“There’s just not enough time in class with students!” It’s a common faculty complaint, and when students are provided quality course materials they can use outside class, this blended learning approach gives faculty more time in class. A variety of materials can be developed for use outside class. In this article, we’d like to focus on creating video content that students use for a blended learning course.
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Professor Philip LaRocco is reimagining his Energy Business and Economic Development course with digitized lecture materials, collaborative assignments, and real-time feedback. With funding from Columbia University’s Office of the Provost, LaRocco teamed up with the Columbia Center for New Media Teaching and Learning (CCNMTL) to build a learning environment more conducive to the world in which his students currently intern, and plan to work in post-graduation. He is following a “flipped classroom” model—filming some of his lectures and making them available to students prior to class meetings—making way for more elaborate group review, discussions, and other collaborative assignments during class.
Blended learning has gone from being an interesting new hybrid of traditional and online courses to being an expected part of American education. When the Sloan Consortium last studied blended learning in 2007, it found “a lot of room for growth” in the market for blended courses. It found “consumer preference for online and blended delivery far exceeds reported experience,” indicating that demand was ahead of supply at that point.
A few weeks ago, a colleague emailed me about some trouble she was having with her first attempt at blended instruction. She had created some videos to pre-teach a concept, incorporated some active learning strategies into her face-to-face class to build on the video, and assigned an online quiz so she could assess what the students had learned. After grading the quizzes, however, she found that many of the students struggled with the concept. “Maybe,” she wondered, “blended instruction won’t work with my content area.”
Featuring six articles dedicated to blended learning and six articles on the flipped classroom, this free report provides an inside look at how faculty are using these approaches to reshape the college classroom.
Blended learning entails more than simply replacing class time with online course elements or supplementing an online course with face-to-face meetings. To be successful, the online and face-to-face modes need to be integrated by taking into account the learning objectives and the affordances of each mode and deliberately linking what occurs in each mode.
A survey conducted by the Center for Digital Education and Sonic Foundry found that 29 percent of faculty are currently using the flipped classroom model of instruction, with another 27 percent saying they plan to use it within the next 12 months.
Nate Cottle, professor of human environmental sciences at the University of Central Oklahoma, uses the process approach to learning as delineated by William Horton (2006) in his online and blended courses. Cottle spoke to Online Classroom about using this model. “Learning isn’t something that has to be confined to the classroom, and so as I teach blended classes, I think the more I can involve the students in learning and the more contexts I can involve them in, the more they’re going to learn,” he said. “The idea is to get them to slowly digest the information in different ways and to engage in different activities so that by the time the course comes to an end, they can apply the knowledge they have learned. That’s the ultimate goal: to get them to be in a state where they can apply the knowledge.”
Blended learning does not simply involve shifting portions of face-to-face instruction online. Ultimately, a blended course will require reconceptualization of the entire learning process. That’s where ADDIE comes in.
The ADDIE method is an acronym that stands for analysis, design, development, implementation, and evaluation. It is a critically important tool for designing blended courses.
Introductory courses are packed with content. Teachers struggle to get through it during class; students struggle to master it outside of class. Too often learning consists of memorizing material that’s used on the exam but not retained long after. Faculty know they should use more strategies that engage students, but those approaches take time and, in most courses, that’s in very short supply.