Blended and Online Learning@Carleton
NFOAugust, 2015
Before we start…
• When you hear the terms ‘blended’ and/or ‘hybrid’ course what comes to your mind? In other words, how would you define ‘blended’ learning?
Possibilities/Types
Tech. Enriched
- 100% face to face instruction
- Some materials placed online (cuLearn)
- Often “content driven”
Blended
- Mix of face to face and online instruction
- Materials and learning activities online
- Reduction of class time (20-80%)
Fully Online
- 100% online- Ideally learner
driven
Example
Pre-reading Pre-quiz Lecture/Problem Solving Practice Discussion/Lab Homework
Online Online In class
Faculty
Online In class
TAs
Online
Blended Courses @ Carleton
Fully Online Learning
• 100% online; no in-person interaction• Ideally learner-driven
• At Carleton – two types of online courses– Classroom recorded courses – Web-based courses
Classroom Recorded Type Courses
• Traditional style of distance course offered at Carleton, often referred to as TV courses.
• Started in 1978 as itv, renamed CUTV in 2003 and CUOL in 2011.
• Until now a channel on Ottawa area Cable TV service. This fall channel will be dropped so these will no longer be “TV courses”.
Classroom Recorded Type Courses
• In-class section on-campus with online sections also available to students– Live Streamed as recorded (free)– Video-on-Demand (VOD) by subscription (fee)– PPV individual lecture online access (fee)– On-campus viewing CUOL/Library (free)– Five classrooms are equipped to record:
Theater B, C264 LA, 103 SC, 624 SA, 404 SA.
Classroom Recorded Type Courses
• These courses also have a strong cuLearn component (announcements, auxiliary materials, discussion forums, assessment submission, etc.)
• CUOL assists with on-campus exam scheduling/proctoring as well as individual distance student arrangements. Also assignment return, and general student support.
Online Course Growth
2009-10 2010-11 2011-12 2012-13 2013-14 2014-150
20
40
60
80
100
120
140
160
# of CUOL Courses
# of Courses
Enrollment Growth
2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 2014/20150
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
1035411172
12424
15102
17075
18360
5306 56136050
7022
8538
9903.29999999999
3641192
2540
CUOL Registrations 2009/10 - 2014/15
Total CUOL RegistrationsStudentsWeb course registrations
Video on Demand (VOD)
• 75% of CUOL section students and up to 15% of in-class students subscribe.
• $50 per course per term • Access to lectures as streamed video or
downloadable files.• Access remains to end of deferred exam
period for course.
CUOL Student Centre
• D299 Loeb Building• VOD viewing kiosks available 24/7• Student support for course selection,
registration, examination arrangements, etc.• Home of CU Testing Centre – proctoring
services for Ottawa area students of other institutions needing exam invigilation. NTCA certified.
Web Type Online Courses
• Insert screenshots
Course Growth
Carleton• 2012: 2 courses
• 2013: 11 courses
• 2014: 26 courses
• 2015: 46 courses
Ontario context• Queen’s: Four general BA
programs (3 year)– English, History, Psychology,
Global Development– 65 courses
• Waterloo: Five general programs (four 3-year, one 4-year)– Liberal Studies, English,
French Studies, Philosophy, Social Development Studies
– 117 courses
Ontario Online Initiative
• Carleton awarded funding for 15 initiatives in last two years
• 2014: 6 courses• 2015: 5 courses + 3 modules• New round of funding – fall 2015
Question
• What benefits and challenges do you think blended and online education has for your students and you?
Benefits
Students: • Flexibility and increased interactivity• Literature suggests that students perform better
in blended courses• Discussions online: time to think through and
edit responses (great for introverts, ESL students)
• Multiple media formats available• Develop digital literacy and other tech. related
skills
Benefits
Instructors: • Flexibility• Possibility to enrich your teaching and bring
guest speakers from any place in the world • You can plan, revise and test parts of your
course and activities in advance • Going through the process of planning and
building a blended or online course can improve your face-to-face teaching
Challenges
• Students:– Moving from passive to active participants– Potentially more work/effort– Procrastination? Time management skills?– Digital natives?
Challenges cont.
• Faculty: – Learning curve and effort– Separation of learners and teachers in time and
space– Workload differences? – Technology can fail – Written vs. verbal communication– DFW rates
Support
• Teaching and Learning Services– EDC
• Educational Developers, Instructional Designers, Educational Technologists
• Professional development– Blended and Online Teaching Certificate program– cuOpen
– CUOL• Kick starter fund for web based initiatives (blended/online)• Media support and production• Student and administrative support
Top Related