Designing for an inquiry-based approach to blended learning
Norm Vaughan, Ph.D.
Mount Royal University
Calgary, Alberta, Canada
Overview Student engagement Blended learning “unpacked” Inquiry through blended learning Case study Resources
Handout- http://tinyurl.com/sloan2012workshop
Student engagement
Student EngagementWhat does this term or concept mean to you?
Please list your thoughts on the handoutShare and discuss your results with a partner
The 3 R’s of Engagement1. Relevance
2. Rigour
3. Relationships
Dennis Littky, 2004http://bigpicture.org/
Optimal Flow . . . the mental state of
operation in which the person
is fully immersed in what he
or she is doing by a feeling
of energized focus, full
involvement, and success
in the process of the activity.
Mihály Csíkszentmihályi, 1990
1. Autonomy2. Mastery3. Purpose
What did you do in school today?
Dimensions of Student Engagement
Social Engagement
Academic Engagement
Intellectual Engagement
Participation in the life of the school
Participation in the requirements for school success
Participation in learning with serious psychological and cognitive investment in learning
National Survey of Student Engagement
Student engagement1. Amount of time and effort that students put
into their classroom studies that lead to experiences and outcomes that constitute student success
2. Ways the institution allocates resources and organizes learning opportunities and services to induce students to participate in and benefit from such activities
National Survey of Student Engagement
Five clusters of effective educational practice (benchmarks)1. Active and collaborative learning
2. Student interactions with faculty members
3. Level of academic challenge
4. Enriching educational experiences
5. Supportive campus environment
Blended learning
Blended Learning – Your Thoughts
Definition?
Opportunities?
Challenges?
Please list your thoughts on the handout Share and discuss your results with a partner
Blended Learning Described
. . . organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies.
. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency.
(Garrison & Vaughan, 2008)
ONLINE
SYNCHRONOUS
ON-CAMPUS
Blended Learning
ASYNCHRONOUS
Online Learning
Traditional Higher EducationONLINE Blended
Learning
Learning
Blended
Sunchild E-Learning Community
Approaches to BL Weak sense
simply adding on to deficient approaches and ending up with a course and a half
for example, continuing to lecture but adding an optional discussion board
Strong sense a transformative process directed toward improving
the quality of the educational experience capitalize on the potential of BL for engagement
Designing for Blended Learning
Synchronous spontaneous ephemeral peer influence passion preferred
Asynchronous reflective permanent < intimidating reason > rigor
integrate
complement
Why Blended Learning? Potential to create sustained
communities of learners (e.g., engagement)
Enhances student learning (effectiveness) Maximize institutional resources (efficiency) Access; retention (convenience)
BL Performance
A meta-analysis found that instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction.
Taken as a whole, the findings suggest that the observed advantage of blended learning is a product of redesigning the learning experience, not of the medium per se
A Meta-Analysis of Online Learning, 2010
Challenges - StudentsGeneral Transition – from a passive to an active & collaborative
learning approach Study and time management skills Expecting that fewer classes equates to less work Accepting responsibility for completing individual & team
activities
Technical Obtaining high-speed Internet access Using more sophisticated technologies
Power & Vaughan, 2010
Challenges - Teachers Managing risk factors Resistance to change Managing with scarce support for course
redesign Developing new skills and learning to use new
technology Managing potential technology crashes
Power & Vaughan, 2010
Challenges - Administration Vision Action plan Collaborative leadership Incentives Sustainability Academic Recognition
Power & Vaughan, 2010
Inquiry through Blended Learning (ITBL)
Inquiry
Is problem or question driven
Typically has a small-group feature
Includes critical discourse
Is frequently multi-disciplinary
Incorporates research methods such as information gathering and synthesis of ideas
Community … community means meaningful
association, association based on common interest and endeavor. The essence of community is communication
John Dewey, 1916
Community Of Inquiry
The importance of a community of inquiry is that, while the objective of critical reflection is intellectual autonomy, in reality, critical reflection is “thoroughly social and communal”.
Lipman, 1991
Community of Inquiry Framework
Social PresenceThe ability of participantsto identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.
Cognitive PresenceThe extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community
of inquiry.
Teaching PresenceThe design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning
outcomes. (Garrison, Anderson & Archer, 2000)
Why CoI? – Evidence Studies have emphasized the importance of
community as a key factor in successful online/blended learning (Conrad, 2005; Haythornthwaite &
Kazmer, 2004; Rovai, 2002; Shea, 2006; Shea, Li, & Pickett, 2006).
The Community of Inquiry provides a coherent and validated framework (Arbaugh et al., 2008; Bangert,
2009; Garrison et al., 2010; Shea & Bidjerano, 2008) to guide the creation of an effective and sustained learning community (Arbaugh, 2008).
Practical Inquiry Model – PhasesSphere Description Category/Phase Indicators
Inquiry Process
(Cognitive Presence)
The extent to which learners are able to construct and confirm meaning through sustained reflection, discourse, and application within a critical community of inquiry.
1. Triggering
Event
2. Exploration
3. Integration
4.Resolution/
Application
1. Inciting curiosity and defining key questions and/or issues for investigation
2. Exchanging and exploring perspectives and information resources with other learners
3. Connecting ideas through reflection
4. Applying new ideas and/or defending solutions
Garrison, Anderson & Archer (2000)
Inquiry through Blended Learning (ITBL)
Design considerations1. Before a face to face (synchronous)
session
2. During a face to face (synchronous) session
3. After a face to face (synchronous) session
4. Preparation for the next face to face (synchronous) session
Triad model
Ehrmann (2002)http://www.marshall.edu/it/cit/flashlight/AuthorGuidelines.htm#triad
Modified Triad ApproachLearning
Outcomes Assessment
Activities Before a
Synchronous Session
During a Synchronous
Session
After a Synchronous
Session
Tools
What do you want your students to know when they have finished your course (e.g. key learning outcomes – knowledge, skills and attitudes)?
How will you and your students know if they have achieved these learning outcomes (e.g. opportunities for self, peer and instructor assessment)?
How will you help students determine what prior knowledge and experience they have with the assessment
activity?
How will students synchronously interact and engage with the assessment activity?
What portion of this assessment activity will require “reflective time” for interaction and communication?
What tools could be used to help organize, facilitate, and direct these assessment activities?
Handout
Learning OutcomesLearning Outcomes
Assessment Activities
Before a Synchronous
Session
During a Synchronous
Session
After a Synchronous
Session
Tools
Communicate effectively, using the language and concepts of teaching and learning
Assessment Triad ApproachSelf-Reflection
Peer Feedback Instructor/Expert Feedback
Online quizzes
Blogs
Portfolios
Wikis
Peer review tools
Clickers
Assessment ActivitiesLearning
Outcomes Assessment
Activities Before a
Synchronous Session
During a Synchronous
Session
After a Synchronous
Session
Tools
Communicate effectively, using the language and concepts of teaching and learning
Online quizzes
-10%
Journals
– 20%
Clicker quizzes
-10%
Wiki Summaries
– 10%
Peer review
– 15%
Portfolio
- 35%
1. Before a Face to Face (synchronous) Session
Questions How are you preparing students to
participate in face to face (synchronous) sessions?
Triggering event ideas?
Community Web Space
Pre-readings
Social Book Marking
Adobe Presenter (formerly Macromedia
Breeze)
Just in Time Teaching (JiTT)
Self-assessment Quizzes (knowledge probes)
Commercial Software Applications
Design Considerations Before Face to Face (synchronous) Session
Nature of Inquiry Learning Activities
Technology Tools
Learner• Create a triggering
event • Advanced organizer• Stimulate connections
Teacher• Determine learner prior
knowledge or experience with the topic or issue
a) Reading/Writing
b) Listening/Writing
i) Communication
ii) Posting or linking to pre-reading
assignments
iii) Digital learning objects
iv) Self assessment quizzes
v) Anonymous surveys
vi) Discussion Forum
Before a Synchronous SessionLearning
Outcomes Assessment
Activities Before a
Synchronous Session
During a Synchronous
Session
After a Synchronous
Session
Tools
Communicate effectively, using the language and concepts of teaching and learning
Online quizzes
-10%
Journals
– 20%
Clicker quizzes
-10%
Wiki Summaries
– 10%
Peer review
– 15%
Portfolio
- 35%
Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)
Social bookmarking application
Quiz tool in Blackboard
2. Face to Face (synchronous) Session
Questions What types of face to face (synchronous)
learning activities are you utilizing with your students?
Challenges or issues with these activities?
Quiz & Survey Feedback
Digital Learning Objects/Resources
Displaying Assignments/Student work
Classroom Response Systems
Labatorials
Design Considerations During Face to Face (synchronous) Session
Nature of Inquiry Learning Activities Technology Tools
• Defining the triggering events (key questions)
• Beginning to explore the questions
a) Talking/Listening i) Displaying quiz or survey results
ii) Displaying and discussing digital learning objects
iii) Displaying assignments and creating/discussing assessment rubrics
iv) Conducting in-class quizzes
v) Small group work
During a Synchronous SessionLearning
Outcomes Assessment
Activities Before a
Synchronous Session
During a Synchronous
Session
After a Synchronous
Session
Tools
Communicate effectively, using the language and concepts of teaching and learning
Online quizzes
-10%
Journals
– 20%
Clicker quizzes
-10%
Wiki Summaries
– 10%
Peer review
– 15%
Portfolio
- 35%
Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)
Study group
discussions
about the
concept
questions
Mini-lecture
from the
instructor to
reinforce
the concepts
and diagnose
student
misconceptions
Social bookmarking application
Quiz tool in Blackboard
3. After Face to Face (synchronous) Session
Questions Examples of “follow-up” activities that you
are using with your students?
Challenges or issues with “out of class” activities?
Anonymous end of week survey
Announcements
Weblog – Reflective Journaling & Peer Review Tool
Student- led Online Discussion Forums
Wikis – Collaborative Writing Tool
Group Project Areas
Collaborative Virtual Learning Spaces
Design Considerations After Face to Face (synchronous) Session
Nature of Inquiry Learning Activities Technology Tools
• Further exploration and a start towards tentative integration through the ability to connect theory to practice/
application
a) Reading/Writing
b) Talking/Listening + Reading/Writing
Preparation for next synchronous session
a) Reading/Writing
i) Anonymous surveys
ii) Communication
iii) Individual and group project work
After a Synchronous SessionLearning
Outcomes Assessment
Activities Before a
Synchronous Session
During a Synchronous
Session
After a Synchronous
Session
Tools
Communicate effectively, using the language and concepts of teaching and learning
Online quizzes
-10%
Journals
– 20%
Clicker quizzes
-10%
Wiki Summaries
– 10%
Peer review
– 15%
Portfolio
- 35%
Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)
Study group
discussions
about the
concept
questions
Mini-lecture
from the
instructor to
reinforce
the concepts
and diagnose
student
misconceptions
Assigned study
group
summarizes the
class discussion
on the course
wiki
Students use
these co-
constructed
summaries for their research projects and portfolio
Social bookmarking application
Quiz tool in Blackboard
Course wiki
Peer review tool
ePortfolio
Improvement in higher education will require converting teaching from a “solo sport” to a “community-based
research activity”.
(Carnegie Mellon University)
Case study
Mount Royal University
Calgary, Alberta, Canada
Classroom Survey of Student Engagement (CLASSE)
Five clusters of effective educational practice (benchmarks)1. Active and collaborative learning
2. Student interactions with faculty members
3. Level of academic challenge
4. Enriching educational experiences
5. Supportive campus environment
First Year Undergraduate Courses1. BIOL1202 – Introduction to Cell
Biology
2. COMM1610 – Tools for Information Designers
3. CYCC1110 – Fundamental Skills in Interviewing
4. ECON1101 – Principles of Microeconomics
5. GNED1102 – Controversies in Science
6. MGMT2262 – Business Statistics I
7. MGMT2275 – Creativity in the Workplace
Data Collection – Fall 2008, Winter 2009, Fall 2009
Online surveys CLASSE (NSSE) + EDUCAUSE Centre for
Applied Research (ECAR) Administered to both students and faculty
Student focus group lunches Blackboard usage, final course grades and
withdrawal/retention rates Instructor interviews Instructor focus group lunch
Final Marks vs Active & Collaborative Learning Indicators
Blackboard as the Course “Base Camp”
Final Marks vs Blackboard Use
Correlations between Engagement, Blackboard Use and Intensity of Technology Use
Engagement Indicators Blackboard Use Intensity of Course-related Technology Use
Active and collaborative learning
r=0.177** r=0.482**
Student-faculty interaction r=0.189** r=0.413**
Level of academic challenge
r=0.187** r=0.339**
**p<0.01
Course Satisfaction
97% - agreed/strongly agreed that the technologies used in this course were appropriate for performing the assessment tasks required
92% - agreed/strongly agreed that they would recommend
this course to other students
Most Effective Aspect of Courses
Interactive Technology Tools and Resources Blackboard Plus
Class Projects In and out of class; in person and virtually
Instructor Knowledge of the course content Desire for students to succeed
Least Effective Aspect of Courses
Workload Overwhelming work load Fast paced Too much reading
Out of class time Lack of clear directions Online labs and tutorials
Inquiry based learning Emphasis on self-directed learning
CONCLUSION
FUTURE BL has become an educational epidemic. Three forces have converged – technology,
financial constraints, and quality concerns. The result is three major non-contradictory
affordances – effectiveness, efficiency, and convenience.
The result is the era of engagement (sustainable communities).
“… the impact of blended learning is potentially monumental – permanently changing how students interact with higher education …”
Laumakis, Graham & Dziuban, 2009
Resources
Canada’s Collaboration for Online Higher Education & Research (COHERE)
Questions?
Contact InformationDr. Norman Vaughan, [email protected]
Mount Royal UniversityFaculty of Teaching and Learning4825 Mount Royal Gate SWCalgary, Alberta, CanadaT3E 6K6
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