Blended Learning A Model that Works for CSULA.pdf

7/29/2019 Blended Learning A Model that Works for CSULA.pdf

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BLENDED LEARNING: A

MODEL THAT WORKS

FOR CSULA

Mara Dolores Costa


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UNIV 101

Cal State Online:

The Future of the

University?

February 27, 2013


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We cannot afford

to be luddites.


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We must accept the fact that

technology is an omnipresent facttoday (not only tomorrow).


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Nor should we rush

blindly into onlineteaching.


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We have to remember thattechnology is a tool. It is not

teaching or content.


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Another simile...

It's like assuming that, if there are a lot of

books in the library, students willautomatically learn what's in them.


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PROBLEMS WITH ONLINE COURSES


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Online courses

create

constraints

and

dependenciesfor instructors

and students.


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It is very

l a b o r -intensive to

t r a n s f e r

ma te r i a l s

online.


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40-50% more work for the

instructor


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Because it is more labor-

intensive, faculty are more likely

to recycle previous material thankeep the courses current.


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Every aspect of the course

must be prepared meticulouslybeforehand to avoid all

possible misunderstandings.

Face-to-face courses allow

for more spontaneity and

last-minute adjustments.


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A lot of online course materials are

mere ly audio and/or v ideo

presentations of courses delivered

in a traditional manner.


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"A t f b h l d t thK l W bl Ti


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"As part of my bachelors degree at the

University of Washington, I took a web-

based environmental science course. I

took the class because I needed ascience credit, and rumor had it the

class was a breeze. The rumor was true:

I didnt watch a single lecture, but

passed the class with an above-average

grade by completing a group project and

pulling an all-nighter before the final

exam (which, by the way, was the only

time I bothered to download the

professors PowerPoint slides)."

Kayla Webley, Time

magazine writer


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If the general public is skeptical, potentialemployers will be as well.


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The kind of student who can take fulladvantage of online courses must be very

intelligent, highly motivated and self-

directed.


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Because online students must

rely on self-motivation, there is agreater temptation to

procrastinate.


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THE DIGITAL DIVIDE

M d i ll


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Many students are economically

shut out of online courseofferings.


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30% of the US population cannot

access online courses from home.

Even if they have internet access,


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Even if they have internet access,

they may not

have the

resources to

keep up withthe

technological

needs ofonline

courses.


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This problem has grown worse,not better, as economic

inequality has become morepronounced.

A December 2010 report by the Pew Internet


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A December 2010 report by the Pew Internet& American Life Project confirmed that the

digital divide is largely a function of theeconomic divide.


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Even many digital natives are largely


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Even many digital natives are largely

uncomfortable with technology.

This will likely change as technology

becomes more and more ubiquitous anduser-friendly.


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According to a study by

Columbia University

("Adaptability to OnlineLearning: Differences Across

Types of Students and

Academic Subject Areas"),

students who were struggling intraditional courses are even

more likely to have problems in

online courses.


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The same study found that

all students taking many

online courses were lesslikely to graduate than

students who do not take

many online courses.

Some disciplines do not lend themselves as well


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to the online experience.


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It is still difficult (impossible?) to

create self-grading essay exams

online.

E h b h l


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Even the best technology

sometimes fails and will eventuallybecome obsolete.


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This year, a Georgia Tech

online course on (ironically)online learning had so many

snafus that the course wascancelled shortly after itbegan.


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Online courses impose a one-size-fits-all

model of education.

There is a very low completion rate.


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y

Of the hundreds of thousands of studentswho sign up for MOOC (massive openonline courses) classes, only about 10%complete them.

It is difficult to determine if the student


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It is difficult to determine if the student

who signed up for an online course isthe one who did the work for the course.


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BLENDED LEARNING:Combines face-to-

face learning withonline learning

In the classroom:


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In the classroom:

- Socialization- Mentoring

- Timely feedback

There is a sense of community


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that can be sorely lacking in

online courses.

Interaction with

peers is part of


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peers is part of

the learning

experience in thetraditional

classroom.

There is no question that, for most people,

the affective aspects of teaching and


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the affective aspects of teaching and

learning are handled best through face-to-

face interactions.


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THE CSUBAKERSFIELD

ONLINE

EXPERIMENT


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2009

Facing steep

budget cuts, CSUB

decides to lay off

several math

instructors and

move its remedial

math courses

completely online.

Tutoring services were available, but students


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had to schedule appointments on their own.

Results?


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- Student passrates dropped

from 74% to

45%


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Pass rates


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were higher

in the

blended

courses thanthey had

been before

the strictlyonline

courses were

implemented

.


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Technology brings the world into the

classroom


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classroom.


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It allows for greater creativity


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and variety in preparinglessons.

Adding different media to lessons

can make the material much more


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can make the material much more

engaging for students.


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Putting classroom materials online

gives students who were falling

behind in class a chance to catch

up with their peers on their own.


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The future of education belongs to us.


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We have both a right and a

responsibility


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responsibility

to make it how we want it to be -starting now.


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Calamari, Samantha. "Online Learning: The Answer

t th Di it l Di id ?" M di Alli W b 23 F b


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to the Digital Divide?" Media Alliance. Web. 23 Feb.

2013.

Carter, Dennis. "Technology Not the Answer to BolsteringCommunity College Access." eCampus News. 20 Apr.

2012: n. pages. Web. 23 Feb. 2013.

Knight, Linda V., Theresa A. Steinbach and James D.

White. "An Alternative Approach to Web-Based

Education: Technology-Intensive, Not Labor-Intensive." DePaul University: School of Computer

Science, Telecommunications, and Information

Systems. 2010.


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Little, Daniel. "Is Online Education the Answer?"

Huffington Post. 22 July 2012: n. page. Web. 23


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Feb. 2013.

Marquis, Justin. "Bridging the Digital Divide with

Online Education." OnlineUniversities.com 31 Aug.2011: n. pages. Web. 23 Feb. 2013.


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Morrison, Debbie. "The MOOC Honeymoon is Over: Three

Takeaways from the Coursera Calamity." Online Learning

Insights. 5 Feb. 2013: n. pages. Web. 9 Feb. 2013.

New, Jake. "Online Courses Could Widen Achievement

Gaps Among Students." The Chronicle of Higher

Education. 21 Feb. 2013: n. pages. Web. 22 Feb. 2013.


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Spencer, Michael. "Seven Reasons Why Blended

Learning Makes Sense."Edtech Digest. 8 Dec. 2010:

n page Web 23 Feb 2013


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n. page. Web. 23 Feb. 2013.

Webley, Kayla. "MOOC Brigade: Will Massive,Open Online Courses Revolutionize Higher

Education?" Time5 Sept. 2012: n. pages. Web.

23 Feb. 2013.


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Young, Jeffrey R. "Online Classes See Cheating Go

High-Tech." The Chronicle of Higher Education. 3

June 2012: n. pages. Web. 23 Feb. 2013.

Zur, Azzia. "On Digital Immigrants and Digital Natives:

How the Digital Divide Affects Families, Educational

Institutions, and the Workplace. Zur Institute." ZurInstitute. 2011: n. pages. Web. 23 Feb. 2013.

Blended Learning A Model that Works for CSULA.pdf

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