BLENDED LEARNING:

A DISRUPTIVE INNOVATION BEYOND

HYBRID COURSES
Steve Sorden
Mohave Community College
LATTE Technology Expo
December 15, 2011

Todays Topics

Talk about blended learning models

Throw out some of my crazy ideas

Faculty share blended learning experiences/plans

Informal Open Discussion

My Philosophy (Solely mine)

Ground and DE Programs Need Each Other
Job of DE is to protect MCC from outside
online schools by offering quality instruction.
Job of ground campuses is to offer dynamic,
innovative instruction and services in ways
that cant be matched online.
Together we provide a complete, quality
educational package to MCC communities.

Learning Theories
Social Cognitive Theory (Bandura)
people learn by watching what others do

Social Constructivism (Vygotsky)

groups construct knowledge for one another, collaboratively creating a small culture
of shared artifacts with shared meanings

Andragogy (Knowles) Adult Learning

Theory
The role of the educator is minimized. The central idea in the context of adult learning
is that it is only after convincing him- or herself of the rationale of learning, will an
adult decide to learn.

Connectivism/Networked Learning
Theory by George Siemens
Composed primarily of three concepts:
chaos theory
importance of networks
the interplay of complexity and self-organization

We can no longer personally experience everything. There is

too much. We create networks to learn more than we can as
individuals.
A learning theory which is based on the premise that
knowledge exists in the world rather than simply in the head of
an individual.
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Self-Regulated Learning
Zimmerman (2000, 2001)
Winne & Hadwin (1998)
Pintrich (2000)
Cognitive Constructs

Motivation
Goal Setting
Reflection
Self-Explaining Behaivors

Socially-Shared
Regulation of
Learning
Coregulated
Learning

Self-Regulated
Learning

Cognitive Theory
of Multimedia Learning
Theory developed by UCSB psychologist Richard E. Mayer
Theory is based on three main assumptions:
There are two separate channels (auditory and visual) for
processing information
there is limited channel capacity
learning is an active process of filtering, selecting, organizing,
and integrating information

The theory includes a series of principles that provide guidelines on

how to design online lessons using multimedia.

Blended vs. Hybrid

Whats the difference?

Is there a difference?

Hybrid Courses at MCC

A hybrid course meets at least 50% of the time

in the classroom. The other part of the course
is held online.
MCC Distance Education FAQs
http://www.mohave.edu/pages/212.asp

Policies & Procedures Section 2

Instruction and Academic Support
Policy 2.040.10.02.02.03 on Hybrid Courses states:
Hybrid courses integrate online and in-class instruction in a
complementary manner to combine the best features of both.
Classroom time is reduced but not eliminated. Class meeting
times are to be listed in the schedule. Hybrid courses require
student access to a computer and the same hardware, software
and Internet connectivity requirements as online courses.

Definition of Blended Learning

Blended Learning is an
approach to course design
that brings together the
best of both face-to-face
and online strategies.
This combination aims to
build from each approach
to create an innovative and
effective learning
experience for students.

Why Blended Learning?

Several studies report increased student satisfaction with the
blended model over either face-to-face or online approaches.
(Clusky, Hodges, & Smith, 2006)

A new approachnot combination of online and f2f.

Online learning grew rapidly because of student preferences, but
blended learning is a pedagogically-oriented innovation that will be
driven by students AND faculty. (Albrecht, 2006)

The Metamorphosis of Blended Learning

What if the focus of Blended Learning changed from brick
and mortar vs. online to using the most appropriate
methods for maximizing learning?

Learner self-reflection
Collaboration with peers
If we consider this, the focus changes from learning
space to learning design

So my question is
If it looks like there are real potential benefits to
blending f2f (brick & mortar) and online.
But if we use Collaborate or a similar program to
deliver the f2f, can a completely online course be
considered blended if it applies the methodology
and theories?
Something to think about while we look at the next
few slides.

Where is learning headed?

Personalized Learning
The Snowflake Effect
(Eric Duval and Wayne Hodgins)

Massive Hyper-Personalization

Personalized Learning as a
Disruptive Innovation
Christensen, Johnson & Horn (2008)

16

21st Century Learners Will Expect

(Very Soon)

Interactivity

Social Media

The Cloud

Digital media
should do
something
when it is
touched or
clicked on.

Learning
outside of this
world will not
be relevant.

Learning
materials and
status must be
available
anywhere
(24/7) on any
device.

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In the very near future

21st Century Learners will
increasingly demand that their
experience is:
Learning-Centered
Personalized
Interactive, Social & in The Cloud
Mobile: Anytime, Anywhere
What They Want (Buyers Market)
18

Education is Now a Buyers Market

It doesnt matter whether you agree with what
students want from their educational experience.
If you dont provide it,
they will go somewhere else.
ICT in education will make this very easy.

19

Pew Foundation
Three Models of Blended Learning
The Program in Course Redesign, funded
by the Pew foundation, identified three
types of blended learning:
The Supplemental Model
The Replacement Model
The Emporium Model
http://www.thencat.org/PCR/Proj_Model.htm

The Supplemental Model

The supplemental model
retains the basic structure of
the traditional course and
a) supplements lectures and
textbooks with technologybased, out-of-class
activities, or
b) b) also changes what
goes on in the class by
creating an active learning
environment within a large
lecture hall setting.

The Replacement Model

The replacement model reduces the number of in-class
meetings, or classroom "seat-time," and:
replaces some in-class time with out-of-class, online,
interactive learning activities
makes significant changes in remaining in-class meetings.

Consequently, the nature of the in-class activities is changed as

well. Instead of traditional lectures, in-class time is freed for
more interactive, collaborative learning experiences.

The Emporium Model

The emporium model eliminates all class meetings and
replaces them with a learning resource center featuring online
materials and on-demand personalized assistance, using
an open attendance model
Or a required attendance model depending on
student motivation and experience levels.
The emporium model is a radical reconceptualization of the traditional
course. Though attendance at the learning center can be required, there are
no longer lectures in a traditional sense. Course content is delivered via
online materials, and in-person help is provided in the learning resource
center.
http://weblearning.psu.edu/blended-learning-initiative/the-emporium-model
http://math.gcsu.edu/~chiorescu/collegealgebra.html

6 Types of Blended Learning

According to a report by the Innosight
Institute, there are six major types of
blended learning:
Face to Face Driver Online Lab
Rotation
Self-Blend
Flex
Online Driver
Staker, H. (2011) The rise of k12 blended
learning. Chapel Hill, NC: Innosight
Institute. http://www.innosightinstitute.org/innosight/wpcontent/uploads/2011/05/The-Rise-of-K-12-BlendedLearning.pdf

Face to Face Driver Blended Model

The "face-to-face driver" model, in which a
teacher in a traditional classroom instructional
setting employs online learning for
remediation or supplemental instruction;

Rotation Blended Model

The "rotation: model, in which students move
back and forth between online and classroom
instruction.

Flex Blended Model

"Flex," a model in which the

curriculum is delivered primarily
through an online platform, with
teachers providing onsite support;

Online Lab Blended Model

The "online lab" approach, wherein an online
course is delivered in a physical classroom or
computer lab;

Self-Blend Blended Model

"Self-blend," a model in
which students choose on
their own which courses
they take online to
supplement their schools'
offerings.

Online Driver Blended Model

The "online driver" model, where the
courses are primarily online and physical
facilities are used only for extracurricular
activities, required check-ins, or similar
functions.

Review: At Least Two Classification

Systems for Blended Learning
Emporium

Face to Face
Driver
Rotation
Flex
Online Lab
Self-Blend
Online Driver

Recommended Uses for F2F Meetings

Intro/technology overview
Collaborative small-group work
Advanced discussions
Project presentations
Guest speakers
Q&A sessions
Demonstrations
Lab work

Blended Learning Tools

Integration of Activities
When asked, 'What would I do differently?' Blended Learning
instructors were united in their response:
'I'd devote more attention to integrating what was going on in the classroom
with the online work.'
One instructor responded emphatically, 'Integrate online with face-to-face, so
there aren't two separate courses.' We found it impossible to stress
integrating face-to-face and online learning too much.
(Aycock, Garnham, & Kaleta, 2002)

Interaction
Research indicates that student satisfaction with the blended
format is highly dependent on the level of interaction with
instructors and other students.

Instructors can address interaction issues by providing time

during the face to face sessions for discussion, in addition to
using available inline discussion tools such as ANGEL
discussion forums.

CLSS Instrument in Studies

So & Brush (2008)

Sorden (2011)

Collaborative
Learning

.586

.750

Social
Presence

.541
Satisfaction
Latino

P < .01

Demographic
Variables

Dissertation Findings

Significant,
moderate positive
correlation
between student
satisfaction and
perceived social
presence

Significant, high
positive correlation
between student
satisfaction and
perceived
collaboration.

Significant,
moderate positive
correlation
between perceived
collaboration and
perceived social
presence.

No significant
correlation
between any of the
demographic
variables & three
constructs with
exception of SP &
Latinos

What Do Real Blended Models Look Like?

The Inverted Classroom

(Flipped Classroom in K-12)
(Lage, Platt & Treglia, 2000)
ICT are used to deliver online readings, recorded lectures,
narrated PowerPoint presentations, podcasts, and
instructional videos so that learners have time for selfregulated exploration and discovery, and then time to reflect
on it.
F2F is spent in activities that encourage interaction and
collaboration, rather than passively sitting in the back row
during a lecture.
http://youtu.be/brUZTton67s

http://youtu.be/7_ejZ5OMIDE

Community of Inquiry Framework

The Community of
Inquiry Framework
(Garrison, Anderson & Archer, 2000;
Garrison & Vaughan, 2008)

Reflection and Collaboration

Blending w/ Purpose: Multimodal Model

(Picciano, 2009)

Social Cognitive Framework

for Blended Learning
The Social Cognitive
Framework for
Blended Learning

Social Cognitive Theory

Self-Regulated Learning
Cognitive Science
Networked Learning Theory

Social Influence Model

(Rogoff, 1998)

Adding mLearning into the Mix

Mobile Learning (mLearning)

Handheld Computers
& Smartphones
Increasing Presence in
Higher Ed
Still Very Early
Ambient Technology

44

Mobile Trend Towards

Ambient Technology
Surrounding us with
technology rather than
interacting through
small screens and tiny
keyboards.

45

Speech Recognition and Synthesis

From this
To this!

46

Augmented Reality

47

Augmented Reality Google Goggles

48

The Future is Upon Us!

Layar is an augmented reality software
developed by a company in Holland.
Listen to their vision of the future.
http://youtu.be/HW9gU_4AUCA

Recommendations for Making the Most of

a Blended Course

At a minimum, allow six months lead time for course development;

Master the technology necessary to administer the course. Set aside time to learn
the requisite tools.
Hold an initial face-to-face kick-off meeting. (General orientation to the format of
the course, a review of technology requirements, and an opportunity for the
students to socialize and get to know their peers and their instructor.)
Make students aware of what a blended course entails.
Provide information on time management skills. Penn State online tutorial:
http://istudy.psu.edu/FirstYearModules/Time/TimeManagementLesson.htm

Be sure that the face-to-face class meetings are integrated into the course, and
hold value to the educational experience that connects with the online
coursework. Students may become frustrated if they feel that the face-to-face
sessions are simply thrown into the course, with no thought given to the role that
the classroom time plays within the course.
Larry Ragan Best Practices in Blended Learning: http://cnx.org/content/m15048/latest

Final Recommendation

Attend Our Moderator Training

This Afternoon!

Faculty Discussion

Tony Noble
Kurt Spilker
Then Open Discussion
Ideas? Questions?

BLENDED LEARNING:
ITS MORE THAN JUST HYBRID

Steve Sorden
Mohave Community College
LATTE Technology Expo
December 15, 2011