Blended learning
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Lauren Kane Educational Developer Flexible Learning Unit College of Engineering and Computer Science Australian National University, Canberra Blended Learning in Higher Education November 2009
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Transcript of Blended learning
Lauren KaneEducational DeveloperFlexible Learning UnitCollege of Engineering and Computer ScienceAustralian National University, Canberra
Blended Learning in
Higher Education
November 2009
BLENDED LEARNING
What it is
Research
Why it works
What it looks like
WHAT IT IS
Face-to-face
Lectures
Demonstrations
Laboratories
One Location
Discussions
OnlineChatSimulations
Many locations
Automation
Virtual world
WHAT IT IS NOT
Add-on
Use of technology
Time saving exercise
WHAT IT IS NOT
Add-on
Use of technology
Time saving exercise
BLENDED LEARNING
“Results to date show improved student learning in 19 of the 30 projects, with the remaining 11 showing no significant difference. Other outcomes achieved by the redesigns include increased course completion rates, improved retention, better student attitudes toward the subject matter, and increased student satisfaction with the mode of instruction compared to traditional formats.”
Heterick & Twigg, 2003 (as cited in Garrison & Kanuka, 2004)
BLENDED LEARNING
Face-to-face Blended Online
BLENDED LEARNING
1. Learners who took all or part of their class online performed better
2. Blended learning has a larger advantage
3. Different content and learner types
4. Educational online interactions enhance learning
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
BLENDED LEARNING
1. Learners who took all or part of their class online performed better
2. Blended learning has a larger advantage
3. Different content and learner types
4. Educational online interactions enhance learning
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
BLENDED LEARNING
1. Learners who took all or part of their class online performed better
2. Blended learning has a larger advantage
3. Different content and learner types
4. Educational online interactions enhance learning
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
BLENDED LEARNING
1. Learners who took all or part of their class online performed better
2. Blended learning has a larger advantage
3. Different content and learner types
4. Educational online interactions enhance learning
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
BLENDED LEARNING
1. Learners who took all or part of their class online performed better
2. Blended learning has a larger advantage
3. Different content and learner types
4. Educational online interactions enhance learning
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
WHY BLEND?
WHY BLEND?
Additional ‘on task’ learning time
Interactive materials
Opportunities for collaboration
Reflective elements
Improved results across disciplines and learning styles
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
WHY BLEND?
Additional ‘on task’ learning time
Interactive materials
Opportunities for collaboration
Reflective elements
Improved results across disciplines and learning styles
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
WHY BLEND?
Additional ‘on task’ learning time
Interactive materials
Opportunities for collaboration
Reflective elements
Improved results across disciplines and learning styles
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
WHY BLEND?
Additional ‘on task’ learning time
Interactive materials
Opportunities for collaboration
Reflective elements
Improved results across disciplines and learning styles
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
WHY BLEND?
Additional ‘on task’ learning time
Interactive materials
Opportunities for collaboration
Reflective elements
Improved results across disciplines and learning styles
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
WHY BLEND?
Additional ‘on task’ learning time
Interactive materials
Opportunities for collaboration
Reflective elements
Improved results across disciplines and learning styles
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009)
WHAT DOES IT LOOK LIKE?
BLENDED LEARNING IN ACTION
Hubs and Spokes Project
BLENDED LEARNING IN ACTION
Lectures
Presentation of content
Tutorials
Application and analysis of material
Laboratories
Hands-on experiments
Assessment
Written reports, group design project, examinations
BLENDED LEARNING IN ACTION
Lectures
ActivePassive
BLENDED LEARNING IN ACTION
http://www.etutors-portal.net/homepage_components/resources/Blendedlearning.jpg
Tutorials
BLENDED LEARNING IN ACTION
Laboratories
BLENDED LEARNING IN ACTION
Assessment Lecture quizzes
Reflections
Authentic activities
Collaborative design
BLENDED LEARNING IN ACTION
Assessment Lecture quizzes
Reflections
Authentic activities
Collaborative design
BLENDED LEARNING IN ACTION
Assessment Lecture quizzes
Reflections
Authentic activities
Collaborative design
BLENDED LEARNING IN ACTION
Assessment Lecture quizzes
Reflections
Authentic activities
Collaborative design
BLENDED LEARNING IN ACTION
Assessment Lecture quizzes
Reflections
Authentic activities
Collaborative design
BLENDED LEARNING
“the single greatest unrecognised trend in higher education
today”Young, 2002 (as cited in Garrison & Kanuka, 2004)
BLENDED LEARNING
REFERENCES
Garrison, R. & Kanuka, H. (2004). Blended Learning: Uncovering its transformative potential in Higher Education. The Internet and Higher Education, 7, 95-105.
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2009. Retrieved October 30, 2009 from: http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
FOR MORE INFORMATION
Dr Kim Blackmore
X50411, Ian Ross R223, [email protected]
Lauren Kane
X55645, Ian Ross R230, [email protected]
Debbie Pioch
X58020, Ian Ross R230, [email protected]
