Benefits and Strategies in Implementing Blended Learning ...conference.ntu.edu.sg/asaihl/Documents/PPTs/Parallel Session PPT/2... · /Goals I. To review the benefits of blended learning

Benefits and Strategies in

Implementing Blended Learning in

Tertiary Institutes

5 DEC 2014

2014 Association of Southeast Asian Institutions of Higher Learning (ASAIHL) Conference

/ Goals

I. To review the benefits of blended learning II. To describe the strategies used in blended

learning

Benefits and Strategies in Implementing Blended Learning in Tertiary Institute 5 DEC 2014

Research Question: “What are the benefits and strategies of implementing blended learning in tertiary institutes?”

WHAT Definitions of blended learning WHERE Scope of review WHY Benefits of blended learning HOW Strategies to implement blended learning

/ OVERVIEW


Blended learning is the integration of classroom face-to-face learning experiences with online learning experiences. It is complex because there exist “the challenge of virtually limitless design possibilities and applicability to many contexts. (Garrison and Kanuka, 2004)

Blended learning is the combination of computer-mediated instruction with face-to-face instruction. (Graham, 2006)

Graham proposes discarding other definitions of blended learning that focused on the combination of instructional methods or the combination of instructional modalities because these combinations are too broad and encompasses virtually all learning systems.

/ What Definitions of Blended

Learning


/ What Definitions of Blended Learning


• A combination of face-to-face learning and online learning modes

• Blending is achieved through

Classroom instruction with online instruction Online instruction with access to a coach or faculty member Simulations with structured courses

• The terms "blended," "hybrid," and "mixed-mode"

are used interchangeably in current research and literature.

Blended learning involves a complex structure, which consists of the advantageous components of traditional (face-to-face) and online learning.

/ What Patterns of Blended Learning

BLENDED LEARNING- BENEFITS AND STRATEGIES 5 DEC 2014

/ Where Scope of review


• Search for peer-reviewed articles from September 2004 to September 2014 from databases:

1. Academic Search Premier 2. Art Source 3. Business Source Premier 4. Computer Source 5. eBook Collection (EBSCOhost) 6. Education Research Complete 7. ERIC 8. Library, Information Science & Technology Abstract 9. MAS Ultra- School Edition 10. Professional Development Collection 11. PsycARTICLES

• Keywords were “blended learning”, “tertiary” ,

“strategies” and “benefits”

/ Where Scope of review


/ Why Benefits of blended learning




• Student-centred learning • Active learning • Student engagement • Flexible learning • Collaborative learning • Interaction with peers and resources • Learning conversations • Build seamless learning community • Learner satisfaction • Equity • Autonomy

Of 13 variations of online learning, blended learning and collaborative/ instructor-led were the only statistically significant influences on effectiveness. Means et al (2010)

Meta-analysis of effectiveness of BL in higher education found that in terms of achievement outcomes, BL conditions exceed Classroom Instruction (CI) by about one third of a standard deviation. Bernard et al (2014)

Study of exam results over four years of nearly 1000 students found that BL has reduced dropout rates and improved exam scores. Passing rates increased from 40% to over 60%. Drop-out rate of students taking exams reduced by 9%. Lopez-Perez et al (2011)



/ How Strategies to implement

blended learning


“Among the number of Web 2.0 tools, the educational field is still searching for frameworks for thinking about how to design learning experiences using Web 2.0 technologies”

— Bower, Hedberg and Kuswara (2010) p. 179.

The integration of technology into teaching and learning is a key challenge and this is an essential challenge to overcome before BL can be implemented successfully.

Source Strategies in Implementing Blended Learning Level

Applebee, Ellis & Sheely (2004)

Focuses on organisation efforts to implement ICT. Faculty ICT representatives reporting direct to the dean of each faculty, 3 days training programs for staff, informal activities like lunchtime sharing.

Institutional- process

Quinn et al (2012) Uses John Kotter’s eight-step process to make the change for BL. 1. Compelling reason to embrace change 2. Guiding Coalition of staff and students who support the change 3. Vision and Strategy for directors and motivation 4. Communicate Vision to students- must “walk the talk” 5. Empower students to act by removing perceived barriers 6. Plan for and acknowledge a few short term wins to demonstrate progress 7. Consolidate gains using credibility to encourage more change 8. Integrate into Culture

Institutional-process

Skelton (2008) Uses WEBLEI as instrument to measure interaction, access, response and results. Study stresses that an 'optimal blended learning environment should include a teaching presence, attendance and assessment of participation, online assessment, internet features and opportunities for student interaction.'(pg 92).

Institutional- framework


blended learning



Alayyar, Fisser & Voogt (2012)

Uses control group and TPACK framework to design an online support learning environment by focusing on human and online support. Teachers are placed in Design Teams. DT teams in BL learned about ICT tools and became less dependent on instructor.

Faculty-Framework

Alammary, Sheard & Carbone (2014)

Classifies the different design approaches for BL based on the different definitions of BL. Three approaches of high-impact to low-impact according to potential changes to student learning and teaching program. Examine each in turn with their associated benefits and challenges.

Faculty-design approaches

Gómez & Duart (2012)

Uses student survey, student interviews, lecture interviews and a subject design and planning observation guide. Looks at BL using the framework of Vygotsky and Engestrom activity system. Looks at how it is carried out in F-F, distance and individual and group to achieve the learning outcomes.

Faculty-Vygotsky & Engestrom activity system


blended learning



Ash (2012) White paper stating different models for use in blended learning. Rotation model, station-rotation model, lab-rotation model, flipped-classroom model, individual-rotation model, Flex model, Self-Blend model, Enriched virtual model

Classroom- models

El-Mowafy, Kuhn & Snow (2013)

Looks at classroom learning, online and mobile learning in context of surveying education. Uses six steps- analysing existing course, benchmarking, survey of stakeholders, develop new/changed course, feedback and refinement, and approval and implementation. Uses simulation, rubrics, videos, e-tools in surveying course.

Classroom- process

Keegan (2011) Uses transformative pedagogical strategies using critical reflection (feedback), reflective discourse (evaluation), and action (learning and teaching quality). It uses this as the framework in the re-design of the course to infuse elements of reflecting, working together with others and converting these learning to action. Reflective journals and individual digital portfolio and publication project are key deliverables for learners.

Classroom- framework


blended learning


/ Conclusion


• Benefits of higher passing rates and retention rates with economic benefits for institutions implementing BL. • The improvement in grades and reduction in

drop-out rates will be crucial to persuading more learning professionals to embrace blended learning.

• Wide range of strategies at different levels: • Institutional: John Kotter’s Change

management to WEBLEI • Faculty- TPACK framework to Alammary et al

(2014) design approach • Classroom- Activity theory to blended

learning models

/ Implications


• Instructors • Design BL environment for courses at individual level, school level • Models of blended learning, guiding principles and pedagogical models

of blended learning to adopt, evaluation framework • Instructional strategies, concept of blended learning designs, selection

of tools, assessment for and of learning, design decision-making • Learners

• Readiness of learners (e.g. for collaboration) for effective blended learning

• Self-efficacy, emotion, motivation and satisfaction • Institutions

• Overall coordinated plan for current and subsequent years to meet the diverse designs of blended learning by instructors and schools

• Resource utilization, technical demands and manpower consideration for schools

Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454.

Alayyar, G. M., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning. Australasian Journal of Educational Technology, 28(8), 1298-1316

Anderson, A., Barham, N., & Northcote, M. (2013). Using the TPACK Framework to Unite Disciplines in Online Learning. Australasian Journal Of Educational Technology, 29(4), 549-565

Applebee, A.C., Ellis R.A. & Sheely S.D. (2004). Developing a blended learning community at the University of Sydney: Broadening the comfort zone. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 58-66). Perth, 5-8 December. http://www.ascilite.org.au/conferences/perth04/procs/applebee.html

ASH, K. (2012). Blended learning choices. Education Week, 32(9), S4-S5 Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully

through an online interactive multimedia environment. Calico Journal, 23(3), 533-550. Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of

blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26(1), 87-122.

Bower, M., Hedberg, J. G., & Kuswara, A. (2010). A framework for Web 2.0 learning design. Educational Media International, 47(3), 177-198.

/ References


Chen, W., & Looi, C. (2007). Incorporating online discussion in face to face classroom learning: A new blended learning approach. Australasian Journal of Educational Technology, 23(3), 307-326.

Cheung, W., & Hew, K. (2011). Design and evaluation of two blended learning approaches: lessons learned. Australasian Journal of Educational Technology, 27(8), 1319-1337.

El-Mowafy, A., Kuhn, M., & Snow, T. (2013). Blended learning in higher education: Current and future challenges in surveying education. Issues in Educational Research, 23(2), 132-150.

Garrison, D., & Kanuka, H. (2004) ‘Blended learning: Uncovering its transformative potential in higher education’, Internet and Higher Education, Vol. 7, No. 2, pp. 95-105

Gedik, N., Kiraz, E., & Ozden, M. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1), 1-19.

George-Palilonis, J., & Filak, V. (2009) ‘Blended learning in the visual communications classroom: Student reflections on a multimedia course’, Electronic Journal Of E-Learning, Vol. 7, No.3, pp. 247-256

Gomez L. A. O. & Duart, J. M. (2012) ‘A hybrid approach to university subject learning activities’, British Journal of Educational Technology, Vol. 43, No. 2, pp. 259–271

Gouri B. (2011) ‘Blended environments: Learning effectiveness and student satisfaction at a small college in transition’, Journal of Asynchronous Learning Networks, Vol. 15, No. 1, pp. 8-19

Gradel, K. & Edson, A. J. (2011) ‘Cooperative learning: Smart pedagogy and tools for online and hybrid courses’, Journal of Educational Technology Systems, Vol. 39, No. 2, pp. 193-212

/ References


Graham, R. G. (2006) ‘Blended learning system- Definition, current trends and future directions’, In C. J. Bonk, & C. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs, pp. 3–21, San Francisco, CA: Pfeiffer Publications

Hinkelman, D. & Gruba, P. (2012) ‘Power within blended language learning programs in Japan’, Language Learning & Technology, Vol. 16, No. 2, pp. 46-64

Hodgson, P. (2010) ‘Enhancing student learning through blending varied learning and assessment experiences’, In E. Ng (Ed.), Comparative Blended learning Practices and Environments, pp. 50-69, Hershey, PA

Hood, M. (2013). Bricks or clicks? Predicting student intentions in a blended learning buffet. Australasian Journal Of Educational Technology, 29(6), 762-776.

Jimoyiannis, A., Tsiotakis, P., Roussinos, D., & Siorenta, A. (2013). Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0. Australasian Journal Of Educational Technology, 29(2), 248-267

Keegan, P. (2011). Transformative e-Learning and Teaching in Mandatory Tertiary Education. Asian Social Science, 7(11), 66-74. doi:10.5539/ass.v7n11p66

Kenney, J. & Newcombe, E. (2011) ‘Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study’, Journal of Asynchronous Learning Networks, Vol. 15, No. 1, pp. 45-57

/ References


Kituyi, G., & Tusubira, I. (2013, August 28). A framework for the integration of e-learning in higher education institutions in developing countries. International Journal of Education and Development using ICT [Online], 9(2)

Kocoglu, Z., Ozek, Y., & Kesli, Y. (2011). Blended Learning: Investigating Its Potential in an English Language Teacher Training Program. Australasian Journal Of Educational Technology, 27(7), 1124-1134

Lopez-Perez, M. V., Perez-Lopez, M. C. & Rodriguez-Ariza, L. (2011) ‘Blended learning in higher education: Students' perceptions and their relation to outcomes’, Computers & Education, Vol. 56, No. 3, pp. 818-826

McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 26(6), 729-740. http://www.ascilite.org.au/ajet/ajet26/mccarthy.html

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education.

Mitchell, P., & Forer, P. (2010). Blended learning: the perceptions of first-year geography students. Journal Of Geography In Higher Education, 34(1), 77-89.

Niemiec, M. & Otte, G. (2010) ‘An administrator's guide to the whys and hows of blended learning’, Journal of Asynchronous Learning Networks, Vol. 14, No. 1, pp. 91-102

/ References


O'Connor, C., Mortimer, D., & Bond, S. (2011) ‘Blended learning: Issues, benefits and challenges’, International Journal Of Employment Studies, Vol. 19, No. 2, pp. 62-82

Osguthorpe, R. T. & Graham, C. R. (2003) ‘Blended learning environments: Definitions and directions’, Quarterly Review of Distance Education, Vol. 4, No. 3, pp. 227-33

Quinn, D., Amer, Y., Lonie, A., Blackmore, K., Thompson, L., & Pettigrove, M. (2012). Leading change: Applying change management approaches to engage students in blended learning. Australasian Journal Of Educational Technology, 28(1), 16-29

Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006) The undergraduate experience of blended e-learning: A review of UK literature and practice, The Higher Education Academy

Skelton, D. (2008). An Investigation into the Learning Environments of Blended Delivery (e-Learning and Classroom) in a Tertiary Environment. International Journal Of Learning, 15(5), 85-94

So, H. (2008) ‘Designing interactive and collaborative e-learning environments’, In T. Kidd, & H. Song (Eds.), Handbook of Research on Instructional Systems and Technology, pp. 596-613, Hershey, PA

Soo, W. M. (2012) Proceedings from 3rd International PBL learning Symposium, 7-9 March 2012, Republic Polytechnic: Problem-Based Learning: ‘Optimising Professional Development Opportunities’, accessed 2 April 2013, <https://www.ial.edu.sg/files/documents/371/Problem-Based%20Learning_Dr%20Soo_Conference%20Paper_March2012.pdf>

Tsai, C.W. (2010) ‘Facilitating students to earn computing certificates via blended learning in online problem-solving environment: A cross-course-orientation comparison’, International Journal Of Information & Communication Technology Education, Vol. 6, No. 2, pp. 11-23

/ References


• Images (google search for images “labeled for reuse”)

http://byu.academia.edu/CharlesRGraham http://info.p2pu.org/2012/11/01/open-michigan-leads-real-

world-school-of-open-class/ http://acreelman.blogspot.sg/2014_09_01_archive.html http://www.kristenswanson.org/2014/07/school-world-vs-real-

world-great-new.html From clip art in MS office

/ Sources


• Comments and Questions?

/ Q&A


Contact Information Chan Ruo Hui MA(IDT) Temasek Polytechnic, Singapore [email protected] Gwendoline Quek Choon Lang (PhD) Associate Professor National Institute of Education Nanyang Technological University, Singapore [email protected]

/ Presenters
