Velma C. Latson Bowie State University

 Introduction and background  Description of the study  Synopsis of the course  Data  Challenges  Best practices  Mastering Blended Instruction  Group activity

 Founded in 1865, Bowie State is the oldest Historically Black College/University in Maryland and one of the ten oldest in the country. It is also a diverse university whose 5,400 students, along with faculty and staff, represent many ethnic and cultural backgrounds.

The University System of Maryland (USM) and Ithaka S+R embarked on an initiative to test a variety of interactive online learning platforms. The study was supported by a grant from the Bill and Melinda Gates Foundation. Bowie State University was one of ten institutions in the USM which participated in the study, including research universities, regional comprehensives, HBCUs. Griffiths, R, Chingos, M, Mulhern, C, & Spies R (2014).Interactive online learning on campus: testing MOOCs and other platforms in hybrid formats in the University System of Maryland.

 General education computer science course for non-STEM majors  Six modules in the course 1.Programming 2.HTML 3.Computer Hardware 4.Operating Systems 5.Networking 6.Security Essential

 Coursera MOOC - Introduction to Interactive Programming in Python (Rice University)  Eight – week module

 Blended instruction (F2F- MOOC – Blackboard)  4- treatment sections (3 faculty)  5 – control sections (4 faculty)  200 students participants  Approximately 100 students in each group

 Team (programming background)  Course Coordinator  Instructional Technologist  Coursera Representative  Full-time Faculty  Adjunct Faculty  Peer Tutors Ithaka S + R, Computing Principles & Technologies, Bowie State University (2014)

 LMS/MOOC - Single Sign On  MOOC access  Familiarity with the MOOC for the faculty  Textbook programming and MOOC programming were different

 Cohort of community of learners  Mandatory tutoring  Supplemental instructional tools (Khan Academy, YouTube videos, etc)

Instructional Course Design Faculty Readiness Successful Blended Instruction Student Readiness

 Create a Faculty Readiness Rubric to Implement a Blended Environment  Create categories of the rubric along with levels of achievement as it relates but not limited to:  Content knowledge  MOOC/LMS  Technology skills  Prerequisite background knowledge of the student.