Blended Learning Design & Research

Luuk Terbeek

VU Amsterdam

HGZO Congres 22 maart 2018

https://learnacademy.vu.nl/nl/opleidingen-cursussen/cursus-blended-learning/index.aspx#accept

Workshop opbouw

1. Blended Learning in vogelvlucht (20 min) 2. Casus expliciteren aan de hand van thema (15 min) 3. Casus presentatie & peer feedback (40 min) 4. Wrap up (15 min)

1. Blended Learning in vogelvlucht

Blended Learning Garrison and Vaughan (2013) describe blended learning as the organic integration of thoughtfully selected and complementary face-to-face and online activities. By using blended formats learners feel more engaged (Vaughn, 2007), while blended learning can reduces costs for organizations (Garrison & Kanuka, 2004; Rovai & Jordan, 2004) (Cottle & Glover, 2011).

Blended Learning Blended Learning enables teachers to reverses the traditional educational arrangement by delivering instructional content online, available for students before their face-to-face meetings. This approach of blended learning is often called the Flipped Classroom. Applying the Flipped Classroom approach provides other learning activities during face-to-face time, which results in a change of the teacher role. Another important consequence of the Flipped Classroom approach is the increased responsibility of students for their own learning process. However, there is no single pattern or model for mixing and matching face-to-face and online learning technologies into courses (Picciano, Dziuban & Graham, 2013)

Blended Learning

• Praktijk • Kennisdeling • Onderzoek

Blended Learning - praktijk

• Begeleiden en coachen (docenten) teams bij ontwerp, ontwikkelen, uitvoeren en evaluatie

Blended Learning - praktijk • Begeleiden en coachen (docenten) teams bij ontwerp, ontwikkelen,

uitvoeren en evaluatie

https://www.academia.edu/10054766/Institutional_Blended_Learning_Adoption_Checklist

Blended Learning - praktijk

• Begeleiden en coachen (docenten) teams bij ontwerp, ontwikkelen, uitvoeren en evaluatie

• Re(design)

Blended Learning - praktijk

Blended Learning - praktijk

Tools - In LMS - Gekoppeld aan LMS - Buiten LMS

Blended Learning - praktijk

• Begeleiden en coachen (docenten) teams bij ontwerp, ontwikkelen, uitvoeren en evaluatie

• Re(design) • Projectmanagement • Verwachtingsmanagement -> Syllabus

Blended Learning – praktijk:

Diffusion of Innovation (DOI) Theory, developed by E.M. Rogers in 1962

Blended Learning - praktijk

CRAM Tool—Overview • https://www.youtube.com/watch?v=K19nKi9Kb2Y • http://web.lkldev.ioe.ac.uk/cram/index.html

Blended Learning - kennisdeling

https://www.surfspace.nl/sig/121-blended-learning/122-over-sig-blended-learning/

Blended Learning - onderzoek

Blended Learning - onderzoek Study (ID) Method Observation

Year(s)

Teaching methods (TM)

Learning Technologies (LT)

Learning Mechanisms (LM)

Measured outcome(s)

Description of reported statistical significance

Grades Students (N)

Teachers (N)

Country

2. Sayeski, Hamilton and Jones (2015)

Randomized Controlled Trial (RCT)

2015 Homework, Instructor facilitated & Flipped classroom

E-Learning Online (Star Legacy) modules

Learning Styles Student motivation,

Effectiveness*

Participants in the flipped instructional condition performed Statically significant better.

Undergraduates

115 USA

6. El-Deghaidy and Nouby (2007)

Quasi experimental study (QES)

/ Mixed method design (including quantitative and qualitative research)

2007 Cooperative learning

Online Modules (including, videos)

e-Learning attitude scale, cooperativeness scale

1.Effectiveness*

1. Significant difference between pre and posttest on the overall course test for the experimental group

2. Significant differences between two groups in their attitude towards e-Learning (experimental group - more positive attitude)

Teachers 26 Egypt

7. Sung, Kwon and yu

(2008)

Quasi experimental study (QES)

2008 Flipped Classroom e-learning Individual learning

1. Effectiveness*

2. (student) Motivation

3. Costs

1. The experimental (blended learning group) shows a significantly higher level of knowledge

2. The experimental (blended learning group) shows a significantly higher level of satisfaction

nurses 50 Korea

17. Woltering, et al. (2009)

Comparative study, mix-method study (evaluation)

2009 Problem-based learning

e-Learning modules (including videos)

Cooperation during self-directed learning

(student) motivation*

(teacher) motivation

Effectiveness

… Third year students

185 14 Germany

Blended Learning - onderzoek

TPACK

https://www.youtube.com/watch?v=FagVSQlZELY

Blended Learning - onderzoek

Community of Inquiry (CoI) model

https://www.youtube.com/watch?v=273WuFa6Z04&t=1s

CoI framework The premise of the CoI framework suggests that creating an effective online experience requires a collaborative community. The CoI framework, developed by Garrison, Anderson, and Archer (2000)is defined as follows: An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding. The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements—social, cognitive, and teaching presence. • Social presence is “the ability of participants to identify with the community (e.g., course of study),

communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities” (Garrison, 2009).

• Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).

• Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).

CoI elements & categories

Blended Learning - onderzoek

CoI survey https://coi.athabascau.ca/coi-model/coi-survey/

Blended Learning - onderzoek

See the big picture and know the little steps to go forward Alec Couros (Professor Educational Technology & Media, Univeristy of Regina) rightly points out yet again that emerging technologies and social networks provide us with the tools to dramatically transform our learning environments and that learners have the ability to learn anywhere, anytime and with anyone for the first time in history. He illustrated this with several examples of questions people ask on YouTube and the answers this generated.

Blended Learning - onderzoek

See the big picture and know the little steps to go forward Alec Couros (Professor Educational Technology & Media, Univeristy of Regina) rightly points out yet again that emerging technologies and social networks provide us with the tools to dramatically transform our learning environments and that learners have the ability to learn anywhere, anytime and with anyone for the first time in history. He illustrated this with several examples of questions people ask on YouTube and the answers this generated. At the same time, we find ourselves in a phase in which many of our educational models and methods are grafted on expert-to-student information transfer. A time with tremendous opportunities raises many questions about the nature of teaching and learning. Practical guidelines that get us on our way are a great help. A simple yet important example is working with communities overarching courses (instead of working again and again with new communities within courses).

2. Casus expliciteren aan de hand van thema

2. Casus expliciteren aan de hand van thema

• Analyseren • Ontwerpen • Implementeren

Blended Learning - Ontwerpen

Blended Learning – Implementeren 1/2

Blended Learning – Implementeren 2/2

Jouw casus, jouw thema • Analyseren:

Bronnen: – Versnellingsagenda voor onderwijsinnovatie – Seminar Faciliteren van docenten(teams) bij blended learning

• Ontwerpen:

Bronnen: - Toolguide - A Self-Directed Guide to Designing Courses for Significant Learning

• Implementeren: Bronnen: - Community of Inquiry framework – student evaluatie survey - The Course Resource Appraisal Modeller (CRAM) - The Blended Learning adoption checklist

Bronnen - Boeken:

• Blended Learning in Higher Education • E-Learning in the 21st Century • Teaching as design science

Bronnen - Moocs:

• https://www.futurelearn.com/courses/blended-learning-getting-started

• https://www.futurelearn.com/courses/blended-learning-embedding-practice

Bronnen - Artikelen: Thema Voorbeeld artikel

E-Learning modulen The Efficacy of IRIS STAR Legacy Modules Under Different Instructional Conditions

Peer Assessment & Wiki The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment

Mooc Facebook as a tool for learning purposes: Analysis of the determinants leading to improved students’ learning

Wrap up

Blended Learning dienstenaanbod

https://www.sbo.nl/onderwijs/blended-learning/#Docenten

Contact Luuk Terbeek Onderzoeker & Onderwijsadviseur gespecialiseerd in Blended Learning en Online Learning l.terbeek@vu.nl https://www.linkedin.com/in/luukterbeek/ https://twitter.com/Luuk_Terbeek