Case-based Design Patterns for Enhancing Student Learning in Blended Courses University of Central Florida Linda Futch, Ed.D., Associate Department Head, Instructional Design and Delivery Kelvin Thompson, Ed.D., Assistant Director, Instructional Resources Aimee deNoyelles, Ed.D., Instructional Designer

Poll 1 Who is attending this session? Faculty Senior and Support IT Staff IT Unit Director and Manager Instructional Technologist/Instructional Designer Dean and Academic Officers CIO or IT Leader Librarian Other

Blended Learning @ UCF An Institutional Profile Linda

About UCF Orlando, FL Metropolitan, suburban university 58,600+ students 2nd largest university in U.S. Carnegie classification: RU/VH Research University: Very High Research Activity 216 degree programs across 11 colleges 11 Campuses throughout Central Florida

Blended Learning at UCF 500% growth in blended courses n Fully Online Courses Blended Learning Courses n Linda

UCF Fall 2008 Headcount 33,087 65.8% “Live” Main Campus Students 43,466 “Live” Rosen Campus Students 2,446 1,301 2.6% 865 1.7% 111 0.2% 137 0.3% 33,087 65.8% Web Students 11,514 7,127 14.2% 2,847 5.7% Linda 363 0.7% 923 1.8% 1,436 2.9% 2,046 4.1% “Live” Regional Students 4,800

UCF Fall 2009 Headcount 33,988 63.5% “Live” Main Campus Students 45,988 “Live” Rosen Campus Students 2,531 782 1.5% 827 1.6% 204 0.4% 697 1.3% 33,988 63.5% Web Students 14,543 8,593 16.1% 3,637 6.8% Linda 375 0.7% 1,030 1.9% 1,497 2.8% “Live” Regional Students 4,809 1,886 3.6%

UCF Fall 2010 Headcount 34,059 60.6% “Live” Main Campus Students 47,926 “Live” Rosen Campus Students 2,472 695 1.2% 758 1.4% 234 0.4% 764 1.4% 34,059 60.6% Web Students 17,172 10,363 18.4% 4,113 7.3% Linda 478 0.9% 1,213 2.1% 1,490 2.7% “Live” Regional Students 5,251 2,049 3.6%

UCF Fall 2011 Headcount 34,999 59.8% “Live” Main Campus Students 49,852 “Live” Rosen Campus Students 2,604 828 1.4% 802 1.4% 209 0.4% 744 1.3% 34,999 59.8% Web Students 18,565 11,304 19.3% 4,435 7.6% 504 0.9% 1,485 2.5% 1,363 2.3% “Live” Regional Students 5,198 1,825 3.1%

Blended Learning at UCF 2009-2010 Academic Year Totals since 2002 Sections 681 5,031 Registrations 24,241 160,860 Student Credit Hours (SCH) 70,438 476,823 Linda

Course Evaluation Ratings Course Modality % Overall “Excellent” Blended 51.2% Fully Online 48.3% Face to Face 48.2% Lecture Capture (with classroom) 43.4% Lecture Capture (no classroom) 41.6% Linda

Student Success Rates by Modality F2F (n=669,518) Blended (n=60,309) Fully Online (n=157,922) Percent Spring 10 Summer 10 Fall 10 Spring 11 Summer 11 Fall 11

Withdrawal Rates by Modality F2F (n=749,656) Blended (n=60,958) Fully Online (n=158,031) Percent Spring 10 Summer 10 Fall 10 Spring 11 Summer 11 Fall 11

Student Satisfaction in Fully Online and Blended Courses Fully online (N = 1,526) Blended (N = 485) 44% Percent 41% 39% 38% Linda 11% 9% 9% 5% 3% 1% Very Satisfied Neutral Very Unsatisfied Satisfied Unsatisfied

Faculty Willingness to Teach Web/Blended Courses in the Future Definitely Probably Probably not Definitely not Positive 69% 81% 13% 16% Neutral or negative Linda 10% 2% 6% 4% Online n=71 Blended N=53 Modality

Overview Kelvin

Challenge Definition of blended learning Formula Conceptualization Every institution seems to have their own Sloan definition is UCF addition of reduced seat time Formula Want a defined method to “blend” Varies with teaching style, discipline, objectives, activities Conceptualization How do faculty conceptualize a blended course Research to get concepts from successful faculty

Blended Issues - Students Need organization, time management, discipline Tech skills F2F – online time = more homework Like flexibility

Blended Issues - Faculty Flexibility Balance between F2F and Online Rigor Too many options = 1.5 courses

Poll 2 Are there any other issues you encounter at your institution?

http://BlendedLearningToolkit.org An open educational resource (OER) site containing: Best practices, strategies, models, and course design principles. Two OER prototype courses in Composition and Algebra. Faculty development resources Assessment and data collection protocols, including survey instruments and standards.

BlendKit Course Materials Instructional modules BlendKit Reader Do-It-Yourself design tasks Recordings of interdisciplinary faculty interviews Recordings of online webinar discussions with faculty cohorts http://bit.ly/blendkit

Blended Learning Toolkit Now available: www.blendedlearningtoolkit.org

Methodology Analyze the Blended Toolkit interviews Case-based Approach Examine cases with a rigorous research methodology to obtain more systematic patterns Case-based Approach Investigate and analyze phenomenon within real-life context Add strength to “best practices” Provide research basis for the application of design strategies We tell people certain things in the toolkit – does it play out in the interviews? Doing it across courses disciplines, teachers, etc., to find basic principles We want to propose design patterns around cases – real life cases. Phenomenon is events and relationships. Realistic, complex, contextually rich situations, negotiations – from experience Define research questions; select cases and determine data collection and analysis; collect data; analyze the data; prepare report

Methodology Data Sources and Collection Data Analysis 18 interviews from 2011 and 2012Toolkit Interview guide Data Analysis Listen/read interview several times for “plot” Coding Open but influenced by 5 themes of the Toolkit Concepts organized into categories Explore relationships between concepts and categories Relationships between the data presented as emerging model Cases cross-referenced 3 of us interviewed using an interview guide (interview good for context) Sample questions? Audio recorded, around 1 hour We are in the process of IRB. Right now, we have taken a pass (“pilot”) at the data. 5 themes: (conceptualize, interaction, assessments, content, and quality) We visited each other’s interviews to ensure consistency

Preliminary Design Recommendations: “Online” Student-Content Interaction “Students have had time to do the readings and work through course content online; when students come to FTF class, there are no surprises.” Student Autonomy “Allows them more self-discovery, in a structured format.” “They can do it on their own time, in their own way…They can step back and think about it.” Here are some emerging recommendations (initial data analysis, explorations). Look at content to decide Articulating wine tasting Speaking Spanish in conversation with another person FTF can be a reflection/summary of online stuff

Preliminary Design Recommendations: “F2F” Student-Student, Student-Teacher Interaction “Allows students to practice difficult skills face-to-face, which affords the communication necessary to support them.” Collaboration, peer review, sharing, modeling “What was confusing to you online?” “I can use the F2F to clarify, to have that conversation…” “One of my students was happy the course was blended so she could ask those questions that she didn’t want to ask online.” Online is awesome, but FTF drives the point home. One on one, clarification, to have that conversation It really does provide that “one on one” that students need to be better writers, it allows peer review. I can use the FTF to “clarify, to have that conversation, to do that in-class writing”,

Preliminary Design Recommendations Document the flow of online and F2F. “This helps you see if you have a balanced package”. Avoid having too much or too little work Is it seamless? Ensure content is in optimal environment. “Can this be done online?” “When do I want them in front of me?” “Where are they struggling?” Helpful for accreditation/quality purposes. Add quotes Meeting every other week was disjointed, not relating to each other Explain to students “this is how this blended course will run” Discussions best FTF

Preliminary Design Recommendations Be flexible with design. “Oh, that didn’t work at all [F2F]…let’s put it online.” “Online activities drive the F2F element; you can’t get too far ahead in your planning because of this.” “Do not develop the course as you are teaching. It’s like chasing rabbits.” Be consistent with evaluation policies. If you do a F2F assignment, hand it back F2F “Rubrics are easy to translate in any format.” Ask students for feedback. All grades/assignments turned in online (might not work with writing though – depends on content)

Factors Impacting Design Content, objectives “Look at your content to decide.” “These are the tools I have in this class; how am I going to reach the learning outcomes?” Learner Culture Motivation and self-discipline Skills, Prior knowledge Prior experience in blended courses Instructor Willingness to explore new tools Prior experience teaching with technology

Conclusion Preliminary Findings Online used more for learner-content interaction F2F used more for student-student interaction, student-teacher interaction Document online and F2F components Flexible design

Poll 3: Results What surprised you in these findings?

Next Steps Next Steps Research Continue with analysis of interviews Refine the Toolkit with emerging design principles Research Would you like to work with others doing blended learning research? We are willing to share our case-study methodology and partner with you? Send us a message

Questions? Dr. Linda S. Futch linda.futch@ucf.edu Dr. Kelvin Thompson kelvin.thompson@ucf.edu Dr. Aimee deNoyelles aimee.denoyelles@ucf.edu