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.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
teaching blended learning courses
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.
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.
The discussion board in Kathleen Lowney’s large blended (or hybrid) section of introduction to sociology at Valdosta State University wasn’t serving its intended purpose of engaging learners with the content and preparing them for face-to-face class sessions. She tried dividing the students into smaller discussion groups of 50 and then 20, and the results were the same: the weaker students waited until the last minute and essentially repeated what the better students had posted previously. When she replaced the public discussions with private journals, the quality of students’ posts improved, as did their grades.
Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes. However, a variety of constraints often affect the way blended courses are developed, which can compromise their quality.
Blended learning course design, a deliberate combination of face-to-face and online learning, requires a shift in thinking in what it means to teach and what it means to learn.
When we maintain our focus on learning, the means used to help students learn dominates our thinking. Too often teachers can fall into the trap of testing students only on lower-level material (knowledge and comprehension questions). When exams become the only means to assess learning, a teacher becomes a carpenter with only a hammer: all problems start to seem like nails.
Blending learning involves using a combination of face-to-face interactions and online interactions in the same course. Students still regularly meet in the classroom in a blended course, but the frequency of those meetings is usually decreased. The goal of blended learning is to facilitate greater student learning and could thus fit within a learner-centered paradigm.
“Hybrid education” has become a hot catchphrase recently as faculty blend face-to-face learning with online technology. But the growth of hybrid education has been steered by the unstated assumption that hybrid technology should be used to facilitate discussion outside of the classroom, while classroom time should be spent lecturing.
In the 2009 report, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, the Department of Education reported that “on average, students in online learning conditions performed better than those receiving face-to-face instruction.”