WHAT IS THE BLEND IN
BLENDED ONLINE
LEARNING
DAVID STEIN,PH.D
BEGIN TO DEVELOP A COMMUNITY OF PRACTICE GENERATE ISSUES
SHARE RESOURCES SHARE BEST PRACTICES
DEVELOP WAYS TO CONTINUE THE DIALOGUE
WHEN DID YOU FIRST BECOME ENGAGED IN BLENDED LEARNING AS STUDENT OR INSTRUCTOR?
YEAR AND ACTIVITY?
What is E Learning?
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
Community of Practice
In a community of practice, tacit
knowledge is made explicit, and
practice can be transformed
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
Our Agenda
Defining Blended
Learning
Characteristics
Why Blend
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
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
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.
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
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
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
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
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.
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
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
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
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
