Give ‘Em What They Want: Give ‘Em What They Want: Blended Learning in a Large Blended Learning in a Large Introductory Psychology CourseIntroductory Psychology Course Mark A. Laumakis, Ph.D.

San Diego State University

Lecturer, Department of Psychology

Faculty in Residence,

Instructional Technology Services

laumakis@sciences.sdsu.edu

Millennial Generation Millennial Generation StudentsStudents

Millennial Generation Millennial Generation StudentsStudents

More on MillennialsMore on Millennials

More on MillennialsMore on Millennials

Frand’s Information Age Frand’s Information Age Mindset:Mindset:

Ten AttributesTen Attributes1.1. Computers aren’t Computers aren’t

technology.technology.2.2. The Internet is better The Internet is better

than TV.than TV.3.3. Reality is no longer Reality is no longer

real.real.4.4. Doing is more Doing is more

important than important than knowing.knowing.

5.5. Learning more closely Learning more closely resembles Nintendo resembles Nintendo than logic.than logic.

6.6. Multitasking is a way Multitasking is a way of life.of life.

7.7. Typing is preferred to Typing is preferred to handwriting.handwriting.

8.8. Staying connected is Staying connected is essential.essential.

9.9. There is zero There is zero tolerance for delays.tolerance for delays.

10.10. Consumer and Consumer and creator are blurring.creator are blurring.

EDUCAUSE Center for Applied Research EDUCAUSE Center for Applied Research (ECAR) Study of Undergraduate Students (ECAR) Study of Undergraduate Students

(2008)(2008)

Link: Link: http://tinyurl.com/6a9587http://tinyurl.com/6a9587

Major findings:Major findings: 80% own laptops, 54% own desktops, and 33% 80% own laptops, 54% own desktops, and 33%

own bothown both 59% prefer a 59% prefer a moderatemoderate amount of IT in their amount of IT in their

coursescourses Students in focus groups emphasized the value of Students in focus groups emphasized the value of

face-to-face interaction with instructorsface-to-face interaction with instructors

EDUCAUSE Center for Applied Research EDUCAUSE Center for Applied Research (ECAR) Study of Undergraduate Students (ECAR) Study of Undergraduate Students

(2008)(2008)

Major findings continued:Major findings continued:

StatementStatement % Agree% Agree

The use of IT in my courses The use of IT in my courses improves my learning.improves my learning.

46%46%

I get more actively involved I get more actively involved in courses that use IT.in courses that use IT.

32%32%

IT makes doing my course IT makes doing my course activities more convenient.activities more convenient.

66%66%

ECAR ConclusionECAR Conclusion“… “… Net Generation students, along with older students, Net Generation students, along with older students,

report that they are not looking for extensive use of IT report that they are not looking for extensive use of IT when it comes to their academic courses. They do not when it comes to their academic courses. They do not take lots of entirely online courses, and most indicate that take lots of entirely online courses, and most indicate that even when course lecture materials are posted online, even when course lecture materials are posted online, they still attend classes. Instead there is a widespread they still attend classes. Instead there is a widespread attitude that IT resources are best situated in learning attitude that IT resources are best situated in learning environments where technology is balanced with other environments where technology is balanced with other learning activities, especially face-to-face interactions with learning activities, especially face-to-face interactions with faculty and students in the classroom. As one engineering faculty and students in the classroom. As one engineering major summed up, ‘I feel that IT is a wonderful tool when major summed up, ‘I feel that IT is a wonderful tool when it is fully understood by both the course instructor and the it is fully understood by both the course instructor and the students. Anything less than that and the tool suddenly students. Anything less than that and the tool suddenly becomes something that merely looks pretty, or in the becomes something that merely looks pretty, or in the worst case, is a clunky monster.’” (pp. 10-11)worst case, is a clunky monster.’” (pp. 10-11)

Implications for Higher Implications for Higher EducationEducation

Today’s students expect education to emphasize the Today’s students expect education to emphasize the learning process more than a canon of knowledgelearning process more than a canon of knowledge

They want to be part of learning communitiesThey want to be part of learning communities Instructor’s role must change from “sage on the Instructor’s role must change from “sage on the

stage” to “guide on the side”stage” to “guide on the side” Goal must be to match the appropriate use of Goal must be to match the appropriate use of

technology with the content, the instructor’s technology with the content, the instructor’s personal style, and the student’s learning stylepersonal style, and the student’s learning style

Blended learning/hybrid courses may represent an Blended learning/hybrid courses may represent an optimal choice for today’s studentsoptimal choice for today’s students

What I Teach: Mega CoursesWhat I Teach: Mega Courses Two 500-student sections of Two 500-student sections of

Psychology 101 (Introductory Psychology 101 (Introductory Psychology)Psychology) One fully face-to-face (traditional)One fully face-to-face (traditional) One in a blended learning format (45% One in a blended learning format (45%

online)online)

Setting the StageSetting the Stage

Spent Summer 2006 redesigning Psych 101 for Spent Summer 2006 redesigning Psych 101 for a blended learning formata blended learning format Blended learning integrates online and face-to-face Blended learning integrates online and face-to-face

activities in a planned, pedagogically valuable activities in a planned, pedagogically valuable manner (Sloan-C Workshop on Blended Learning, manner (Sloan-C Workshop on Blended Learning, 2005) 2005)

Utilized fundamental principles of instructional Utilized fundamental principles of instructional designdesign

Employed scholarship of teaching approachEmployed scholarship of teaching approach

Extensive use of CPS clickersExtensive use of CPS clickers ConceptCheck questionsConceptCheck questions AttendanceAttendance DemonstrationsDemonstrations Anonymous pollingAnonymous polling Predicting outcomesPredicting outcomes Peer instruction (Mazur)Peer instruction (Mazur)

Extensive use of multimedia in PsychPortalExtensive use of multimedia in PsychPortal Videos, demonstrations, and simulationsVideos, demonstrations, and simulations

Face-to-Face Classes Face-to-Face Classes

Clicker ConceptCheck Clicker ConceptCheck QuestionQuestion

Clicker Results ChartClicker Results Chart

16

Clicker Data: Spring 2008Clicker Data: Spring 2008

QuestionQuestion % Agree or % Agree or Strongly AgreeStrongly Agree

Class clicker usage makes me more likely to Class clicker usage makes me more likely to attend class.attend class.

92%92%

Class clicker usage helps me to feel more Class clicker usage helps me to feel more involved in class.involved in class.

84%84%

Class clicker usage makes it more likely for me to Class clicker usage makes it more likely for me to respond to a question from the professor.respond to a question from the professor.

92%92%

I understand why my professor is using clickers in I understand why my professor is using clickers in this course.this course.

94%94%

My professor asks clicker questions which are My professor asks clicker questions which are important to my learning.important to my learning.

92%92%

Online SessionsOnline Sessions

Delivered via Wimba ClassroomDelivered via Wimba Classroom Live sessions were archived for later Live sessions were archived for later

viewingviewing Sessions includedSessions included

Mini-lecturesMini-lectures DemonstrationsDemonstrations Polling questionsPolling questions Feedback at the end of each session via Feedback at the end of each session via

polling questionspolling questions

Wimba Classroom InterfaceWimba Classroom Interface

Polling Question in Wimba Polling Question in Wimba ClassroomClassroom

Fall 2006-Spring 2007 Fall 2006-Spring 2007 EvaluationEvaluation

Evaluation led by Marcie Bober, Ph.D. Evaluation led by Marcie Bober, Ph.D. (Educational Technology)(Educational Technology)

Efforts supported by Academic Affairs, Efforts supported by Academic Affairs, Instructional Technology Services, and Instructional Technology Services, and College of SciencesCollege of Sciences

Initial evaluation is part of ongoing Initial evaluation is part of ongoing evaluation processevaluation process Course (re)design is an iterative processCourse (re)design is an iterative process Focus on continuous improvementFocus on continuous improvement

Evaluation Tools and Evaluation Tools and StrategiesStrategies

Multimethod approach included the Multimethod approach included the following:following:

1.1. Week 7 “How’s It Going?” Online Week 7 “How’s It Going?” Online SurveySurvey

2.2. In-class ObservationsIn-class Observations3.3. IDEA Diagnostic SurveyIDEA Diagnostic Survey4.4. Student Focus GroupsStudent Focus Groups5.5. Departmental Course EvaluationsDepartmental Course Evaluations6.6. Course GradesCourse Grades

Evaluation Findings: Evaluation Findings: IDEA Diagnostic SurveyIDEA Diagnostic Survey

Evaluation Findings: Evaluation Findings: IDEA Diagnostic SurveyIDEA Diagnostic Survey

Fall 2006 Fall 2006 BlendedBlended

Fall 2006 Fall 2006 TraditionalTraditional

Spring Spring 2007 2007

BlendedBlended

Spring Spring 2007 2007

TraditionalTraditional

Progress on Progress on objectivesobjectives

7070 7373 7777 7777

Excellent teacherExcellent teacher 6565 6868 6969 6868

Excellent courseExcellent course 6262 7272 7373 7171

Note: Top 10% = 63 or more

Evaluation Findings:Evaluation Findings:Departmental Course Departmental Course

EvaluationsEvaluations

Evaluation Findings:Evaluation Findings:Course Grades (Fall 2006)Course Grades (Fall 2006)

Fall 2006 Grade Distribution

43

8.1

13.5

14.7

35.3

7.9

7.5

33.4

32.9

3.7

0 10 20 30 40 50

F

D

C

B

A

Gra

de

% in Category

Fall 2006 Blended

Fall 2006 Traditional

Evaluation Findings:Evaluation Findings:Course Grades (Spring 2007)Course Grades (Spring 2007)

10.8

13.7

31.7

34.6

9.3

13.6

14.8

28.4

33.6

9.6

0 10 20 30 40

F

D

C

B

A

Gra

de

% in Category

Spring 2007 Blended

Spring 2007 Traditional

Evaluation Findings: Course Evaluation Findings: Course Grades (Fall/Spring Combined)Grades (Fall/Spring Combined)

8.7

10.8

32.6

38.8

8.7

13.6

14.8

31.9

33.3

6.7

0 10 20 30 40 50

F

D

C

B

A

Gra

de

% in Category

Blended

Traditional

Evaluation Findings: Course Evaluation Findings: Course GradesGrades

Fall 2007Fall 2007Fall 2007 Course Grades

12.8

15

34.6

35.8

3.9

15

12.1

33.1

31

8.9

0 10 20 30 40

F

D

C

B

A

Gra

de

% in Category

Blended

Traditional

Evaluation Findings: Course Evaluation Findings: Course GradesGrades

Spring 2008Spring 2008Spring 2008 Course Grades

14%

13%

29%

32%

13%

16%

28%

13%

30%

14%

0% 10% 20% 30% 40%

F

D

C

B

A

Gra

de

% in Category

Blended

Traditional

Summary of Course Grade Summary of Course Grade DataData

Traditional vs. Blended Learning Course Grades:Fall 2006 through Spring 2008

(traditional n= 1941, blended learning n = 1981)

0%

10%

20%

30%

40%

Course Grade

% in

Ca

teg

ory

F2F

BL

F2F 8.48% 36.17% 31.96% 12.51% 10.89%

BL 8.64% 30.98% 31.36% 14.57% 14.46%

A B C D F

31

The Learning ContinuumThe Learning Continuum

20% 40% 60% 80%

EntirelyOn-lineClasses

ConventionalFace-to-Face

Classes

32

Blended Learning = “The Sweet Blended Learning = “The Sweet Spot”Spot”

20% 40% 60% 80%

EntirelyOn-lineClasses

ConventionalFace-to-Face

Classes“The Sweet Spot”

What’s the Latest?What’s the Latest? Introduction of more blended learning courses at Introduction of more blended learning courses at

SDSUSDSU Students now Students now seek outseek out the blended learning section the blended learning section

Continued evolution of online sessionsContinued evolution of online sessions Less lectureLess lecture More demonstrations, simulations, and polling questionsMore demonstrations, simulations, and polling questions

Fully online Psych 101 course in Summer 2008Fully online Psych 101 course in Summer 2008 Course enrollment of 66 students vs. average of 46 in Course enrollment of 66 students vs. average of 46 in

previous 5 years (traditional face-to-face course)previous 5 years (traditional face-to-face course) D/F rate dropped from 14.1% to 11.0%D/F rate dropped from 14.1% to 11.0%

Lessons LearnedLessons Learned Yes, you can do blended learning in a mega Yes, you can do blended learning in a mega

course!course! Course redesign takes time and effortCourse redesign takes time and effort Support is keySupport is key Moving to blended learning format does Moving to blended learning format does NOTNOT

mean moving your face-to-face course onlinemean moving your face-to-face course online You must change the way you teachYou must change the way you teach

Predict problems with technologyPredict problems with technology When we offer blended learning courses, we When we offer blended learning courses, we

are giving students exactly what they wantare giving students exactly what they want