More planning and coordination• May incur travel costs • Hard to standardize• Learners cannot learn at own pace• Tied to physical classroom

Asynchronous Delivery

• Different times and different places• Does not occur in real time • Separation of time and/or place

Asynchronous Delivery Formats

• Web-based• Stand alone computer-based (CDs) • Video & audio• Print materials• Mobile media devices (cell, iPod)

Asynchronous Pros

• Reduces time, travel, logistics & scheduling issues• Easily distributed• Facilitates standardization & maintenance• Learner can learn at their own pace• Can allow self-directed learning

Asynchronous Cons

• Not ideal for complex content• Initially expensive• Time consuming to produce & develop• Limited interaction w/ learners & instructor• Unfamiliar delivery for many

Channels of Delivery

Synchronous physical format can include: • Instructor-led classroom sessions• Hands-on lab, workshops• Field trips• On the job training• Coaching, mentoring, tutoring

Channels of Delivery

Synchronous eLearning formats can include:

• Online meetings & discussion• Virtual classroom • Webinars • Conference calls

Channels of Delivery

Asynchronous formats can include:

• Online discussion• Documents and web pages • Recorded tutorials/lessons• Recorded events, lectures• Simulations and scenarios

Matching Instructional Activity With Delivery

What Works Best Face-to-Face?

• Deliver basic info about course & technology• Course orientation• Getting to know each other• Assess skills performed by student• Exams and evaluations

What Works Best in eLearning Format?

• Threaded discussions• Doing “pre-work”, e.g. reading w/ quiz, team discussions, tutorials• Provide list of resources• Access to remote experts, guest speakers

Best Practices

Best Practices (Mahan 2006)

• Emphasize pedagogy and design over technology• Match objectives w/ activities, then determine format• Identify what doesn’t work well in f2f• Clarify syllabus & course format upfront

More Best Practices(Mahan 2006)

• Choose technology w/ students & instructors in-mind• Stress time mgt. for students & instructors• Hold in-person kick-off meeting

Who is Using Blended Learning?

IBM’s Use Of Blended Learning

• Use f2f, webcasts, Second Life, support coach, online feedback and surveys

• Learning outcomes aligned with business goals

IBM’s Use Of Blended Learning

• Learn IBM tools & resources• Business strategies• Career management

University of Phoenix Blended Learning

• 3 types of instructional delivery• FlexNet, 5 week blended format• First and last class in-person• Middle 3 week online• My experience with UOP

Challenges

Challenges for Students

• Unfamiliar instructional format• May confuse attending vs. performing• Time management

Challenges for Students

• Personal learning style (not for all)• Access to & using technology• Support services

Challenges for Faculty

• Buy-in and acceptance• Quality & academic integrity issues• Change• Time, to develop and tech• Technical skills

Challenges for Faculty

• Institutional support• Course evaluations, loss of control• Training• Compensation• Intellectual property

Challenges for Administrators

• Administrative structure (champion?)• Evaluation and effectiveness• Technical expertise (teacher & org.)• Organizational culture and change• Social interaction and quality

More Challenges for Administrators

• Cost and faculty compensation• Student support services• Threatened by technology• Access• Legal Issues

Closing Thoughts

• Blended Learning not going away• Embrace it as an opportunity• It’s simpler than you think• Not as “scary” as 100% eLearning

Closing Thoughts

• Both will simply be “learning”

e.g. online banking• My son’s question • Future is now

Questions & Discussion

Dr. Greg Williams

• Director & Clinical Assistant Professor

• University Maryland• 410-455-6773• gregw@umbc.edu• www.umbc.edu/isd• http://web.mac.com/gregwilliams123/

Greg_Williams_Faculty_Website/Bio.html

References

Arabasz, P., Pirani, J., & Fawcett D. (2003). Supporting E-learning in Higher Education. Educause Center for Applied Research Study, Vol. 3. Retrievedfrom www.educause.edu/LibraryDetailPage/666?ID=ERS0303

ASTD State of the Industry Report (2005, 2006). http://www.astd.org

Bonk, C. J. & Graham, C. R. (2006). The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.

Clarey, J. (2007) “The Real Story: Blended Learning” Brandon Hall Research, www.brandon-hall.com

ReferencesDziuban, C.D., Hartman, J., Juge, F., Moskal, P.D., & Sorg, S. (2005). Blended learning: Online learning enters the mainstream. In C. J. Bonk & C. Graham (Eds.), Handbook of blended learning environment. Indianapolis,IN: Pfeiffer Publications

Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended Learning. Educause Center for Applied Research Bulletin, 2004(7), 1-12. Retrieved from www.educause.edu/LibraryDetailPage/666?ID=ERB0407

Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALN modalities: An institutional perspective. In J. Bourne & J. C. Moore (Eds.), Elements of Quality Online Education: Into the Mainstream (pp. 127-148). Needham, MA: Sloan Center for Online Education. Retrieved fromhttp://www.sc.edu/cte/docs/ThreeModalities2003.pdf

References

Garrison, D. R., & Anderson, T. (2003). E–learning in the 21st century: A framework for research and practice. London: Routledge/Falmer. Educational Research Complete database.

Mahan, W. (2006). Best Instructional Design, Development and Delivery Practice. Blended Learning Symposium. Retrieved fromhttp://bli.psu.edu/bli/winterfest.html

Sitzmann, T., Kraiger, K., Stewart, D. & Wisher, R. (2006) The Comparative Effectiveness of Web-based and Classroom Instruction: A Meta-Analysis. Personnel Psychology, 2006

Dr. Greg Williams

• Director & Clinical Assistant Professor

• University Maryland• 410-455-6773• gregw@umbc.edu• www.umbc.edu/isd• http://web.mac.com/gregwilliams123/

Greg_Williams_Faculty_Website/Bio.html