A case study of the challenges of teaching english composition

COHERE 2012: A Case Study of the Challenges of Teaching English Composition in a Blended Format at DeVry Institute of Technology, Calgary

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Teaching English Composition in a Blended Format

DeVry’s Approach to Blended Learning

• Various definitions of “blended learning”

• DeVry’s highly similar to definition derived at 2005 conference sponsored by Alfred P. Sloan Foundation

“1. courses that integrate on-line with traditional face-to-face activities in a planned, pedagogically

valuable manner; and

2. where a portion (institutionally defined) of face-to-face time is replaced by online activity” (as cited in Picciano, 2011).

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DeVry’s “Supershell”

• Online and blended courses share common shell

• Core material remains unchanged

• Flexibility for on-site professors

• “… professors are encouraged to …make use of the considerable opportunities which exist for instructional flexibility and individual creativity” (DeVry’s Blended Learning Guidebook, 2010).

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Four English Composition Courses Discussed

• ENGL 032

• ENGL 092

• ENGL 112

• ENGL 135

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ENGL 032 and ENGL 092 Courses

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These Are Developmental Courses

• All entering students tested in math, reading, and writing skills

• Placed into ENGL 032 or ENGL 092 if scores below certain cut points

• Courses are non-credit- must be passed before credit English courses taken

• Often ENGL 032 and ENGL 092 among first courses taken

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Characteristics of Engl 032 and 092 Students

• Many EFL students

• Some native speakers with reading and/or writing weaknesses

• Could be some with undiagnosed or diagnosed LDs

• Few have ever taken blended courses

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Importance of Computer Literacy Skills in

e-Learning

Draffan and Rainger stress that

• Learner’s Information Communication Technology (ICT) proficiency is as important as attitudes and motivation in blended learning (2006).

• If e-skills are weak, learners may feel overwhelmed by the amount of information (2006).

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Meeting the Challenges of Needed ICT and

e-Skills

• Resources in course shells to help build these skills

• I do extra things

• Important to be cognizant of this need

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Blended Learning Often Requires a Paradigm Shift in Learning

• Sharma (2010) observes in blended learning “students may favor one of the delivery modalities (face-to-face or online) to the detriment of the other” (p. 457).

• Why- may be used to highly teacher-directed learning or come from cultures where listening and speaking are predominant teaching modes.

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Another Reason a Paradigm Shift Is Needed

• Renes and Strange’s differentiate “digital natives” and “digital immigrants” and contend digital natives are better suited for blended learning (2011).

• Digital natives grew “up around technology, appear comfortable with it, and benefit from what it has to offer… [and] find learning about, from, and with technology an obvious choice” (2011, p. 205).

• Shouldn’t assume students are digital natives

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Assisting ENGL 032 and ENGL 092 Students in Achieving the Paradigm Shift

• DeVry Calgary’s former Dean of Academic Affairs strongly encouraged taking these courses in blended- not online- format

• Viewed these classes as essential in discovering how to interact online and in learning the expectations of blended learning (personal interview with A. Ryan, 2012).

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Facilitating the Paradigm Shift (1)• For those who prefer face-to-face (F2F) modality :

o Empathize with frustrations regarding emphasis upon online modality

o Stress DeVry’s course shells are relatively standardized in look and feel

o For some questions students want answered face-to-face, send to shell for answers

o Explain purpose of and participation techniques for threaded discussions

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Facilitating the Paradigm Shift (2)

• For those who prefer the online modality, use various strategies:

o Stress the value added by regular class attendance

o Engage them in regular group work during F2F classes

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Need for Independent Learning Skills

• Petrides (cited in Burgess, 2009) believes one of the primary concerns in implementing online/blended developmental education is “the independent nature of this type of learning” (p. 11).

• Significant number of ENGL 032 and ENGL 092 students not strong in self-direction

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Stress the Need for Regular Participation in Course Shells

• Add passage to syllabus on what blended learning demands from students and discuss in class

• Use shell feature that allows monitoring time spent in various sections of shell and email students spending insufficient time

• Add “On-line Work” section into “Weekly Assignments” page identifying specific activities students should do online

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ENGL 112 and ENGL 135 Courses

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ENGL 112 and ENGL 135

• If students are not placed in ENGL 032 or 092, first composition course is ENGL 112

• Students have wide range of abilities

• Students must pass ENGL 112 with a minimum of 60% to progress to ENGL 135

• My expectation: Students will become “ ‘self-directed learners’ (Candy, 1991) who like being in charge of their learning experience” (Draffan & Rainger, 2006, p. 59).

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ENGL 112 Strategies to Develop Students’ Collaborative & Self-Directed Learning Skills

• Start with small groups in F2F exercises and then progress to independent learning online in Threaded Discussion area:

o “Current Issues” exercise.

o “Peer Review” exercise.

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ENGL 135 Strategies to Develop Students’ Collaborative & Self-Directed Learning Skills

• Start with small groups in F2F exercises and then progress to independent learning online in Threaded Discussion area:

o “Research Proposal” exercise.

o “Paraphrasing” activity.

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Meeting the Challenges to Learning

Draffan and Rainger (2006):

• Cannot be overcome by adjustments made on one

side

• Needs of a learner require the cooperation and

involvement of both the faculty and student

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The strategies we have discussed are designed to provide our students with

• Skills to use the computer as a learning tool;

• Attitudes needed to be successful collaborative and blended learners;

• Abilities to make the connection between F2F and online learning activities and threaded discussions.

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Garrison and Vaughan (2008) assert, “Students want to

be actively and collaboratively engaged in relevant

learning experiences…. They want both face-to-face and

online learning experiences that connect them to other

students and the instructor. This represents a serious

challenge for instructors…” (p. 147).

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References

Burgess, M. L. (2009). Using WebCT as a supplemental tool to enhance critical thinking and engagement among developmental reading students. Journal of College Reading & Learning, 39(2), pp. 9-33.

Draffan, E. A., & Rainger, P. (2006). A model for the identification of challenges to blended learning. ALT-J: Research in Learning Technology, 14(1), pp. 55-67.

Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education: Framework, principles, and

guidelines. San Francisco, CA: John Wiley & Sons, Inc.

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References (cont’d)

Mayers, P. & Lewinski, C. (Ed.). (2010). Blended learning guidebook: Version 2.02. Retrieved from

www.devryu. net/

Picciano, A. G. (2009). Blending with purpose: The multimodal model. Journal of Asynchronous Learning Networks, 13(1), pp. 7-18.

Picciano, A. G. (2011). Introduction to the special issue on transitioning to blended learning. Journal of

Asynchronous Learning Networks, 15(1), pp. 3-7.

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References (cont’d)

Renes, S. & Strange, A. (2011). Using technology to enhance higher education. Innovative Higher Education, 36(3), pp. 203-213. doi:10.1007/s10755-010-9167-3

Sharma, P. (2010). Blended learning. ELT Journal: English Language Teachers Journal, 64(4), pp. 456-458. doi:10.1093/elt/ccq043

A case study of the challenges of teaching english composition

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