2017What is the Blend in Online Instruction 1
Blended Online Instruction
WHAT IS THE BLEND IN
BLENDED ONLINE
LEARNING
The Ohio State University
DAVID STEIN,PH.D
Our Time Together Today
BEGIN TO DEVELOP A COMMUNITY OF PRACTICE
GENERATE ISSUES
SHARE RESOURCES
SHARE BEST PRACTICES
DEVELOP WAYS TO CONTINUE THE DIALOGUE
Our Community
WHEN DID YOU FIRST BECOME ENGAGED IN
BLENDED LEARNING AS STUDENT OR INSTRUCTOR?
YEAR AND ACTIVITY?
What is E Learning?
E-Learning is…..
Community of Practice
We define community of practice as
a persistent network of practitioners
who share and develop a common
learning agenda including norms
for practice, values, and modes of
problem solving based on lessons
learned from the workplace (Barab,
MaKinster, & Scheckler, 2004).
Community of Practice
In a community of practice, tacit
knowledge is made explicit, and
practice can be transformed
through the critical and reflective
thought about practice (Stuckey &
Barab, 2010).
Community of Practice
A goal for this community of
practice is to become an electronic
knowledge building community for
blended learning; a space for
sharing experiences, offer
guidance, discuss issues, and create
new understandings about our
practice.
Our Agenda
Defining Blended
Learning
Characteristics
Why Blend
Results of Blending
Defining Blended Learning
Blending is a transitory
term
Seat Time
Online learning
Consortium
“Online course activity replaces at least
30 percent of required face-to-face
meetings. When the technologies used for
education and communication outside the
classroom are used to supplant some of
the classroom work, reducing the time
actually spent in the classroom, the result
is a blended or hybrid course.“
Defining Blended Learning
As a proportion of on online Content
face to face– 0% online content
web-enhance – 1-29% online content
blended – 30-79% online content
complete online- 80-100%
Mix of pedagogy, methods outcomes, resources,
i.e. correspondence with tutors onsite, video
lectures with asynchronous discussions, at
home work with practice in class
Blended vs. Hybrid
Blended - Courses in which a significant amount of the
activities are implemented in a face-to-face classroom
setting. Some materials available online. No online
instruction time is substituted for f2f time.
Hybrid - Courses in which a significant amount of the
learning activities have been moved online, and time
traditionally spent in the classroom is reduced but not
eliminated ( Lindeman 2oo5 quoting Garnham & Kaleta,
2002)
Flipped and Hyper-Flex
Flipped Classroom- independent study and in
class session
A flipped classroom learners receive content
at home, and practice working through it at
school.
Flipped
Hyper-flex classroom – multiple formats for
learners. May or may not have required face
to face components.
What is in the mix
Space- From the physical to the virtual
Time- from real time to distributed time
Fidelity – from all senses to text only
Connections- from high touch to low touch
Collaboration- from self paced to
interdependent learning
Communication from one to many to many to
many
Feedback – from immediate to delayed
Why Blended Learning
Enabling- access and convenience
Enhancing- incremental change to the way we teach
Transforming radical transformation- ways of
intellectual activity not possible without the
technology.
Flexibility to meet different learning styles
Efficient use of learner and instructor time
Introduces variation in exploring and mastering
content
Administrative concerns- use of space
Blended Learning
Blended Learning
Developing a learning ecology:
Blended is a transitory term.
Combining instructional modalities
Usually incorporates varying proportions of
online and co present (face to face) spaces (does
this really mean physical presence)
Use of time, place and space to create variations
in how content is acquired and mastered.
Time to Ask Questions
A case Study
The Situation:
A required course in contemporary issues in the
education of adults for working adult graduate
and upper division undergraduate student
90+% work and are not geographically present
on campus.
Problem: How to encourage high levels of
interaction in a course scheduled for three
hours one evening per week during the cold
winter months.
Case Continued- The Design
Three in-classroom sessions
Introduce the class
Midpoint review
Concluding session
Learners Select own Learning Places
web-conferencing rooms
chat rooms
coffee shops/library/other community spaces
Optional instructor led web conferences
Case Continued- Design
Session notes and assignments posted on
LMS
Learners meet in discussion groups ( with
guidance) to address issue for the week and
create a group response ( small group)
Group responses are posted in the whole
class discussion board
Whole class engages in a discussion focused
on the different perspectives ( large group)
Activity
Generate a list of 5 issues/problems/best
practices that are important to you in relation
to blended learning
Write them on your paper using a few
descriptive terms
Blended Learning Outcomes
Learners are more
satisfied with Blended
learning as compared to
other modalities
Key to success is in the
design including the
instructor’s involvement
and support
Overall, learners in
blended courses
outperformed learners
in face to face and
completely online
WHAT IS THE BLEND IN
BLENDED ONLINE
LEARNING
The Ohio State University
DAVID STEIN,PH.D
Our Time Together Today
BEGIN TO DEVELOP A COMMUNITY OF PRACTICE
GENERATE ISSUES
SHARE RESOURCES
SHARE BEST PRACTICES
DEVELOP WAYS TO CONTINUE THE DIALOGUE
Our Community
WHEN DID YOU FIRST BECOME ENGAGED IN
BLENDED LEARNING AS STUDENT OR INSTRUCTOR?
YEAR AND ACTIVITY?
What is E Learning?
E-Learning is…..
Community of Practice
We define community of practice as
a persistent network of practitioners
who share and develop a common
learning agenda including norms
for practice, values, and modes of
problem solving based on lessons
learned from the workplace (Barab,
MaKinster, & Scheckler, 2004).
Community of Practice
In a community of practice, tacit
knowledge is made explicit, and
practice can be transformed
through the critical and reflective
thought about practice (Stuckey &
Barab, 2010).
Community of Practice
A goal for this community of
practice is to become an electronic
knowledge building community for
blended learning; a space for
sharing experiences, offer
guidance, discuss issues, and create
new understandings about our
practice.
Our Agenda
Defining Blended
Learning
Characteristics
Why Blend
Results of Blending
Defining Blended Learning
Blending is a transitory
term
Seat Time
Online learning
Consortium
“Online course activity replaces at least
30 percent of required face-to-face
meetings. When the technologies used for
education and communication outside the
classroom are used to supplant some of
the classroom work, reducing the time
actually spent in the classroom, the result
is a blended or hybrid course.“
Defining Blended Learning
As a proportion of on online Content
face to face– 0% online content
web-enhance – 1-29% online content
blended – 30-79% online content
complete online- 80-100%
Mix of pedagogy, methods outcomes, resources,
i.e. correspondence with tutors onsite, video
lectures with asynchronous discussions, at
home work with practice in class
Blended vs. Hybrid
Blended - Courses in which a significant amount of the
activities are implemented in a face-to-face classroom
setting. Some materials available online. No online
instruction time is substituted for f2f time.
Hybrid - Courses in which a significant amount of the
learning activities have been moved online, and time
traditionally spent in the classroom is reduced but not
eliminated ( Lindeman 2oo5 quoting Garnham & Kaleta,
2002)
Flipped and Hyper-Flex
Flipped Classroom- independent study and in
class session
A flipped classroom learners receive content
at home, and practice working through it at
school.
Flipped
Hyper-flex classroom – multiple formats for
learners. May or may not have required face
to face components.
What is in the mix
Space- From the physical to the virtual
Time- from real time to distributed time
Fidelity – from all senses to text only
Connections- from high touch to low touch
Collaboration- from self paced to
interdependent learning
Communication from one to many to many to
many
Feedback – from immediate to delayed
Why Blended Learning
Enabling- access and convenience
Enhancing- incremental change to the way we teach
Transforming radical transformation- ways of
intellectual activity not possible without the
technology.
Flexibility to meet different learning styles
Efficient use of learner and instructor time
Introduces variation in exploring and mastering
content
Administrative concerns- use of space
Blended Learning
Blended Learning
Developing a learning ecology:
Blended is a transitory term.
Combining instructional modalities
Usually incorporates varying proportions of
online and co present (face to face) spaces (does
this really mean physical presence)
Use of time, place and space to create variations
in how content is acquired and mastered.
Time to Ask Questions
A case Study
The Situation:
A required course in contemporary issues in the
education of adults for working adult graduate
and upper division undergraduate student
90+% work and are not geographically present
on campus.
Problem: How to encourage high levels of
interaction in a course scheduled for three
hours one evening per week during the cold
winter months.
Case Continued- The Design
Three in-classroom sessions
Introduce the class
Midpoint review
Concluding session
Learners Select own Learning Places
web-conferencing rooms
chat rooms
coffee shops/library/other community spaces
Optional instructor led web conferences
Case Continued- Design
Session notes and assignments posted on
LMS
Learners meet in discussion groups ( with
guidance) to address issue for the week and
create a group response ( small group)
Group responses are posted in the whole
class discussion board
Whole class engages in a discussion focused
on the different perspectives ( large group)
Activity
Generate a list of 5 issues/problems/best
practices that are important to you in relation
to blended learning
Write them on your paper using a few
descriptive terms
Blended Learning Outcomes
Learners are more
satisfied with Blended
learning as compared to
other modalities
Key to success is in the
design including the
instructor’s involvement
and support
Overall, learners in
blended courses
outperformed learners
in face to face and
completely online