Created as part of the four-day PLUTO Institute: Blended Learning 2014.

1. LN
“Reasons for Choosing
Blended Learning”
Theme: Orientation to Blended Learning

2. What Students Say
About Technology
and Blended Learning
What do we know about student preferences for learning
environments and technology use?
LN

3. What are student preferences for learning
environments and technology use?
ECAR Survey 2013 MISO Survey 2014
• 220 Institutions (2013)
• Across Carnegie classes
• 112,000+ Undergrads
• No PLU students
• Looks at:
• technology devices
• academic use
• preferred modalities
• training
• 98 Institutions (2005-
2014)
• Primarily liberal arts
• PLU Undergraduates
• 25% sample, ~ 700
• 2014 Participation: 56.3%
Data from ECAR Study of Undergraduate Students and Information Technology, 2013.

4. Clicker Questions
• Assess basic understanding of reading assignment
• ECAR Study of Undergraduate Students and Information
Technology, 2013
• Participation points (low stakes)
• One point for responding to > = question, regardless of answer
• Some call this attendance
• Sakai gradebook integration
• More on this tomorrow
• Using Clickers
• No on/off button
• Only last click counts
• Display shows recorded answer
Get your clickers ready!

5. What percent of PLU students have
laptops?
A. 25%
B. 56%
C. 75%
D. 89%
E. 98%

6. Device Ownership

7. Devices and Academic Success

8. Technology Helps Me...
(agree or strongly agree)

9. PLU Students - MISO 2014
How many of your instructors…

10. What percentage of students say they learn
most in a blended environment?
A. 25%
B. 56%
C. 70%
D. 85%
E. 93%

11. Which best represents what you based your
answer on for the previous question...
A. I read the research study before class
B. I heard about this somewhere else
C. I used my intuition
D. I just guessed
E. None of the above
Assignment tweets:
• Students slow to adapt to technology especially when
related to academics.
• Technology must be made meaningful.
• Students want to be "trained" by their professors.

12. ECAR Study Key Takeaways
75% say technology helps them achieve
their academic outcomes
70% of students say they learn most
in blended learning environments
“When it comes to modality, college students seem to
recognize effectiveness when they see it.”
ECAR… 2013

13. The Best of Both Worlds
Recognizing Strengths of Both Environments
SS

14. Transforming Our Everyday Lives
David Wiley’s 6 Significant Changes:
1. Analog to Digital
a. Move towards online
2. Tethered to Mobile
a. Instant access
3. Isolated to Connected
a. Never losing touch
4. Generic to Personal
a. Choosing own adventure
5. Consuming to Creating
a. Sharing made easy
6. Closed to Open
a. Sharing made easy

15. We Live In a Blended World
• Immediate access to all aspects of our lives
• World we live in today
• News comes to us
• Communication across the globe
• Health symptoms and appointments
• Banking from your phone
• Dining via apps
• Home automation
• Automotive services
• Travel instant updates

16. Recognizing the Opportunity
• Create the optimal experience by intentionally blending
physical and online activities
• Blended courses provide teachers the means to
accomplish this

17. Determining Your Blend
• No such thing as “one size fits all”
• Optimal is different for each instructor
• Your blend will be based on unique needs
• Recognize strengths/limitations of each delivery mode

18. Face-to-Face Instruction
Strengths +
• Emotional connection
• Complex diagnostics
• Rich discussions
• Synchronous nature
• Sensory rich
• Human experiences
• Highly flexible
Limitations -
• Reliability/consistency
• 24x7 access
• Limited participation
• Pacing of instruction
• One-on-one interaction

19. Online Instruction
Strengths +
• 24x7 access
• Reliability/consistency
• Full Participation
• Depth of reflection
• Automated
grading/feedback
• Pacing of instruction
• Personalization
• One-on-one interaction
Limitations -
• Procrastination
• Human connection
• Complex diagnostics
• Emotional connection

20. Best of Both Worlds
Face-to-Face Strengths
• Emotional connection
• Complex diagnostics
• Rich discussions
• Synchronous nature
• Sensory rich
• Human experiences
Online Strengths
• 24x7 access
• Reliability/consistency
• Full Participation
• Depth of reflection
• Automated
grading/feedback
• Pacing of instruction
• One-on-one interaction
+

21. Recognizing the Opportunity
• Create the optimal experience by intentionally blending
physical and online activities

22. Blended Learning Attributes
What do we know about the efficacy of blended courses as
compared to those of face-to-face and online courses?
LN

23. Key Attributes
• Improved and deliberative instructional design
• Increased guidance and triggers
• Easier access to learning activities
• Individualized learning opportunities
• Increased engagement through social interactions
• More time on task
Evaluation of Evidence-Based Practices
in Online Learning: A Meta-Analysis…

24. The DOE Meta Study Found...
A. F2f instruction had a larger advantage than online or
blended
B. Online instruction had a larger advantage than f2f or
blended
C. Instruction combining f2f and online had a larger
advantage than f2f or online
D. All of the above
E. None of the above

25. Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis...
• Instruction combining online and face-to-face
elements had a larger advantage relative to purely
face-to-face instruction than did purely online
instruction.
• Effect sizes were larger where online instruction was
collaborative or instructor-directed than when online
learners worked independently.
• In many of the studies showing an advantage for
blended learning, the online and classroom
conditions differed in terms of time spent,
curriculum and pedagogy.

26. Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis...
Blended courses out-performed online and f2f courses...
• Higher faculty and student satisfaction
• Greater student engagement
• Improved student performance

27. Bryn Mawr Study of Liberal Arts Institutions
• Bryn Mawr + 20 other LAC
• 100% of BMC faculty who piloted have continued using
a blended approach

28. Impact on Student Performance

29. Evidence of Impact - 3 of 4 Large Courses

30. Key Findings
• Faculty and students found blended learning
supported LAC culture and values
• Blended Learning enhances faculty-student
interaction
• Assessment and instant feedback enabled students to ask
better, more timely questions
• Access to learning data helped faculty provide coach and
teach more effectively
• Blended learning supports individualized, learner-
driven education
• Can help differentiate instruction
• Can help free up time or prepare students for activities that
foster deep learning
• Can be used to emphasize mastery; students appreciate this
• Can be used to help students develop metacognitive skills
•

31. Blended Student Perspectives
SS

32. Student Perspective - Online Forums
• John is a quiet student
• Feels pressure when put on the spot
• Isn’t confident in his answer
• Never enough time in class to respond
• Blending conversation allows
• Think deeply about topic
• Ability to research further
• Unlimited time to respond

33. Student Perspective - Recorded Lecture
• Brenda struggles keep up in class
• Can’t write notes fast enough
• Feels lost in class
• Blending lecture allows
• Multiple viewings
• Ability to pause, rewind
• Ability to contribute more to class time

34. Activity: Transformative Goals
10 Minutes
LN

35. Transformative Goals for Your Blend
What are some of the transformative goals for your
blended course?
• Work in small groups - 5 minutes
• Report out on three transformative goals with highest
impact potential for each group - 5 minutes

36. Next Steps
SS

37. Next Steps
• Smart Classroom initiative
• Checkout equipment
• Instructional Technology consultations
• Skilled, passionate individuals
• Partner in exploration & development