Da jia hao!Da jia hao!

The Great Debate – F2F, The Great Debate – F2F, WWW, or BlendedWWW, or Blended

ETIF – XuzhouETIF – XuzhouAugust 18-19, 2009August 18-19, 2009

Contributors:Contributors:Cheng-Chang “Sam” Pan Cheng-Chang “Sam” Pan

Mike Sullivan Mike Sullivan Glenda GunterGlenda GunterRobert KennyRobert Kenny

Richard “Doc C” CornellRichard “Doc C” Cornell

AgendaAgenda

Introduction of the main ideasIntroduction of the main ideas Advocate of Face-To-Face InstructionAdvocate of Face-To-Face Instruction Advocate of Web-based InstructionAdvocate of Web-based Instruction Advocate of Blended InstructionAdvocate of Blended Instruction Audience Vote By Format Audience Vote By Format SummarySummary

Where we beganWhere we began

Plato, Socrates, ConfuciusPlato, Socrates, Confucius Traveling teachersTraveling teachers Schools as “factories”Schools as “factories” Influence of Dewey, Piaget, RogersInfluence of Dewey, Piaget, Rogers Influence of Skinner, Gagne, Mager Influence of Skinner, Gagne, Mager Influence of Technology InfusionInfluence of Technology Infusion Influence of ConstructivismInfluence of Constructivism Human Performance (Inputs/Outputs)Human Performance (Inputs/Outputs) Today’s generations are different!Today’s generations are different!

A Personal AsideA Personal Aside 1962:First distance learning class (SUNY-1962:First distance learning class (SUNY-

Brockport)Brockport) 1963: Impact of Don Ely and others1963: Impact of Don Ely and others 1963-1992: Media-based instructor in 1963-1992: Media-based instructor in

every classevery class 1987: Goodbye typewriter, Hello PC1987: Goodbye typewriter, Hello PC 1994: Taught satellite-carried class with 1994: Taught satellite-carried class with

multiple off-site sectionsmultiple off-site sections 1994-2003: Taught mixed-mode classes1994-2003: Taught mixed-mode classes 2004-present: Teach WWW classes with 2004-present: Teach WWW classes with

live chats using Blackboard Wimba (2008 live chats using Blackboard Wimba (2008 and 2009 on-location in Taiwan & China)and 2009 on-location in Taiwan & China)

Three Advocated Formats…Three Advocated Formats…other than televised instructionother than televised instruction

Face-to-Face InstructionFace-to-Face Instruction• ““If it works, why change anything?If it works, why change anything?

WWW-based InstructionWWW-based Instruction• ““Any time, any place”Any time, any place”

Blended InstructionBlended Instruction• ““Now we can use multiple methods to Now we can use multiple methods to

make it better!”make it better!”

Ground Rules for TeamsGround Rules for Teams

Each advocate team had 20 minutes to Each advocate team had 20 minutes to state their case.state their case.

Opponents rebut by team for maximum of Opponents rebut by team for maximum of 5 minutes following each presentation.5 minutes following each presentation.

After all presentations vote of audience After all presentations vote of audience taken as to format with audience taken as to format with audience comments, 2 minute limit for each comments, 2 minute limit for each comment.comment.

Summary and ConclusionsSummary and Conclusions

An Informal PollAn Informal Poll

F2F ???F2F ??? WWW ???WWW ??? Blended ???Blended ???

Then the Games Began!Then the Games Began!

Face-to-Face InstructionFace-to-Face Instruction

Face to Face (f2f) Face to Face (f2f)

Still primary and most efficient way Still primary and most efficient way to deliver instruction.to deliver instruction.

In some cases, may be only solution.In some cases, may be only solution. A mistake to think that e-learning is A mistake to think that e-learning is

best solution in all situations.best solution in all situations.

1. 1. Found online learning to be Found online learning to be less effective:less effective:

Online Courses at UCFOnline Courses at UCF Compared the effectiveness of face-to-Compared the effectiveness of face-to-

face, blended, and fully online courses face, blended, and fully online courses from 2001 to 2003.from 2001 to 2003.• Success ratesSuccess rates• Retention ratesRetention rates• Student satisfactionStudent satisfaction

Also looked at faculty satisfaction with Also looked at faculty satisfaction with blended courses.blended courses. - Dziuban, Hartman, Juge, Moskal, & Sorg,

2006; Dziuban, Hartman, & Moskal, 2004

2. Found online learning to be less 2. Found online learning to be less effective:effective:

• Students under-preparedStudents under-prepared• Disappointment over lack of social Disappointment over lack of social

presence.presence.• Resulting feeling of isolation.Resulting feeling of isolation.

- (Alonso, Lopez, Manrique & Vines, 2005)(Alonso, Lopez, Manrique & Vines, 2005)

• Takes a special learning/cognitive type Takes a special learning/cognitive type - (Scheick, 2007)(Scheick, 2007)

• Requires different types of teaching skillsRequires different types of teaching skills- (Kendal & Oaks, 1992)(Kendal & Oaks, 1992)

3. Found online learning to be less 3. Found online learning to be less effective:effective:

• In an informal case study at UCF, two In an informal case study at UCF, two modes were tried in same classroom modes were tried in same classroom sectionsection……..

• Instructors found it to be a minor Instructors found it to be a minor nightmare to change teaching styles.nightmare to change teaching styles.

• Online students disliked course content Online students disliked course content more.more.

4. Found online learning to be less 4. Found online learning to be less effective:effective:

• Students dislike lack of personal Students dislike lack of personal approach.approach.

• Personal tutoring is more difficult.Personal tutoring is more difficult.• New Web 2.0 technologies not fully New Web 2.0 technologies not fully

integrated.integrated.• Difficult for visual learner. Difficult for visual learner.

5. Found online learning to be less 5. Found online learning to be less effective:effective:

• Virtual field trip study, students Virtual field trip study, students displayed, expressed little (if any) displayed, expressed little (if any) discernible results in vocabulary than a discernible results in vocabulary than a traditional classroom. traditional classroom.

(Sanchez, 2006)(Sanchez, 2006)

• On the other hand, VFTOn the other hand, VFT’’s more effective s more effective as a review for real ones.as a review for real ones.

(Spicer & Stratford, 2001)(Spicer & Stratford, 2001)

WWW-Based InstructionWWW-Based Instruction

Time

Distance

Here / Now

Where is your future?Where is your future?

Why D. E.?Why D. E.?

•Non-instructional reasons

•Instructional reasons

Non-InstructionalNon-Instructional

•Ecological

•Economical

•Health-related

Carbon footprintCarbon footprint

21 Million Barrels A Day21 Million Barrels A Day

No BabysittingNo Babysitting

D.E. Classes Filled Up QuickD.E. Classes Filled Up Quick

Students Save Time/MoneyStudents Save Time/Money

State Government MandatesState Government Mandates

No Contagious DiseasesNo Contagious Diseases

Swine Flu EpidemicSwine Flu Epidemic

InstructionalInstructional

HPL/ToolsHPL/Tools

Better Tools Better EnvironmentBetter Tools Better Environment

Blended InstructionBlended Instruction

What is Blended Learning? What is Blended Learning?

Blended learning refers to instructional Blended learning refers to instructional events that combine aspects of online events that combine aspects of online and face-to-face instruction.and face-to-face instruction.

Uses the best of both worlds.Uses the best of both worlds.

- Rooney, 2003; Graham, 2006- Rooney, 2003; Graham, 2006

Benefits of Blended LearningBenefits of Blended Learning

Enhanced learning outcomesEnhanced learning outcomes Improved access to programs and Improved access to programs and

resourcesresources Increased cost-effectivenessIncreased cost-effectiveness

- Sloan-C View, May, 2005- Sloan-C View, May, 2005

What Does Research What Does Research Have to Say about Have to Say about Blended Learning? Blended Learning?

Pew Grants in Course Redesign Pew Grants in Course Redesign using Information Technologyusing Information Technology

Improved student learning in 19 of the Improved student learning in 19 of the 30 projects30 projects

Other outcomesOther outcomes• Increased course completion ratesIncreased course completion rates• Improved retentionImproved retention• Better student attitudes toward the subject Better student attitudes toward the subject

mattermatter• Increased student satisfactionIncreased student satisfaction

Cost reduction by 40% on averageCost reduction by 40% on average

- Heterick & Twigg (2003)- Heterick & Twigg (2003)

Sense of Community in Sense of Community in Blended Courses Blended Courses (Rovai & Jordan, 2004)(Rovai & Jordan, 2004)

Blended courses produce a stronger Blended courses produce a stronger sense of community among students than sense of community among students than either traditional or fully online courses.either traditional or fully online courses.

Tradtional Tradtional course course **

Blended Blended course ** course **

Fully Fully online online coursecourse

ConnectednessConnectedness 30.7830.78 34.9134.91 28.8328.83

LearningLearning 34.0334.03 36.1736.17 33.0133.01

Blended Learning and Blended Learning and Performance: Performance:

A Thomson NETg StudyA Thomson NETg Study Compared the performance of learners Compared the performance of learners

among three groups who took;among three groups who took;1.1. Blended coursesBlended courses2.2. E-learning coursesE-learning courses3.3. No training (control group)No training (control group)

ResultsResults• Group 1 showed a 30% increase in accuracy of Group 1 showed a 30% increase in accuracy of

performance over Group 2.performance over Group 2.• 159% more accuracy than the untrained 159% more accuracy than the untrained

Control group (Group 2: 99%).Control group (Group 2: 99%).- Thomson NET, 2003- Thomson NET, 2003

Blended Learning Results in Blended Learning Results in the Military Settings the Military Settings (Snipes, 2005)(Snipes, 2005)

Leadership development programLeadership development program Delivered to more than 30,000 learners a yearDelivered to more than 30,000 learners a year

Study by the Center for Naval AnalysisStudy by the Center for Naval Analysis• 44% improvement in knowledge retention44% improvement in knowledge retention• A statistically significant impact on sustained A statistically significant impact on sustained

behavioral changesbehavioral changes• Individual on-the-job performance improvement Individual on-the-job performance improvement

by 7%by 7%• Cost 94% less than traditional classroom Cost 94% less than traditional classroom

training and was completed in 1/10 of timetraining and was completed in 1/10 of time

Growth of Enrollment in Growth of Enrollment in Blended Courses - UCFBlended Courses - UCF

Source: Dziuban, Hartman, & Moskal (2004)

Projected Growth of Blended Projected Growth of Blended Learning in Higher EducationLearning in Higher Education

Percent of Student Learning that is Blended

0

10

20

30

40

50

60

70

None 20% orless ofstudentlearning

21 to 40%of studentlearning

41 to 60%of studentlearning

61 to 80%of studentlearning

81 to100% ofstudentlearning

Pe

rce

nt

of

Re

sp

on

de

nts

2003

2006

2013

Source: Kim & Bonk (2006)

Blended Learning in Corporate Blended Learning in Corporate Training SettingsTraining Settings

Training delivery methodsTraining delivery methods• Classroom training: 62 percentClassroom training: 62 percent• Blended: 34-37 percentBlended: 34-37 percent• All online: 1-4 percentAll online: 1-4 percent

- Training Magazine, 2006- Training Magazine, 2006

“Online methods are mainly used in conjunction with other modalities in a “blended” learning format – very few training programs rely exclusively on online delivery.” (Training Magazine, 2006)

Corporate Blended Learning: Corporate Blended Learning: International TrendsInternational Trends

Source: Kim, Bonk, Teng, Son, Zeng, & Oh (2006)

Is your organization using blended learning as part of its employee training?

8.23

21.26

33.08

27.99

9.43

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

No, it is notsomething that

we haveconsidered.

No, but we areconsidering using

it.

Yes, we haverecently started

using it.

Yes, we havebeen using it for

more than 2years now.

Not sure. What isblended learning?

How Important is Blended How Important is Blended Learning?Learning?

How important is blended learning for the strategic planning for training and development in your organization

for the next few years?

25.24

42.17

23.80

6.871.92

0.005.00

10.0015.0020.0025.0030.0035.0040.0045.00

Very Important Important Neutral Not important Not importantat all

Source: Kim et al. (2006)

Most Significant Issue or Most Significant Issue or Problem with Blended Problem with Blended

Learning? Learning? (Kim et al., 2006)(Kim et al., 2006)IssuesIssues Response Response

Ratios (%)Ratios (%)

11 Lack of understanding of what blended Lack of understanding of what blended learning really islearning really is

15.115.1

22 Insufficient management support and Insufficient management support and commitmentcommitment

11.411.4

33 Boring and low quality contentBoring and low quality content 10.110.1

44 Learners lacking self-regulated learning Learners lacking self-regulated learning skillsskills

9.89.8

55 Learner resistance / hesitancyLearner resistance / hesitancy 8.88.8

66 Fast changing technologyFast changing technology 8.58.5

77 Organizational / cultural resistanceOrganizational / cultural resistance 6.86.8

Implications for Instructional Implications for Instructional Design & TechnologyDesign & Technology

Instructional designers need pedagogical Instructional designers need pedagogical and technical competencies for both face-and technical competencies for both face-to-face and online learning environments.to-face and online learning environments.

Understanding emerging instructional Understanding emerging instructional strategies and technologies for;strategies and technologies for;• Individualized learningIndividualized learning• On-demand learningOn-demand learning• Authentic learningAuthentic learning

- Kim et al., 2006- Kim et al., 2006

Emerging Technologies for Emerging Technologies for Blended LearningBlended Learning

In your organization, which one of the following emerging technologies will most greatly impact the delivery of blended

learning during the next few years?

0.00 5.00 10.00 15.00 20.00 25.00 30.00 35.00

Language Training and Support Tools

Wikis

Massive Multiplayer Online Gaming

Weblogs (i.e., blogs) and Online Diaries

Electronic Books

Pod Casting and iPods

Intelligent Agents

Wireless Technologies

Cell Phones and Other Mobile and HandheldTechnologies

Webcasting and Video Streaming

Online Simulations

Digital Libraries and Content Repositories(learning content management tools)

Knowledge Management Tools

Source: Kim et al. (2006)

SummarySummary

F-2FF-2F WWWWWW BlendedBlended

Audience ParticipationAudience Participation

Audience Vote for format of choiceAudience Vote for format of choice

On behalf of Dr. Phil On behalf of Dr. Phil Harris, Executive Director Harris, Executive Director

AECTAECTI invite you to attend our I invite you to attend our

annual conference in annual conference in Louisville, Kentucky Louisville, Kentucky

October 27-31, 2009!October 27-31, 2009!

Welcome to UCF as well!Welcome to UCF as well!

http://http://insttech.education.ucf.eduinsttech.education.ucf.edu

Thank you for your kind Thank you for your kind attention!attention!

Thanks to Virtual Thanks to Virtual Presenters Presenters

Thanks to YouThanks to You

I will be happy to answer any I will be happy to answer any questions if time permitsquestions if time permits