BLENDED LEARNING

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BLENDED LEARNING

• because people are no
• single-method learners !

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Overview

• What is blended learning?
• Blended learning theories
• Blended learning design/ingredients
• Blended learning models
• How to build an effective blend
• ALN principles for blended environments
• 7. Blended works heres proof

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What is blended learning?

• a solution that combines several different
  delivery methods, such as collaboration software,
  Web-based courses, EPSS and knowledge management
  practices.
• learning that mixes various event-based
  activities, including face-to-face classrooms,
  live e-learning and self-paced learning.

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What is blended learning?

• ? a planned combination of approaches
• Coaching by a supervisor
• Participation in an online class
• Breakfast with colleagues
• Competency descriptions
• Reading on the beach
• Reference to a manual
• Collegial relationships
• Participation in seminars, workshops, online
  communities

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What is blended learning?

• Blends are characterized by
• customization
• integration
• purpose
• flexibility
• redundancy

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Blended learning theories

• Learning theories arent like religion. You
  dont have to pick Catholic or Baptist or Muslim,
  and shun the others. The goal is to have the
  right theory for the right situation.
• Allison Rossett

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Blended learning theories

• The situation is dependant upon
• the people you serve
• the nature of the skills they must master
• the context in which they are to perform
• ? situational instructional design model

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COGNITIVISM
Merrill
Clark
Bloom
Gagné
Keller
BLENDED LEARNING THEORY
Piaget
Gery
PERFORMANCE SUPPORT
Vygotsky
CONSTRUCTIVISM
A blend of learning theories
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Blended learning design

• 5 key ingredients for blended learning
• 1 Live events
• 2 Self-paced learning
• 3 Collaboration
• 4 Assessment
• 5 Performance support materials

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Ingredients for blended learning
? formal and informal, technology- and
people-based, independent and convivial,
directive and discovery-oriented
Assessment
Performance support materials
Self-paced learning
Live Event
Self-paced learning
Live events
Collaboration
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Ingredient 1 Live events

• live, synchronous events are main ingredient of
  blended learning
• nothing can replace the ability to tap the
  expertise of a live instructor
• J. Keller ARCS-Model of Motivation

Attention
Relevance
Satisfaction
Confidence
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Attention

• ? gaining and (!) keeping the learners
  attention
• begin class by telling a joke
• or by polling the learners with a
  thought-provoking question
• engaged online-learners, who are prepared for
  learning

?
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Relevance

• ? learners only stay focused when they believe
  the training is relevant to their specific
  situation
• use examples or analogies familiar to the
  audience
• show how course information can be used to
  solve real problems

?
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Confidence

• ? learners must have confidence in their skills
  and abilities in order to remain motivated
• make classroom expectations clear
• give learners ample time to practice their new
  skills
• experience of success and confidence

?
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Satisfaction

• ? learners must be satisfied with the results of
  their learning experiences in order to remain
  motivated
• provide learners with opportunities to use new
  skills

?
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Ingredient 2 Self-paced learning

• self-paced, asynchronous learning events add
  significant value to the blended learning
  equation
• must be based on effective implementation of
  traditional and modern instructional design
  principles
• Multimedia and Modern Design Theory

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Ruth Clark (2002)

• The Multimedia Principle
• ? adding graphics to text can improve learning
• The Contiguity Principle
• ? placing text near graphics improves learning
• The Modality Principle
• ? explaining graphics with audio improves
  learning

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Ingredient 3 Collaboration

• humans are social beings ? the power of learning
  is augmented when opportunities for meaningful
  collaboration exist
• 2 types of collaboration produce effective
  results
• peer-to-peer peer-to-mentor

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Ingredient 4 Assessment

• enables learners to test out of content they
  already know, fine-tuning their own blended
  learning experience
• measures the effectiveness of all other learning
  modalities and events
• 6 Levels of Cognitive Learning
• (B. Bloom, 1956)

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6 Levels of Assessment

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• ? higher level assessment

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Ingredient 5 Performance support materials

• most important ingredient
• ? promotes learning retention and transfer to
  the work environment
• several flavors
• printable references
• job aids
• PDA downloads

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Blended learning models

• NIIT categorizes blended learning into
• three models
• Skill-driven learning
• Attitude-driven learning
• Competency-driven learning

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Skill-driven learning model

• combines self-paced learning with instructor or
  facilitator support to develop specific knowledge
  and skills
• requires regular feedback and support from the
  trainer, facilitator or peer

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Skill-driven learning model

• Blended learning thats skill-driven mixes
  interaction with a facilitator through e-mail,
  discussion forums and face-to-face meetings with
  self-paced learning, such as Web-based courses
  and books.
• ? analogous to a chemical reaction

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Skill-driven learning model

• Survey by the Masie Center (2000)
• 88 of learners and 91 of managers recommend
  that the trainer should be an active part of the
  online training program. They placed a high value
  on having the trainer monitor progress and
  contact the learner, evaluate online
  project-work, build and facilitate an
  online-community and be available via email or
  threaded discussion to respond to content
  questions.

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Skill-driven learning model

• Combining self-paced learning with facilitator
  support
• keeps the learner from feeling isolated
• ? assists in the successful completion of the
  self-paced modules
• ? works best when people are learning content at
  the knowledge or application levels

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Skill-driven learning model

• Techniques to incorporate skill-driven learning
  include
• creating a tightly scheduled group learning plan
• using instructor-led overview and closing
  sessions
• using synchronous learning labs
• providing support to learners trough email

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Skill-driven blended learning plan
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Attitude-driven model

• blends traditional classroom-based learning with
  online collaborative learning events
• mixes various events and delivery media to
  develop specific behavior
• at times, the nature of the content, as well as
  the desired outcome (developing attitudes and
  behavior) necessitates the inclusion of
  collaborative learning

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Attitude-driven model

• content that deals with developing new attitudes
  and behaviors requires peer-to-peer interaction
  and a risk-free environment
• For example soft skill courses
• Role playing

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Attitude-driven blended learning plan
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Competency-driven model

• blends performance support tools with knowledge
  management resources and mentoring to develop
  workplace competencies
• to capture and transfer tacit knowledge,
  learners must interact with and observe experts
  on the job
• ? for learning that facilitates the transfer of
  tacit knowledge

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Competency-driven blended learning plan
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How to build an effective blend

• Consider
• stability urgency
• touches costs
• learning resources experience

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stable
Simulations Scenarios Workshops Web learning
modules Video Audio CD/DVDs
Workbooks Role modeling Collegial
connections Live e-learning Documentation
CONTENT STABILITY
Online resource links On-the-job training Online
bulletin boards Print job aids Email
Online communities Live e-learning Mentoring E-men
toring
volatile
Long development
Short development
TIME TO IMPLEMENT
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Human
On-the-job training Coaching Online
communities Email Role modeling
Mentoring Instructor-led classroom Workshops Live
e-learning
TOUCHES
Simulations Web learning modules Scenarios
Performance support tools Online help systems
Workbooks Online knowledge databases Video
Audio CD/DVDs Online resource links
System
High
Low
COSTS
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Extensions
Coaching Mentoring Listservs Online
communities Email Work teams
Print job aids Online help systems Online
resource links Online self-assessments
LEARNING RESOURCES
Workbooks Documentation Scenarios Video Audio
CD/DVDs Web learning modules
Live e-learning Live simulations On-the-job
training Workshops
Instruction
Independent
Social
EXPERIENCE
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How to build an effective blend

• Deliver assets and guidance
• Work cross-functionally
• Encourage independence conviviality
• Focus on flexible options for employees
  customers
• Put people in the middle of the blend
• Communicate, communicate, communicate
• Embrace redundancy
• Take on key initiatives and measure results

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12 ALN Principles for blended environments

• Begin with a shared vision of how technology can
  improve teaching and learning.
• Develop efficiences in cost and scalability.
• Identify ways to meet the needs of individual
  learners.
• Provide continuous support for role adjustment.

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• 5) Provide active institutional support and
  recognition for faculty.
• 6) Ensure learning design appropriately
  integrates face-to-face and online components.
• 7) Promote metacognitive reflection on the
  process of learning.
• 8) Provide timely feedback and clear expectations
  for response time.

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• 9) Integrate student services.
• 10) Plan early for course development.
• 11) Provide continuous training support.
• 12) Choose appropriate technology.

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What are the advantages of blended learning?

• greater access to a range of appropriate,
  personalized and individualized learning,
  teaching and resources
• greater accommodation for learners and teachers
  of diverse ages, styles, expertise, nationalities
  and cultures, who can connect from multiple
  settings such as homes, workplaces, libraries,
  countries,

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What are the advantages of blended learning?

• greater flexibility and cost effectiveness in
  terms of mission, scalability, breadth, time,
  value and infrastructure
• greater student and faculty satisfaction

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Blended works heres proof

• Dean et al. (2001)
• study about the effectiveness of combined
  delivery modalities for distance learning and
  resident learning
• ? providing several linked options for learners,
  in addition to classroom training, increased what
  they learned

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Blended works heres proof

• DeLacey Leonard (2002)
• technology and distance in education at the
  Harvard Business School
• ? students not only learned more when online
  sessions were added to traditional courses their
  interaction and satisfaction improved as well

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Blended works heres proof

• Thomson NETg (2003)
• ? speedier performance on real world tasks by
  people who learned through a blended strategy
  faster than those studying through e-learning
  alone

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Blended works heres proof

• Thomson Job Impact Study (1999)
• ? focused on teaching elements of Microsoft
  Excel to three different groups of people
• group 1 blended approach
• group 2 e-learning approach
• group 3 control group/no training

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• Group 1
• 5 Excel scenario-based exercises that provided a
  realistic business situation that could be
  applied to real-world tasks
• arranged in ascending order of difficulty
• access to supporting materials (NETg Excel
  Fundamentals Learning Objects, online mentors,
  FAQs, relevant Web sites)

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• Group 2
• completed standard NETg E-learning Excel
  Fundamentals course
• no scenarios, but the same Excel learning
  objectives
• option of consulting with an online mentor, FAQs,
  book links, pertinent Web sites

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• Results
• ? Group 1 showed a 30 increase in accuracy of
  performance over Group 2
• ? 159 more accuracy than the untrained Control
  group (Group 2 99)
• ? Group 1 completed real-world tasks 41 faster
  than the e-learning group (SBEs enhanced the
  learners understanding of procedural knowledge)

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• Results
• ? having access to mentors within the online
  instruction was essential to the success of both
  groups, but particularly to the SBE participants

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Blended works heres proof

• Rovai Jordan (2004)
• Blended learning and sense of community A
  comparative analysis with traditional and fully
  online graduate courses
• 68 graduate students 3 groups

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• Group 1/traditional course
• 3 hours face-to-face time/week
• textbook study assignments
• lecture with class-wide discussions
• some collaborative group work
• individual work

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• Group 2/blended course
• 14 face-to-face hours/semester
• group simulations
• project presentations
• guest speakers
• interactive videos
• discussions
• BlackboardSM e-learning system
• asynchronous dialogues

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• Group 3/fully online course
• BlackboardSM e-learning system
• textbook study assignments
• collaborative online discussion topics
• authentic assessment tasks

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• Instrumentation
• CCS Classroom Community Scale
• 20 self-report items/ 2 scales
• Connectedness
• (cohesion, community spirit, trust,
  interdependence)
• Learning
• (sharing educational goals, experiencing
  educational benefits by interacting with others)
• 5-point-Likert-scale

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• Results
• ? blended courses produce a stronger sense of
  community among students than either traditional
  or fully online courses

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Blended works heres proof

• Benbunan-Fich Hiltz (1999)
• Impacts of asynchronous learning networks on
  individual and group problem solving A field
  experiment
• 140 students 4 groups
• ? Task Solving an ethical case scenario
• 2x2 factorial design
• with/without ALN x alone/group

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• Individual/manual condition
• solved case individually, in an in-class
  exercise
• Individual/online condition
• submitted their individual responses in a
  computer conference
• Group/manual condition
• team members solved case by interacting in a
  face-to-face session
• Group/online condition
• team members interacted asynchronously for a
  week using computer conference as the only means
  of communication to discuss and solve the case

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• Results

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• Results
• ? ALN enhances the quantity and quality of the
  solutions to an ethical case scenario
• ? combination of teamwork with ALN-support
  increases the students perceptions of learning
• ? seems that ALN is equally suited for
  collaborative learning activities as traditional
  synchronous methods

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Thanks for your attention!
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References
Barbian, J. (2002). Blended works Heres proof.
Online Learning Magazine. Available
http//www.onlinelearningmag.com/onlinelearning/ma
gazine/article_display.jsp?vnu_content_id1526767
Benbunan-Fich, R. Hiltz, S.R. (1999). Impacts
of asynchronous learning networks on individual
and group problem solving A field experiment.
Group Decision and Negotiation, 8,
409-426. Carman, J.M. (2002). Blended learning
design Five key ingredients. Available
http//www.knowledgenet.com/pdf/Blended20Learning
20Design_1028.PDF
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DeLacey, B.J. Leonard, D.A. (2002). Case study
on technology and distance in education at the
Harvard Business School. Educational Technology
and Society, 5, 13-28. Julian, E.H. Boone, C.
(2001). Blended learning solutions Improving the
way companies manage intellectual capital. An IDC
White Paper. Available http//suned.sun.com/US/im
ages/final_IDC_SES_6_22_01.pdf Lefoe, G., Gunn,
C. Hedberg, J. (2002). Recommendations for
teaching in a distributed learning environment
The students perspective. Australian Journal of
Educational Technology, 18, 40-56. Available
http//www.ascilite.org.au/ajet/ajet18/lefoe.html
Moore, J.C. (2004). ALN Principles for blended
environments A collaboration. Available
http//www.aln.org/publications/books/alnprinciple
s2.pdf
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Rossett, A., Douglis, F. Frazee, R.V. (2003).
Strategies for building blended learning.
Learning Circuits, ASTD online magazine.
Available http//www.learningcircuits.org/2003/ju
l2003/rossett.htm Rovai, A.P. Jordan, H.M.
(2004). Blended learning and sense of community
A comparative analysis with traditional and fully
online graduate courses. International Review of
Research in Open and Distance Learning. Valiathan
, P. (2002). Blended learning models. Learning
Circuits. Available http//www.learningcircuits.o
rg/2002/aug2002/valiathan.html