See how one nursing program has successfully developed a nursing program using the blended learning and flipped classroom models.

1. Increasing Student Engagement
BLENDED LEARNING AND
THE FLIPPED CLASSROOM:
College of Southern Maryland
June 2014

2. Dr. Cynthia Francis Bechtel,
PhD, RN, CNE, CSHE, CEN
Associate Professor
Coordinator MSN Program
Dr. Susan Mullaney,
EdD, RN, CNE
Professor
Department Chair Nursing
WHO ARE WE?

3. Discuss the innovative teaching
modalities of blended learning and
the flipped classroom
Examine student experiences with
blended learning and flipped
classroom courses
Illustrate creative online course
modules
EXPECTED LEARNING OUTCOMES

4. HAVE YOU SEEN THIS CLASSROOM?

5. “If you are teaching the way
you were taught, you are
preparing students for a
healthcare system that no
longer exists.”
Visions of Students Today
HEARD AT NLN
EDUCATION SUMMIT 2013

6. What is your impression of blended
learning? Is it…
A. An online enhancement to a face-to-
face learning environment
B. A face-to-face enhancement to an
online learning environment, or
C. Something else entirely
A POP QUIZ…

7. Do you currently use blended
learning/hybrid format for any
of the courses that you teach?
A. Yes
B. No
POP QUIZ

8. Hybrid and Blended –
Education designed to integrate face-to-
face and online activities that
• reinforce,
• complement, and
• enhance one another,
instead of treating the online component
as an add-on or duplicate of what is
taught in the classroom University of Wisconsin
IS IT HYBRID OR BLENDED?

9. OUR STUDENTS IN A FACE-TO-FACE
CLASSROOM

10. The Sloan Consortium
(a professional organization dedicated
to postsecondary online learning)
defines blended learning as a course
where 30%-70% of the instruction is
delivered online.
BLENDED LEARNING

11. Web-based learning activities are
introduced to complement face-to-face
work
"seat time" is reduced, though not
eliminated altogether
the Web-based and face-to-face
components of the course are designed
to interact pedagogically to take
advantage of the best features of each.
From http://www4.uwm.edu/ltc/hybrid/about_hybrid/index.cfm
KEY CHARACTERISTICS

12. “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.’ ”
STUDENT VIEW OF BLENDED LEARNING

13. What is driving the
pedagogical change at our
institution?
WHY BLENDED LEARNING?

14. http://tinyurl.com/nl4k3uj
OUR STUDENTS

15. WHY BLENDED LEARNING?
The nature of our student body
Use of a cohort model
Research that espouses active learning
An approach that allows for deep
processing and application of concepts

16. Does a blended course
create a better student
learning experience?
Courtesy of web.ccis.edu
BENEFITS OF BLENDED LEARNING

17. Students prefer blended learning
environments
 Dahlstrom, E., Walker, C.. & Dziuban (2013). ECAR
Study of Undergraduate Students and Information
Technology
http://tinyurl.com/nl4k3uj
ECAR (EDUCAUSE) RESEARCH HUB

18. “I had been a bit anxious about the online
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.”
STUDENT VIEWPOINT

19. Their 2009 meta-analysis showed
that “blended” instruction –
combining elements of online and
face-to-face instruction – had a larger
advantage relative to purely face-to-
face instruction or instruction
conducted wholly online.
 http://www2.ed.gov/news/pressreleases/2009/06/
06262009.html
U.S. DEPARTMENT OF EDUCATION STUDY

20. WHAT DOES THE RESEARCH SAY?
Blended learning has been received
positively by students
Asynchronous online discussions
increase student satisfaction in
introductory nursing research courses
(Lyons & Evans, 2013; Smyth, Houghton,
Cooney, & Casey, 2012)

21. WHAT DOES THE RESEARCH SAY?
Blended learning assists the health
professional to learn in a manner that is
adaptable to their workplace and promotes
life-long learning
Components of blended learning include
novel teaching strategies, connecting
practical activities, and e-learning activities
to maintain engagement
(Jonas & Burns, 2010; Sidebotham, Jomeen, & Gamble,
2014)

22. Even though technology enables greater learner
control and autonomy, learners generally value
social contact and faculty guidance, especially
when entering a new field or course of study
(de Laat, 2006). In fact, some might argue that
student interaction with faculty and with other
students in the context of learning is an
expression of a basic human need.
de Laat, M. (2006). Networked learning. Retrieved from http://www.e-
learning.nl/files/dissertatie%20maarten.pdf
WHAT DOES THE RESEARCH SAY?

23. “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. ”
BENEFITS OF BLENDED LEARNING

24. How do we combine
blended learning format
with a flipped classroom
methodology?
WHAT ABOUT FLIPPED CLASSROOMS?

25. Didactic material online
Face-to-face class time for
interactive assignments and
discussions that build upon online
material – no formal lectures
Course design will vary with the
educational environment
THE FLIPPED CLASSROOM

26. Flipped Learning is a pedagogical approach
in which direct instruction moves from the
group learning space to the individual
learning space, and the resulting group
space is transformed into a dynamic,
interactive learning environment where the
educator guides students as they apply
concepts and engage creatively in the
subject matter.
www.flippedlearning.org
FLIPPED LEARNING NETWORK

27. According to the Flipped Learning
Network (2012), there's no
scientific research base to indicate
exactly how well flipped classrooms
work.
But some preliminary nonscientific
data suggest that flipping the
classroom may produce benefits.
CURRENT RESEARCH ON FLIPPING

28. In one survey of 453 teachers who flipped
their classrooms, 67% reported increased
test scores, with particular benefits for
students in advanced placement classes
and students with special needs;
80% reported improved student attitudes
99% said they would flip their classrooms
again next year
(Flipped Learning Network, 2012)
RESEARCH ON FLIPPING

29. What we’ve observed:
Students are able to apply what
they have learned from the
didactic content in the online
modules to the classroom
activities
BENEFITS OF FLIPPING

30. Students
are more engaged with the content
reflect deeply to make connections
between the concepts taught and their
personal and professional experiences
work collaboratively to assist each other to
progress and meet the course and program
outcomes
WHAT HAVE WE OBSERVED?

31. “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.”
Benefits of Blended Learning

32. HOW DO WE GET STARTED?

33. What are the
characteristics of
successful
blended and
flipped
courses? www.audreyreille.com
BEST PRACTICES

34. Define what blended learning looks
like for your course
Set “Rules of Engagement” for
communications
Use Quality Matters standards
https://www.qualitymatters.org/rubr
ic
BEST PRACTICES

35. A set of 8 general standards and 41
specific standards used to evaluate the
design of online and blended courses
Concept of alignment: Learning
Objectives, Assessment, Instructional
Materials, Learner Interaction and
Engagement, and Course Technology
work together to ensure students achieve
desired learning outcomes.
QUALITY MATTERS

36. As you consider designing a blended
learning course, what kinds of
interactions can you envision occurring
face-to-face, and how might you use the
online environment for interactions?
What opportunities are there for you to
explore different instructional strategies
in the blended course than you have in
the past?
QUESTIONS TO PONDER

37. “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.”
STUDENT VIEWPOINT

38. • Integrate 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.
COURSE DESIGN STRATEGIES

39. Select and incorporate appropriate
instructional technologies to meet
learning goals and deliver online
experiences.
The focus should be first on the
learning, and second on the
technologies that will support that
learning
TECHNOLOGY

40. Nursing Management
Module: Team Building
(Management course)
MODULE EXAMPLE

41. Role of instructor
Interaction among
students
Blended learning lends
itself to learner-
centered, teacher-
guided, interactive, and
student-collaborative
learning
WHAT IS BEST MIX?

42. Course Learning Outcomes
Learning Interaction/Activities
Resources, Materials,
Technologies
Assessment and Measurements
Faculty Action/Prep
MAPPING A COURSE

43. Module outcomes need to align
with course outcomes
Think about what you want
students to take away from this
module
Assignments and activities flow
from outcomes
OUTCOMES

44. Aligned with module outcomes
Based upon didactic content
Reinforce application of
principles and concepts
Lead to better patient outcomes
and safe and effective high
quality care
LEARNING ACTIVITIES

45. Online modules may be
completed at the student’s own
pace
Allow students to enter more
deeply into the material or an
idea.
Especially important for ELL
students
ASYNCHRONOUS ACTIVITIES

46. “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.”
THE STUDENTS’ CHALLENGES

47. Technology module in
Advanced Technology and
Nursing Informatics
course
MODULE EXAMPLE

48. From module on Societal and Global
Influences in Healthcare:
Megatrends in Global Health Care
by Karen Dillon and Steve Prokesch
http://hbr.org/web/extras/insight-center/health-care/globaltrends/1-slide
From module on Pediatric Issues & Special
Education:
Click *here* for a 3 ½ minute YouTube video
intended to show you how an autistic adult
experiences sensory overload – in simulation.
Interesting perspective!
http://youtu.be/BPDTEuotHeO
EXAMPLES OF STUDENT LEARNING
ACTIVITIES

49. What is your BMI?
Check it out by clicking this link:
Body Mass Index calculator
http://www.cdc.gov/healthyweight/assessing/bmi/adult_bmi/english_bmi_
calculator/bmi_calculator.html
Time for a Clip!
http://youtu.be/EantVCQO69g
Click here to watch a short YouTube video
on Invisible Illness Awareness.
EXAMPLES OF STUDENT LEARNING
ACTIVITIES

50. Balance video & discussion
Always, It Depends, Never in a Million
Years
Peer review & editing of term papers
(Pair-Share-Compare)
Role play conversations with students
Identify Facebook sites patients are
using
EXAMPLES OF
STUDENT LEARNING ACTIVITIES

51. Live events
These are synchronous, instructor-led
events. Traditional lectures, video
conferences, and synchronous chat
sessions such as Blackboard
Collaborate or Adobe Connect are
example.
EXAMPLES OF
STUDENT LEARNING ACTIVITIES

52. The more ways you can present a concept
(auditory, tactile, visual, activity) the more
likely it will be captured by students
“Step out from behind the screen full of
slides and engage students in (realistic)
learning experiences” to enhance learning.
(Benner, Sutphen, Leonard, & Day, 2010, p. 14)
ACTIVE LEARNING

53. “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.”
STUDENT VIEWPOINT

54. When class prep and “lecture” take
place outside of the classroom, the
classroom becomes a stage for
experiential learning
Students need guided study – you
get to shape this when the
classroom goes beyond the
traditional lecture
ACTIVE LEARNING

55. In a traditional class design for
example, students get a lecture, do
some assigned reading in the text
and associated articles, and take
an exam and/or write a paper.
In contrast…
ACTIVE LEARNING

56. In flipped classrooms, students engage
with a module which involves information
sharing, video clips, blogs, short stories,
editorials, and articles; does the assigned
readings; engages in a recap or summary
in the classroom, then thinks more deeply
via classroom activities, classroom
discussion and/or participation in a
discussion board, and/or written reflective
journals or other assessments.
ACTIVE LEARNING

57. “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.”
A STUDENT’S VIEW

58. Example: SBAR Your CAR (courtesy of Dr. Tim Bristol,
www.nursetim.com)
1. Find a partner and discuss the following -
2. Situation: what type of car do you have right
now
3. Background: how did you get it & precipitating
factors
4. Assessment: what is the current state of your
car
5. Recommendation: what are the next steps in
your car’s journey
ACTIVE LEARNING

59. Learners communicate and create
with professors and classmates.
E-mail, threaded discussions, group
activities, blog, journal, podcast,
vodcast, and wikis are all examples.
Faculty feedback is vital.
ONLINE COMMUNITY

60. Student-to-student interaction
has become more of a focus in
today’s classrooms, where the
teacher becomes more of a
guide or facilitator in the
learning process.
ONLINE COMMUNITY

61.  “…E, I always look forward to your discussions
about school nursing and your challenges at
not having a traditional hierarchical system
for management or leadership. Although I
can’t fully comprehend the circumstances in
which you practice, your position within the
community setting provides me another
viewpoint to contemplate and forces me to
think beyond the traditional means for
problem-solving in regards to leadership.”
STUDENT VIEWPOINT

62. “M, As a leader in any domain, modeling the way is
the best way to show your conviction toward a
change or an outcome. It is important that leaders
gain the respect and trust of those they are trying to
lead. Dickenson-Hazard (2006) writes that leaders
must lead from what they believe in order to gain
commitment from others. You exemplified that
when dealing with the different constituents within
your department. You didn't go in and tell them
what you felt needed to change, you fostered a
solution through communication and teamwork.”
STUDENT VIEWPOINT

63. What are the
challenges of a
blended class?
WHAT ARE OUR CHALLENGES?

64.  Material development is a time-
and labor-intensive process
 The need for resources to create
the online materials for the
courses.
CHALLENGES

65. How can you ensure that students
experience your course as one consistent
whole rather than as two loosely
connected learning environments?
if pursued with the module structure
common in online teaching, blended
courses can bring about higher levels of
student engagement and more effective
face-to-face time management.
CHALLENGES

66. Managing student expectations of
blended courses
 Blended concept
 Time management
 Classroom vs home
CHALLENGES

67. Students’ work online must be
relevant to the in-class activities
Students can be critical of blended
instruction if they feel the face-to-
face and time-out-of-class
components of the course are not
well integrated.
CHALLENGES

68. “In order to be successful in a hybrid
course, one must be dedicated and self-
disciplined. Like 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.”
STUDENT VIEWPOINT

69. Questions?
Comments?
JUST ASK

70. Beesley, A., & Apthorp, H. (Eds.). (2010).
Classroom instruction that works, second
edition: Research report. Denver, CO: McRel.
Bergmann, J., & Sams, A. (2012). Flip your
classroom: Reach every student in every class
every day. Washington, DC: ISTE; and
Alexandria, VA: ASCD.
RESOURCES

71. Flipped Learning Network. (2012).
Improve student learning and
teacher satisfaction with one flip of
the classroom.
Retrieved from author at
http://flippedlearning1.files.wordpress.com/2012/07/clas
sroomwindowinfographic7-12.pdf
RESOURCES

72. Screencastomatic
http://www.screencast-o-matic.com/
20 fun free tools for interactive
classroom collaboration
http://www.emergingedtech.com/2014
/05/20-excellent-free-tools-for-
interactive-collaboration-experiences-in-
the-classroom/
Soapbox www.gosoapbox.com
RESOURCES

73. Flipped classroom resources
http://www.educatorstechnology.com/search/
label/flipped%20classroom
20 video project ideas to engage students
http://ditchthattextbook.com/2014/02/06/2
0-video-project-ideas-to-engage-students/
 The 10 best web tools for flipped classrooms
http://www.edudemic.com/web-tools-for-
flipped-classrooms/
RESOURCES

74. Nurse Educator Listserv
https://lists.uvic.ca/mailman/listinfo/nrsinge
d
Wordle word clouds http://www.wordle.net/
Eyejot Online video messaging
http://corp.eyejot.com/
Skype http://www.skype.com/en/
Jing Capture images and videos
http://www.techsmith.com/download/jing/
RESOURCES

75. Wikispaces for teachers
http://www.wikispaces.com/content/tea
cher
Google Docs https://docs.google.com/
Rubrics Free tool to help create rubrics
http://rubistar.4teachers.org/
Sophia Flipped Classroom Certification
http://www.sophia.org/flipped-
classroom-certification
RESOURCES

76. THANKS FOR INVITING US!
Dr. Cynthia Bechtel
cbechtel@framingham.edu
Dr. Susan Mullaney
smullaney@framingham.edu