Presentation on blended learning format used in Master of Science in Nursing program

1. BLENDED LEARNING
A Faculty and Student Perspective
Dr. Cynthia
Bechtel
Dr. Susan Robin S.
Mullaney Robinson

2. Our Agenda
Blended Learning at Framingham
State University:
• What is our experience?
• What are the challenges?
• What works best?
Our Best Practices

3. Is it Hybrid or Blended?
Hybrid versus Blended:
• Hybrid - course delivery label used to
advertise a non-traditional face-to-face
course to students.
• Blended - combines classroom teaching with
web-based or other forms of instruction in
and out of the physical classroom.
• Result = enhanced learning experience

4. Blended Learning
Blended Learning has the
potential to enhance both the
effectiveness and efficiency of
meaningful learning
experiences.

5. Blended Learning
Blended Learning:
• combination of face-to-face and online
media, with "seat time" significantly
reduced
• increasing proportion of instruction in U.S.
higher education
• supplements completely face-to-face
courses and completely online
asynchronous courses with technology

6. Course Design Strategies
Does a blended course create a
better student learning
experience?

7. Course Design Strategies
“Some benefits of the hybrid format are
the self-directed learning modules that
can be completed during times that
work best for the learner, less time
involved in travelling to classes, and no
tests with this program. ”

8. A student’s reaction
“I had been a bit anxious about the on line portion
of the classes. All my previous classes had been
face-to-face and e-learning seemed like it would
be impersonal and solitary. I’m so glad I was so
wrong. The hybrid nature of this program
appears to combine the best of both
worlds. Face-to-face classes allow visual, tactile,
real time interaction, and the ability to get to know
classmates in a more personal way. The online
portion allows greater flexibility, reflection, and
time to research things more fully.”

9. Why Hybrid?
What is driving the pedagogical
change at our institution?
Why in MSN program?

10. Why use blended learning?
“As I reflect on my undergraduate education, I can
honestly say I was a passive learner. All of my
undergraduate classes were the usual lecture
format. The professor was the sole provider of the
information spoon feeding us what we needed to
know. I was one of the students in the lecture hall
feverishly taking notes on what seemed like endless
number of PowerPoint slides the professor prepared
on the subject. The amount of collaboration between
student and professor was usually limited to ‘we need
to get through this information people.’”

11. Our students

12. A student’s view
“I knew I didn’t want to take online
courses as I imagined it would be
impersonal. I thoroughly enjoy reading
the modules, viewing the videos,
reviewing the articles, and writing a
discussion board on the subject. I also
very much enjoy the Wednesday
evenings together, the spirited
conversations, the networking,
collaborating, and group projects.”

13. Goal of blended learning
• Join the best aspects of both face to face
and online instruction.
• Classroom time can be used to engage
students in advanced interactive
experiences.
• The online portion of the course can
provide students with multimedia-rich
content at any time of day, anywhere the
student has internet access.

14. Why Hybrid?
“The hybrid class has allowed for a
higher level of learning and
teaching. I felt that I learned more
from these two classes than almost
any I’ve taken in the past.”

15. What are our challenges?
What are the challenges of a
blended class?

16. Challenges
• Foremost is the need for resources
to create the online materials to be
used in the courses.
• Material development is a time and
labor intensive process
• Student expectations of blended
courses

17. What are the challenges?
“As for the on-line portion of our class, I
thought that that would be a cakewalk.
Answer a few questions, post and no big deal,
right! Wrong, I find the discussion boards to
be so thought provoking and as I am reading
for the modules, I find myself looking for more
information. This class has made me more
inquisitive.”

18. Best Practices
What are the characteristics of
a successful blended class?

19. Best Practices
“I am finding that I am more of an
active learner with hybrid classes. I
am more likely to research the
discussion board questions and
actually put an effort into them.”

20. Best Practices
• Define what hybrid looks like in your course.
• Set “Rules of Engagement” for discussion,
communication, etc.
• Design learning activities that actively engage
students in both online and face-to-face
environment.
• Plan how face-to-face and online components
integrate to build a cohesive course.
• Select and incorporate appropriate instructional
technologies to meet learning goals and deliver
online experience.

21. Best Practices
“The hybrid course design incorporates
diverse learning styles. The online
modular topics, readings, assignments,
videos, links, and resources gave me
alone time to experience the subject in a
multidimensional true-life learning
process.”

22. Best Practices
• Keep it simple and start early.
• Focus on the re(design) and not on the
technology.
• Share with each other.
• Manage the expectations of your students.
• Anticipate problems and prepare for them.
• Use existing resources.
Modified from: http://www4.uwm.edu/ltc/hybrid/faculty_resources/tips.cfm

23. Best Practices
“In order to be successful in a hybrid course,
one must be dedicated and self-disciplined.
Unlike the conventional face-to-face classes,
e-learning requires that the student
complete assignments and course work by a
deadline, but without the constraints of
being in a classroom setting”

24. Resources
• “Enriching Student Experience Through Blended Learning”; Educause Center for
Applied Research by Bob Albrecht, ECAR;
http://net.educause.edu/ir/library/pdf/ERB0612.pdf
• “Ten Questions to Consider when Redesigning a Course for Hybrid Teaching
and Learning” by the Learning Technology Center
http://www4.uwm.edu/ltc/hybrid/faculty_resources/questions.cfm
• What are hybrid or blended courses?
http://www4.uwm.edu/ltc/hybrid/about_hybrid/index.cfm
• Advantages/Challenges
http://www4.uwm.edu/ltc/hybrid/faculty_resources/advantages.cfm
• Lessons Learned from the Hybrid Course Project
http://www.uwsa.edu/ttt/articles/garnham2.htm
• Faculty Case Study
http://exedweb.cc.uic.edu/blended/Case_study_CLJ%20120.pdf

25. Just Ask
Questions Answers Thank you
Dr. Cynthia Bechtel cbechtel@framingham.edu
Dr. Susan Mullaney smullaney@framingham.edu