Blended Learning MANY PATHS, SAME GOAL

The Center for Digital Learning & Innovation

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TABLE OF CONTENTS

TABLE OF CONTENTS ............................................................................................................................... 1

How to use this book .............................................................................................................................. 2

I. Many Paths, Same Goal ...................................................................................................................... 3

Improve Student Learning .......................................................................................................... 3

Integrate the Strengths of Asynchronous and Synchronous Activities .................. 5

Learner-Centered, Active Learning ....................................................................................... 11

A Sustained Community of Inquiry ...................................................................................... 16

II. Common Issues ................................................................................................................................... 21

Student Resistance to “Active” Learning ............................................................................ 21

Student Collaboration (i.e.: group work) ............................................................................ 26

Coursework Overload ................................................................................................................. 30

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How to use this book

Purpose

There are almost an innumerable amount of ways to design distance learning

experiences. Most all aim to improve student learning through learner centered

and active student engagement, integrating the strengths of asynchronous and

synchronous moments to foster sustained collaborative inquiry into course topics.

The sections below provide evidence-based research on these themes, as well as

common issues that faculty as encounter when incorporating new learning

experiences with technology (and some potential solutions). Common issues include

student resistance to "active" learning, the need for setting clear expectations

and meaningful interactions inside small group exercises, and coursework

overload when (over) compensating for a perceived deficiency in asynchronous

learning experiences.

We are happy to walk through the material below in consultation, or feel free to

peruse these resources on your own and let us know if you have any questions. Just

contact Mafil Fabroquez at cdli@seattleu.edu to set up a consultation or find

answers to your questions.

Browsing the Document

The Table of Contents provides hyperlinks so you can jump directly to each section.

In addition, the top of each page provides a quick link back to the table of contents.

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REMEDY: Synthesize the Discussion

Improve Student Learning Blending asynchronous and synchronous learning modalities

maintains or increases success rates for all types of students. A large study

found that the following course characteristics are integral to positive

student evaluations a) clear establishment and progress toward course

objectives b) creating an effective learning environment c) the instructor’s

effective communication. Another study found that blending modalities also

results in reduced student withdrawal rates.

Dziuban, et al., “Blended learning: the new normal and emerging technologies,”

International Journal of Educational Technology in Higher Education, (2018) 15:3.

The results reported here indicate that blending maintains or increases access

for most student cohorts and produces improved success rates for minority

and non-minority students alike. In addition, when students express their

beliefs about the effectiveness of their learning environments, blended

learning enjoys the number one rank. However, upon more thorough analysis

of key elements students view as important in their learning, external and

demographic variables have minimal impact on those decisions. For example

college (i.e. discipline) membership, course level or modality, expected grade

or desire to take a particular course have little to do with their course ratings.

The characteristics they view as important relate to clear establishment and

progress toward course objectives, creating an effective learning

I. Many paths, same goal

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environment and the instructors’ effective communication. If in their view

those three elements of a course are satisfied they are virtually guaranteed

to evaluate their educational experience as excellent irrespective of most

other considerations.

Baepler, et al., “It's not about seat time: Blending, flipping, and efficiency in active

learning classrooms,” Computers & Education, (2014) 78 227-236.

Our research question essentially asked if we could trade contact hours for an

active learning pedagogy and environment and achieve the same student

experience and learning outcomes. We reduced the total amount of time

students spent in the classroom by two-thirds while lectures were shifted

online. The reduced classroom time was spent in an active learning

classroom where students worked with each other to solve problem sets,

answer clicker questions, listen to spot explanations of key concepts, and

watch short demonstrations. The students achieved learning outcomes that

were in one case superior to, and in the other case statistically equal to, the

outcomes from the traditional classroom when measured by a standardized

exam, and their perceptions of their learning environment were improved.

Moskal, et al., “Blended learning: A dangerous idea?,” Internet and Higher Education,

(2013) 18 15-23.

Scale [of blended learning] is indeed possible with the associated opportunity

costs involved in resource reallocation, transformation and control.

However, the benefits far outweigh the costs: higher quality learning,

improved teaching, increased access and opportunity, authentic assessment,

maximized resources, improved student success and satisfaction, improved

return on investment, increased faculty satisfaction, reduced withdrawal rates

and a better sense of engagement.

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Integrate the Strengths of Asynchronous

and Synchronous Activities

These two modalities have complementary strengths. For instance,

asynchronous discussion boards favor reflective activities that require close

readings and reason, whereas synchronous activities favor spontaneous and

passionate learning experiences. A successful course inspires and nurtures

the “whole” student by engaging both their intellect and their emotions. The

sequence of these complementary experiences may depend on whether they

are new to college or have more experience in their program of study.

Chatfield, Kathleen, “Content ‘Loading’ in Hybrid/Blended Learning,” Online Learning

Consortium, Accessed 9/24/2019.

When content is front-loaded, it is assigned to the learner for completion

prior to the face-to-face setting […] When the learner joins the rest of the

class in the face-to-face session, that content has already been experienced

and is ready to be taken to a new level. […] Front-loading is often more

effective with higher-level courses or more advanced students, comfortable

with a high-level of independent study and motivated. When content is back-

loaded, the students are introduced to the subject matter during a face-to-

face session. It may be a short introduction to build camaraderie amongst

learners or it may be a longer session covering many aspects of a subject that

require detailed explanation and discussion that only real-time,

I. Many paths, same goal

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synchronous learning environments. […] The objective is often to assist the

learner with a complex concept and circumvent confusion and frustration

and failure in tackling the topic by themselves. Back-loading is often effective

with 100-level courses or learners who are new to the institution or

program of study.

Garrison, et al., “Blended learning: Uncovering its transformative potential in higher

education,” The Internet and Higher Education, (2004) 7(2), 95–105.

The literature on the potential of Internet information and communication

technology to support meaningful educational experiences has been well

documented. […] Perhaps most significantly, though, is that discourse

facilitated through asynchronous Internet communication tools [i.e.: online

discussion boards] provides a platform where participants can confront

questionable ideas and faulty thinking in more objective and reflective

ways than might be possible in a face-to-face context. The rationale

supporting this view is that there is a greater focus on the substantive issues

and less distraction or noise in an asynchronous text-based Internet

environment. Furthermore, Internet discussion forums can provide a

permanent record and expand time; as such, discussions are often more

thoughtful, reasoned, and supported by evidential sources.

Meyer, Katrina A., “Face-to-Face Versus Threaded Discussions: The Role of Time and

Higher-Order Thinking,” Journal of Asynchronous Learning Network, (2003) 7(3), 55-

65.

First, the use of [online] threaded discussions expands the amount of time

spent by students on class objectives. Second, students may use this

additional time to reflect on the material, to ask questions, and to participate

more equitably in class discussions. Third, different students with different

strengths respond differently to the online setting. […] Therefore, offering a

mix of ways to be involved in discussion may well improve the likelihood

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that most students find an avenue for contributing that satisfies their learning

needs.

[…] it appears that some activities may work best face-to-face:

brainstorming, visual demonstrations, and topics where energy and

enthusiasm can contribute to the success of the discussion.

Spanjers, et al., “The promised land of blended learning: Quizzes as a moderator,”

Educational Research Review¸ (2015) 15 59-74.

When learners make a test, they retrieve information from memory, which

makes the path to that information in memory stronger, with the

consequence that the information can be more easily retrieved on a next

occasion (e.g., Dirkx et al., 2014; Pashler et al., 2007). Additionally, feedback

on the quizzes often gives useful information on correct answers (A. C. Butler,

Karpicke, & Roediger, 2008; A. C. Butler & Roediger, 2008) as well as an

image of the mastery of the content by the students (A. C. Butler et al., 2008;

A. C. Butler & Roediger, 2008; D. L. Butler & Winne, 1995; Pashler et al., 2007;

Roediger & Karpicke, 2006). This information on the mastery of the content is

useful in determining which aspects should be given renewed attention

(Pashler et al., 2007; Roediger & Karpicke, 2006). […] Finally, when students

are well prepared for face-to-face meetings, for example, because they

studied for regular quizzes, these meetings can be used to a larger extent for

active learning activities (Bartini, 2008).

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Vaughn, et al., Teaching in Blended Learning Environments: Creating and Sustaining

Communities of Inquiry (2013), 36.

FIGURE 2.3. Integrating the strengths of spontaneous verbal and written communication

Synchronous (classroom) Asynchronous (online)

spontaneous reflective

ephemeral permanent

peer influence less intimidating

passion reason

preferred more rigor

integrate

complement

Garrison, R. and Vaugh, N., Blended Learning in Higher Education: Framework,

Principles, and Guidelines (2008), 114-122.

TABLE 7.2 Design Considerations Before a Face-to-Face Session

Nature of Inquiry

Learner: Stimulate Connections

Instructor: Determine learner’s prior knowledge or experience with topic or issue

Online Learning Activities

Prereading: assignment or activity on a specified topic or issue

Presentation: audio/visual content from instructor

Online Tools

(The above learning activities) followed by a self-assessment quiz, survey, or discussion forum

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TABLE 7.3 Design Considerations During a Face-to-Face Session

Nature of Inquiry

Learner: Defining key questions

Instructor: Beginning to explore questions

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Learning Activities

Mini-lecture and/or tutorial to address the results of pre-class quiz, survey, or discussion

Large or small group discussion or activity (case study, initiation of individual or group

project)

Online Tools

Displaying quiz or survey results (part of mini-lecture/tutorial and/or discussion)

Displaying digital resources uploaded to Learning Management System (LMS)

Displaying assignments and student work (that has been uploaded to LMS)

TABLE 7.4 Design Considerations After a Face-to-Face Session

Nature of Inquiry

Learner: Further exploration towards tentative integration with the ability to connect theory to

practice application

Learning Activities

Anonymous class exit survey (What did you learn in class? What are you still unclear about?)

Online discussion with student moderation

Individual or group project work, case studies

Online Tools

Videoconferencing (i.e.: Zoom) for synchronous sharing in student groups

LMS group workspaces (for announcements, discussions, file sharing – instructor can easily

review group work if use LMS)

Online blogs (individual or group authored, reflective journaling)

Wikis, Online Document editing – collaborative writing

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TABLE 7.5 Design Considerations for the Next Face-to-Face Session

Nature of Inquiry

Learner: Resolution/Application

Learning Activities

[Student] review online discussion activities (lessons learned from small group discussions,

areas for improvement, avenues for further research)

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Individual or group presentations

Initiation of dialogue on the next topic or issue

Online Tools

Displaying quiz or survey results (part of mini-lecture/tutorial and/or discussion)

Displaying assignments and student work (that has been uploaded to LMS)

Displaying digital resources (assignment handout, tutorials, examples of past student work)

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Learner-Centered, Active Learning It is important to explain your instructional methods with students

so they know the level of engagement that you expect from them. Research

shows that more highly engaged students are more likely to complete the

course, achieve higher grades, and feel satisfied with their experience. Faculty

that are successful transitioning to active learning a) know how experienced

their students are in relation to the course topics as well as students’ own

learning strategies b) consequently know how to best support these different

students c) design appropriate learning experiences where students develop

transferrable skills that help them succeed in future courses, their careers,

and their lives.

Deslauriers, et al., “Measuring actual learning versus feeling of learning in response

to being actively engaged in the classroom,” Proceeds of the National Academy of

Sciences of the United States of America (PNAS), (2019) 116 (39) 19251-19257.

We recommend that instructors intervene early on by explicitly presenting

the value of increased cognitive efforts associated with active learning.

Instructors should also give an examination (or other assessment) as early as

possible so students can gauge their actual learning. These strategies can help

students get on board with active learning as quickly as possible. Then,

throughout the semester, instructors should adopt research-based explanation

and facilitation strategies, should encourage students to work hard during

I. Many paths, same goal

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activities, and should remind them of the value of increased cognitive effort.

Instructors should also solicit frequent feedback such as “one-minute papers”

throughout the course and respond to students’ concerns. The success of

active learning will be greatly enhanced if students accept that it leads to

deeper learning—and acknowledge that it may sometimes feel like exactly the

opposite is true.

Jankowski, Natasha A., Unpacking Relationships: Instruction and Student Outcomes,

American Council on Education, (2017)

We know that for students to persist, complete, and achieve success in

college, the learning environment matters. Students need to feel integrated

into academic and social culture, but integration is not enough. They must be

engaged. The more engaged students are in learning environments, the

more likely they are to complete, learn, and be satisfied. Further, student

beliefs about their academic ability influence their success in education, and

faculty interactions sit at the intersection of reinforcing or debunking student

beliefs.

Tanner (2012) argues that effective teachers need to continually ask, “What

assumptions do I hold about the students? To what extent do I have evidence

for those assumptions? Why do I make the instructional decisions that I

make?” (118) leading to intentional teaching on the part of faculty to meet

students where they are and support them on their way to where they need

to go.

Yet, it is not enough to simply teach students material; they need multiple

opportunities to practice learning in a variety of situations in order to

facilitate the transfer of knowledge (Shephard 2000). Transfer of knowledge

is critically important for learners to realize that something they learned in a

specific course has application in another [and in their lives].

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Barber, et al. “Problem Based Learning and Authentic Assessment in Digital

Pedagogy: Embracing the Role of Collaborative Communities,” The Electronic Journal

of e-Learning Volume 13 Issue 2 2015, (pp59-67) available online at www.ejel.org

The degree to which the instructor is willing to empower students, risk

making mistakes and put themselves in the context of ‘beginner’s mind’

will parallel the trust and empathy in the learning environment. If we are to

make it safe for students, we must model a certain degree of vulnerability

ourselves, relinquish our post as ‘expert’ despite our academic

qualifications, and quite probably re-learn to have fun with the simple

process of learning.

Vega, Vanessa, “Project-Based Learning Research Review,” Edutopia, Accessed

6/5/2019 at: https://www.edutopia.org/pbl-research-learning-outcomes.

[…] problem-based learning, which tackles a problem but doesn’t necessarily

include a student project, and project-based learning, which involves a

complex task and some form of student presentation, and/or students

creating an actual product or artifact.

These inquiry-based teaching methods engage students in creating,

questioning, and revising knowledge, while developing their skills in

critical thinking, collaboration, communication, reasoning, synthesis, and

resilience (Barron & Darling-Hammond, 2008)

Keys to Project-Based Learning Success

A realistic problem or project that aligns with students' skills and

interests, and requires learning clearly defined content and skills (e.g., using

rubrics, or exemplars from local professionals and students).

Structured group work with groups of three to four students, with diverse

skill levels and interdependent roles; team rewards; and individual

accountability, based on student growth.

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Multi-faceted assessment, with multiple opportunities for students to

receive feedback and revise their work (e.g., benchmarks, reflective

activities); multiple learning outcomes (e.g., problem-solving, content,

collaboration); and presentations that encourage participation and signal

social value (e.g. exhibitions, portfolios, performances, reports).

Johnson, D.W., et al. “Cooperative learning: Increasing college faculty instructional

productivity.” ASHE-ERIC Higher Education Report No. 4. Washington, DC: George

Washington University.

Positive Interdependence

Ensure that students believe they sink or swim together and care about

how much each other learns, the instructor must structure a clear group or

mutual goal. […]The group's goal always has to be part of the lesson.

The instructor might highlight cooperative relationships by giving students

limited resources that must be shared (one copy of the problem or task per

group) or giving each student part of the required resources that the group

must then fit together (the jigsaw procedure).

The instructor creates role interdependence among students by assigning

them complementary roles, such as reader, recorder, checker (of

understanding), encourager (of participation), and elaborator (of knowledge).

Individual Accountability and Personal Responsibility

To ensure that each student is individually accountable to do his or her fair

share of the group's work, the instructor needs to assess how much effort

each member is contributing to the group's work, provide feedback to groups

and individual students, help groups avoid redundant efforts by members,

and ensure that every member is responsible for the final outcome. Individual

accountability can be structured in several common ways:

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Keeping the size of the group small. The smaller the group, the greater

individual accountability could be. Giving an individual test to each student.

Examining students orally by randomly calling on one student to present

his or her group's work to you (in the presence of the group) or to the

entire class. […] Assigning one student in each group the role of checker,

who then asks other group members to explain the reasoning and rationale

underlying the group's answers. Having students teach what they learned to

[their group members].

Group Processing

Effective group work is influenced by whether or not groups reflect on (i.e.,

process) how well they are functioning. A process is an identifiable sequence

of events taking place over time, and a "process goal" refers to the sequence

of events instrumental in achieving outcome goals.

To ensure that small-group processing takes place, instructors allocate some

time at the end of each class session for each cooperative group to process

how effectively members worked together. […] Some keys to successful small-

group processing are allowing sufficient time for it to take place, providing

a structure for processing (such as "list three things your group is doing well

today and one thing you could improve"), emphasizing positive feedback,

making the processing specific rather than general, maintaining students'

involvement in processing, reminding students to use their cooperative skills

while they process, and communicating clear expectations about the purpose

of processing.

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A Sustained Community of Inquiry Contrary to commonly held assumptions, research shows that

highly interactive classes with a strong sense of community do not start with

a group of students that already know and enjoy interacting with each other.

Rather, the primary characteristic of cohesive learning communities is a

shared sense of academic purpose. Affective expressions of appreciation

between students often arise as a byproduct of these purposeful academic

interactions. The instructor is also of primary importance, serving to model

open academic inquiry, a clear sense of purpose, and personalization of

learning/feedback, as well as active, shared experiences throughout the class.

Garrison, Randy D., Thinking Collaboratively: Learning in a Community of Inquiry,

(2016)

(Pg. 16) [A seminal educational theorist], Vygotsky believed that knowledge

evolves through interaction mediated by language. Subsequently this socially

situated view of cognition led to the collaborative constructivist perspective

that learning in an educational sense should be based in an environment

of critical discourse.

(Pg. 74) [Research shows that] social presence is developed by engaging

students in clearly defined academic expectations and affective expressions

did not directly stimulate discussions. […] Thus, it is argued that personal

I. Many paths, same goal

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relationships should naturally result as a byproduct of purposeful academic

interactions. […] Participants identify first with the academic purpose of the

group and, at the outset, social presence should be grounded in open

academic communication and not directly personal relationships.

(Pg. 78) […] Teaching presence has also been shown to be largely responsible

for social and cognitive presence. In support of the central function of

teaching presence as the backbone of a community of inquiry, it has been

shown that in an online context “attainment of the intended learning

outcomes relied more on the teaching presence than on the social and

cognitive presences”.

McGee, P. “Models of Blended Course Design,” Making the Shift to Blended

Learning, (2011).

Three main elements of the Community of Inquiry model for blended learning

designs.

Linder, Kathryn E., The Blended Course Design Workbook: A Practical Guide, (2017)

Pg. 96-97.

Social presence is the inclusion of intentional activities and elements of the

online environment that asks student to communicate and interact with

the instructor or their peers.

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Social presence is important […] because it has been shown to improve

learning, interpersonal relationships, persistence, motivation, and

satisfaction (Jusoff & Khodabandelou, 2009; Rovai, 2002; Tu, 2001). There is

also evidence that social presence indirectly improves short-term memory,

supports knowledge construction and meaning making, and enables critical

thinking (Brookfield, 2012; Garrison, Anderson, & Archer, 2000; Kelley &

Gorham, 1988).

The instructor play a vital role in encouraging interaction in the online

environment, possibly more so than the technology tools that are integrated

in the course […] (Loncar, Barrett, & Liu, 2014). […] To facilitate social

presence, you should design a course that promotes connectedness and

belonging through personalization and shared experiences.

Spanjers, et al., “The promised land of blended learning: Quizzes as a moderator,”

Educational Research Review¸ (2015) 15 59-74.

This implies that simply putting materials online does not automatically

lead to positive results. It is important to thoughtfully consider and rethink

the instructional design, when implementing blended learning. Quizzes or

other regular tests are suggested to be associated with more effective and

more attractive blended learning. This suggests that quizzes or other regular

tests are an important factor in the effectiveness and attractiveness of

blended learning. They are also easy to include in a blended learning

environment and they can score the answers of students and provide the

students with feedback (e.g., Cole & Robertson, 2006; Jia et al., 2012; Riffell &

Sibley, 2005).

Wiggins, Grant, “Seven Keys to Effective Feedback” Feedback for Learning, Vol. 70 (1)

10-16 (September 2012)

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Qualities of Effective feedback

…requires that a [learner] has a goal

…tangible results related to the goal

…is concrete, specific, and useful; it provides actionable information

…is not of much value if the user cannot understand it or is overwhelmed by

it

…in most cases, the sooner I [the learner] get feedback, the better

…having opportunities to use [feedback on subsequent activities]

…[learners] can only adjust their performance successfully if the information

fed back to them is stable, accurate, and trustworthy

Lynn, Jeffrey M., et al., “Strategies for Engaging Learners in a Blended Environment,”

The National Centre for Tertiary Teaching Excellence. (2012). Access 9/27/19.

Top 10 engagement strategies from the literature

GETTING STUDENTS ENGAGED

…Primers for getting student attention: Curiosity, relevance

…Social presence and belonging: Teacher enthusiasm, immediacy and an

inclusive environment

MAINTAINING ENGAGEMENT

…Clear content structure

…Clear, unambiguous instructions and guidelines

…Challenging tasks

…Authentic tasks

…Timely feedback

…Elaborated feedback

RE-ENGAGING STUDENTS WHO DRIFT AWAY OR FAIL TO ENGAGE

…Monitoring and early identification

…Personal contact and negotiated conditions for re-engagement

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Findings

Finding 6: In a blended environment students will engage in a blend of

learning behaviours and activities that have personal efficacy and relevance

for them.

Finding 10: The greatest potential for improving student engagement comes

from using [online] primers [e.g.: readings, videos, recorded lectures to

stimulate curiosity]

Finding 11: Potential dropouts can be retrieved while they are in the ‘zone

of discontent’.

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Student Resistance to “Active” Learning

The Ignatian Pedagogical Paradigm provides faculty a way to talk

about the academic mission at SeattleU. Educating the “whole” person

requires wrestling with significant and complex topics, which should compel

the student to reflect upon their learning and how this affects their future

actions. These important goals require students to apply and practice what

they learn; they cannot be accomplished solely through passive absorption

of course materials. Faculty who are aware of common complaints from

students who are new to this type of learning are better able to lead a class

discussion in order to teach students the value of active learning strategies.

Jesuit Institute, “Ignatian Pedagogy A Practical Approach,” (1993)

(Pg. 4) We are losing faith in the naïve notion that all education, regardless of

its quality or thrust or purpose, will lead to virtue. Increasingly, then, it

becomes clear that if we in Jesuit education are to exercise a moral force in

society, we must insist that the process of education takes place in a moral

as well as an intellectual framework. This is not to suggest a programme of

indoctrination that suffocates the spirit; neither does it look for the

introduction of theoretical courses which are speculative and remote from

reality. What is needed is a framework of inquiry for the process of wrestling

with significant issues and complex values of life, and teachers capable and

willing to guide that inquiry.

II. Common Issues

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(Pg. 13) Confrontation of new knowledge with what one has already learned

cannot be limited simply to memorization or passive absorption of additional

data, especially if it does not exactly fit what one knows. It disturbs a learner

to know that he does not fully comprehend. It impels a student to further

probing for understanding (analysis, comparison, contrast, synthesis,

evaluation) all sorts of mental and/or psychomotor activities wherein students

are alert to grasp reality more fully.

(Pg. 16) The term ‘action’ here refers to internal human growth based upon

experience that has been reflected upon as well as its manifestation

externally. It involves two steps:

(a) Interiorized choices

After reflection, the learner considers the experience from a personal, human

point of view. Here in light of cognitive understanding of the experience and

the affections involved (positive or negative), the will is moved.

(b) Choices externally manifested

In time, these meanings, attitudes, values which have been interiorized, made

part of the person, impel the student to act, to do something consistent with

this new conviction. If the meaning was positive, then the student will likely

seek to enhance those conditions or circumstances in which the original

experience took place. For example, if the goal of physical education has been

achieved, the student will be inclined to undertake some regular sport during

his [or her] free time.

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Wallace, M. L., et al. (2014). “Now, what happens during class?” Using team-based

learning to optimize the role of expertise within the flipped classroom. Journal on

Excellence in College Teaching, 25(3&4), 253-273.

What matters most is creating space during class for active learning [, which

replaces] teaching by telling [as] the central focus of class time, with the

learning paradigm, where students actively engage in the process of learning.

The learning paradigm emphasizes “learning to be” (practicing applying the

content to develop expertise gained by experience) rather than “learning

about” (covering content to “pack the brain” with facts and formulas for

future use).

During class, the expert’s presence is crucial to intervene at the appropriate

times, to resolve misconceptions, or to lead the apprentices through the

confusion when they get stuck. Outside of class, the cognitive coach spends

time and effort designing and developing effective learning experiences for

acquiring content knowledge before class, applying that knowledge during

class, and extending practice either after class or during the following

class.

Talbert, Robert, “Three Critical Conversations Started and Sustained by Flipped

Learning,” Faculty Focus, March 2nd, 2015.

Student comment: “I wish you would just teach the class.”

Conversation-starter: Why do we have classes?

---

Student comment: “I learn best through listening to a lecture.”

Conversation-starter: How does one learn?

---

Student comment: I shouldn’t have to teach myself the subject.

Conversation-starter: Why are we here?

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Felder, Richard M., “Navigating the Bumpy Road to Student-Centered Instruction,”

College Teaching, (44), 43-47 (1996).

Woods (1994) observes that students forced to take major responsibility for

their own learning go through some or all of the steps psychologists

associate with trauma and grief:

1. Shock: "I don't believe it-we have to do homework in groups and she isn't

going to lecture on the chapter before the problems are due?"

2. Denial: "She can't be serious about this-if I ignore it, it will go away."

3. Strong emotion: "I can't do it-I'd better drop the course and take it next

semester" or "She can't do this to me-I'm going to complain to the

department head!"

4. Resistance and withdrawal: "I'm not going to play her dumb games-I

don't care if she fails me."

5. Surrender and acceptance: "OK, I think it's stupid but I'm stuck with it and

I might as well give it a shot."

6. Struggle and exploration: "Everybody else seems to be getting this-maybe

I need to try harder or do things differently to get it to work for me."

7. Return of confidence: "Hey, I may be able to pull this off after all-I think

it's starting to work."

8. Integration and success. "YES! This stuff is all right-I don't understand why

I had so much trouble with it before."

In the remainder of this paper, we list common faculty concerns about

student-centered instructional methods and offer responses. Much of the

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discussion involves issues associated with cooperative learning, the method

that in our experience occasions the most vehement student resistance.

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Student Collaboration (i.e.: group work)

It is important to design small group assignments that encourage

individual accountability, and provide students a method for addressing

concerns about their group members’ contributions. Additionally, student

learning gains are found in intentionally designed “study groups” where

students first work individually, and then share answers with their group

members. Students in these successful small groups promote each other’s

success, but are also individually accountable. Faculty should design activities

to incorporate these characteristics.

Vaughn, Norman D. et al., Teaching in Blended Learning Environments: Creating and

Sustaining Communities of Inquiry, (2013).

(Pg. 42) Grading a collaborative assignment needs special considerations as

tensions and inequities may arise in terms of individual contributions. For

this reason, consideration should be given to having students work

collaboratively to a point, but then have students submit individual

assignments based on different perspectives or components of a larger

problem. Even though students submit individual assignments, the group

may, for example, do a collaborative presentation with a grade assigned for

the group.

II. Common Issues

27

Centre for Teaching Excellence, University of Waterloo, “Making Group Contracts,”

Accessed 10/3/19.

A group contract is a document that a group creates to formalize the

expectations of group members. A group contract should contain the

following:

Group members’ names and contact information

Expectations (ground rules) regarding preparation for and attendance

at group meetings, frequency and duration of meetings, and

communication. The contract should focus on behaviours that will be

expected of all group members and should only include those

behaviours that are crucial to the group's effectiveness. Groups could

aim for five-seven ground rules.

Assignment of specific tasks, roles, and responsibilities along with due

dates. The group can itemize the tasks to be completed for the project

and provide a space for each group member to sign up for that task.

Outline of the specific process for dealing with unmet expectations or

other problems that might arise.

An agreed-upon method for peer feedback during the project so that

problems can be addressed before the project ends.

A place for each group member to sign, indicating their agreement to

the contract.

A place for group members to sign once the project is completed to

indicate whether or not they agree that all group members contributed

as expected and, therefore, earn the group grade.

28

(See article for sample contract templates that can be shared with students)

Also see Possible Group Work Roles

Foldnes, Njål, “The flipped classroom and cooperative learning: Evidence from a

randomized experiment,” Active Learning in Higher Education, 2016, Vol. 17(1) 39–

49.

How the flipped classroom was implemented differed. In ‘study 1’, all online

material was made available from the beginning of the course. Students

worked as individuals (rather than in a group or team) throughout the

course. There was a limited amount of peer interaction during class time,

with each student getting help and feedback from the instructor mainly on an

individual basis. […] In ‘study 2’, the flipped classroom was organised with

students being asked to work in groups/teams that lasted the whole

semester. This was facilitated by sequential delivery of material, week by week.

A typical learning session in the flipped classroom first consisted of individual

work on a set of exercises, then teamwork on the same set of exercises, with

discussions leading to a common team answer to each exercise. At the end of

the session, the instructor then briefly demonstrated how to solve the

exercises. It might be argued that this particular kind of cooperative group

work, based on actively answering questions with almost instant feedback, is a

powerful learning tool in itself, much more so that the cooperative nature of

the work. However, team-based learning (Michaelsen et al., 2002) advocates a

particular kind of collaborative work, based on answering questions both

individually and in group. The feedback a student receives is first and

foremost from fellow students in a group, so learning through instant

feedback should be seen as part of a cooperative learning experience. […] A

highly significant increase in performance was found, 12 percentage

points, in the flipped group relative to the lecture group. This effect was the

same for both weak and strong students.

29

Johnson, David W., “Cooperative Learning: Improving University Instruction by Basing

Practice on Validated Theory,” Journal on Excellence in College Teaching, 25(3&4),

85-118.

Simply assigning students to groups and telling them to work together does

not in and of itself result in cooperative efforts. There are many ways in which

group efforts may go wrong. […] Faculty need to structure cooperative

lessons so that students are positively interdependent, are individually

accountable, promote each other’s success, appropriately use social skills,

and periodically process how they can improve the effectiveness of their

efforts.

Over 305 research studies have been conducted on cooperation at the

university level. Cooperative learning is the instructional procedure of choice

whenever faculty wish to maximize student learning, ensure that highly

complex or difficult material is understood and mastered, and maximize

long-term retention.

Journal on Excellence in College Teaching (special issue on group work)

30

Table of Contents

S d

REMEDY: Synthesize the Discussion

Coursework Overload Ensure you don’t simply add asynchronous learning activities to

your existing syllabus. Remember your course learning objectives week-to-

week and design learning experiences that have a clear connection to these

objectives in order to avoid “course-and-a-half” syndrome.

“Lessons Learned,” UWMilwaukee at: http://www4.uwm.edu/ltc/hybrid/about_hybrid/lessons.cfm

(Accessed April 20, 2020)

Course redesign is central to developing effective hybrid courses. A strong tendency

exists for instructors to introduce online work to their traditional syllabus as an add-

on, producing what we call the course-and-a-half syndrome. Most first-time hybrid

instructors say in retrospect that they did require too much of their students simply

because they took face-to-face components of their course and piled on a

variety of online assignments. In effect, the course-and-a-half syndrome results

from an instructor attempting to manage parallel face-to-face and online learning

activities in tandem, without fully integrating the two. […]

II. Common Issues