Fall, 2008 Chapman University College Compiled by Carla Piper, Ed. D.

N=257

Indicate the academic discipline(s) in which you teach

Answer Options Education

Response Percent 46.5% 21.1% 14.8% 10.2% 5.5%

Response Count 119 54 38 26 14

Organizational Leadership/Human Resources/Health Administration

Psychology Social Sciences/Sociology Criminal Justice

Humanities
Other (please specify)

6.3%
9.0%

16
23

answered question

256

23 respondents indicated other Computer Science/Information Systems Liberal Studies English Health Math/Statistics Education Educational Psychology/Counseling

N=255

Other Make-up class for holiday or schedule conflict Cohort schedule with 2-3 f2f meetings at the beginning of the term, 2-3 online meetings in the Alternating schedule with 5 f2f classes and 4 online classes 3 hours of f2f with 2 hours online weekly 4 hours of f2f and 1 hour online weekly
0 5 10 15 20 25 30 35

 Email

Often, just email to individual students and online programs that I have purchased. I use e-mail to communicate with my student but I don't have any reason to use any other technologies in my work.

Use

as an enrichment tool. Military students who are deployed

Post Assignments and leave messages Blackboard works for communication when military email will not go through

Communication with Peers

60 positive comments on value of blended learning

Great learning tool for peer to peer communication. Students become very responsible for their comments which I don't allow them to retract. In addition, work to do can be posted for students to access in convenient time slots. I believe it increases their knowledge and involvement by having the students do both independent and team research/assignments. It allows students to learn and absorb at their own pace, sometimes repeating modules. Students learn much better in an online environment interacting with students without fear or apprehension.

Discussion opportunities for students who are not comfortable with in-class discussion.

It provides those individuals who are taciturn the opportunity to share in the discussion through a media that is more comfortable to them. Continues and supports the learning from session-2session. Supports those who are "shy" to speak in class. Supports online research. Students actually have more opportunity to share their insights, concerns, around specific topics. In class many are uncomfortable sharing face to face. BB engages students during the week and keeps them thinking about course materials

Scheduling and Fatigue with Long Class Hours

Blended classes also allow the student some control over the scheduling of their life, which is important to adult learners. I utilize Black Board in an asynchronous mode, and this allows the student some freedom in their scheduling. This model reduces the fatigue time experienced in f2f classes. It allows students to communicate with each other outside of class in the discussion questions. It gives them access to my lectures and links after class, when they have forgotten or were on overload during class. Repetition, handouts and slides available without taking up class time to distribute.

 Interactivity

Blended classes allow the student to interact with the curriculum, other students, and assignments in a thoughtful, interactive manner. I post problems for students to work outside of class and submit their responses for the other students to review and comment. Students have more time to consider their answers, more opportunity to share their findings, and take more care before stating ideas. It allows the student to work at their own pace, and fulfills the requirement that the text is an integral part of the class work.

Student feedback Quizzes Research papers We always critique a blended class. The student comments are critical (qualitative data). The quality of the postings themselves are another indicator of the level of interaction in the class assignments. The reading quizzes or case study analyses are the final components of student learning outcomes. All discussions are scored, evaluated, and recorded in the electronic gradebook. A copy of the paper remains and shows the markings.

56 Positive Responses

The same demonstrable outcomes as the f2f classes, per the syllabus An electronic archive of those materials and discussions to draw upon for assessment. Amount of times they log in and answer questions, how many of the other students' posting they respond to, and the exact time they post. Students have commented on how very few times they've ever had to utilize a text as much as they do in my class. They're appreciative of the time and experience to get through a 300400 page text and learn something.

 Online

content extends the class discussions to a different level. Questions are posted that involve more thinking and perception and application of what has been presented in class. It provides the background information and students are required to complete the reading to complete the assignments and discussions in the following class is always more productive.
58 Positive Comments

 The

online component extends the discussion from the classroom so that each student can participate and be heard. Assignments that are referred to in class with explanation can be referred to again and again in the online class documents section of Blackboard by the students. If students have questions, they can ask them in class and be answered, turning in assignments can be completed through digital dropbox or discussion board post.

One Instructors Response: The online content is directly related to the existing content being taught in class. Online instruction serves as an extension of the classroom content. The opportunity for students to work in small groups and as individuals in discussions is enhanced. Students that participate online are provided with the opportunity to take time to answer assignments thoughtfully and in detail. Class time itself does not always provide the time for every student to share, especially in large classes. Online access solves that dilemma so that everyone participates and has ample time to form their thoughts and show evidence of their learning.

 Students

negative reactions Lack of training need help navigating BB Not enough time to cover everything in F2F class Technology too hard to figure out Frustrations when students have technical problems Students need F2F to learn how to work well with people and read body language.

feel that there should be more consistent guidelines regarding acceptable models for blended learning. I also feel that course custodians should be more open to blended course requests. It would be cool if all of the disciplines had to follow the same template or design for blackboard. That way the expectations from class to class would be the same. Sometimes I'm not sure if I give too much or too little.

am open to implementing whatever the University recommends to help with my teaching and offer more resources for the students. The more I use Blackboard, the more I am comfortable with it. A hands on class helped me get started. Perhaps those who don't use it need more support for getting started. I think the blended class is the wave of the future.

Make-up class for holiday or schedule conflict Cohort schedule with 2-3 f2f meetings at the beginning of the term, 2-3 online meetings in the middle of the term, and 23 f2f meetings at the end of the term Alternating schedule with 5 f2f classes and 4 online classes

3 hours of f2f with 2 hours online weekly

4 hours of f2f and 1 hour online weekly

10

20

30

40

50

60

70

80

Email Communication

Very Frequently Often

Student Powerpoint Presentations

Sometimes Rarely

Instructor Powerpoint Presentations Website Resources for Academic Writing and Documentation Website Resources for Course Content

Never

Online Academic Research

0 20 40 60 80 100 120 140 160 180

Blogs or Wikis Assessment Tools using Technology (Exams, etc.) Databases Sometimes Spreadsheets Rarely Never Desktop Publishing

Very Frequently Often

The Chapman Library

Turnitin.com
0 20 40 60 80 100 120 140 160 180

The mission of Chapman University College blended teaching is to integrate innovative technology with adult learning pedagogy to facilitate critical and analytical thinking with experiential and problem-based learning.

 Blended

learning should not be a matter of time spent in class vs. online ("ratio of delivery models") Should combine the effectiveness of socialization in the classroom with "technologically enhanced active learning opportunities of the online environment" Redesign should incorporate a shift from instructor-led lecture to student-centered instruction in which students would be "active and interactive learners."
Blended Learning - University of Central Florida Dziaban, Hartman, Moskal (2004)

Interaction should be increased between student/instructor, student/student, student/content, student/outside resources. Include interactive formative and summative assessment mechanisms Instructors must become "designers of active learning environments" Instructors must be "more facilitative in their teaching." Used Carl Rogers model of the facilitative teacher who gives the "instructional environment precedence over information transmittal."

 Learning

is a process whereby knowledge is created through experience Experiences are a transformational process Students actively construct their experience within a socio-cultural context Provides a framework for designing active, collaborative, and interactive learning experiences.

Concrete Experience

Active Experimentation

Reflective Observation

Abstract Conceptualization

Social Presence

Supporting Discourse

Cognitive Presence

Educational Experience
Setting Climate Selecting Content

Blended Learning in Higher Education D. Randy Garrison and Norman D. Vaughan (2008)

Teaching Presence
Structure/Process

Social Presence

Open communication - enabling risk-free expression Group cohesion - encouraging collaboration Affective/personal expressing emotions, camaraderie Triggering event - having sense of puzzlement Exploration - exchanging information Integration - connecting ideas Resolution - applying new ideas Design and organization - setting curriculum and methods Facilitation of discourse - sharing personal meaning Direct instruction - focusing discussion

Cognitive Presence

Teaching Presence