Models of Blended Learning

Educational Models

Blending: It’s All Local Near campus Lecture Capture Online Blended On campus Far from campus Face-to-Face

Fully F2F Fully Online Blended Learning  E E M M W W Blended Learning as a Mixed Mode

A Value-Added Structure for Blended Learning Enabling Blends Paradigm Shift Access Enhancing Blends Incremental Pedagogy Transforming Blends Charles Graham 2006

What Vaughan, Power, and Norberg are Thinking about Blended Learning On Campus/ Online Advantages/ Disadvantages Time/ Place Synchronous/ Asynchronous Blended Learning

Blended Learning Conceptualization Conventional Face to Face Classroom Fully Online Blended Picciano, A.G, & Dziuban, C. (2007). Blended learning: Research perspectives. Needham, MA: The Sloan Consortium.

Blended Learning Conceptualization Conventional Face to Face Classroom Fully Online Minimal Technology/Media Technology/Media Infused Blended Students meet f2f – teacher uses simple technology such as , or web for e-lectures. Students meet f2f – teacher uses technology such as simulations, tutorials, digital video. Students meet online - teacher uses simple technology such as CMS, electronic bulletin boards. Students meet online – teacher uses advanced technology such as interactive videoconferencing

Synthesis/ Evaluation (Assignments/Assessment) Papers, Tests, Student Presentations (PPT, Youtube), E-Portfolios Blending with Purpose – The Multimodal Model Reflection (Blog,Journal) Collaboration/Student Generated Content (Wiki) Social/Emotional (F2F) Dialectic/Questioning (Discussion Board) Content (CMS/Media/MUVE) Blending with Purpose Pedagogical Objectives/Activities -> Technology

Synthesis/ Evaluation (Assignments/Assessment) Papers, Tests, Student Presentations (PPT, Youtube), E-Portfolios Reflection (Blog,Journal) Collaboration/Student Generated Content (Wiki) Social/Emotional (F2F) Dialectic/Questioning (Discussion Board) Blending with Purpose Content (CMS/Media/MUVE) Blending with Purpose – The Multimodal Model

An Institutional Model of Technology and Enhanced Learning Technology Augmented (E) Faculty Initiative Institutional Initiative Blended (M) Fully Online (W) Access and Transformation Enhancement Engagement Learning Management Systems Web 2.0 Lecture Capture

Blended Learning as a Boundary Object BL Vice Provosts Librarians CIOs Deans Faculty Students Journalists Provosts Department Chairs Instructional Designers Evaluators Presidents

Graham, Ure, & Allen (2003, July) Blended Learning Environments A Lit Review/Proposed Research Agenda

Graham, Ure, & Allen (2003, July) Blended Learning Environments A Literature Review and Proposed Research Agenda

TICKIT Model (Bonk & Ehman, 2003)

Campus-based blended learning approach Face-to-Face Learning Experiences Online Learning Experiences Integration Vaughan, N. (2010). Designing for a blended community of inquiry. In Blended learning in Finland. Retreived from

Community of inquiry framework Social Presence Supporting Discourse EDUCATIONAL EXPERIENCE Selecting Content Setting Climate Cognitive Presence Teaching Presence (Structure/Process) Garrison, D.R., Vaughan, N.D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: Jossey- Bass.

Blended Online Learning Environment Model of Blended Learning

Liu &Hwang (2009) Figure 1: The components of paradigm shifts in e-learning British Journal of Educational Technology Vol. 41, 2 Pages: E1-E9

Liu & Hwang (2009) Figure 2: System architecture of the context-aware u-learning environment British Journal of Educational Technology Vol. 41, 2 Pages: E1-E9

The Supplemental Model The supplemental model retains the basic structure of the traditional course and uses technology resources to supplement traditional lectures and textbooks. The supplemental model for blended learning incorporates technology into the instructional approach of the course, but does not alter its basic structure. Students may be required to complete online readings or activities, or participate in lab sessions. However, there is no reduction in course meeting time under the supplemental model; a three-hour course would still meet in-class for three hours per week. Example: UMass Amherst Introduction to Biology This introductory biology course utilized online preparatory materials to alert students to learning objectives and key concepts in advance of their lecture meetings. In addition, the course offered online quizzes to allow students to monitor their own progress and mastery of the course content.. (Penn State University, 2009)

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. Under a replacement model, there are fundamental changes to the course. Unlike the supplemental model, the online resources in a replacement model are fully integrated into the overall instructional effort. The online content acts as a replacement for time that would have been spent in a lecture hall. 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. Example: BYU English Composition In this course, in-class time was reduced from three hours to one. Lectures were replaced by a series of interactive multimedia lessons. The in-class time was altered to allow for students to meet with peers in small groups. These group meetings provided students the opportunity to review their team members' works and offer feedback and suggestions. (Penn State University, 2009)

The Emporium Model The emporium model eliminates all class meetings and replaces them with a learning resource center. This resource center, typically a large computer lab, offers access to course online materials in addition to live assistance and guidance. 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. Example: Virginia Tech Linear Algebra Using a 500-seat computer lab and a combination of online resources (modular tutorials, streaming video, and quizzing), Virginia Tech replaced 30 traditional lecture-based course sections into one large course which served 1,500 students. The lab allowed access to students 24x7, and provided live support to students with roving instructors, teaching assistants, and peer tutors. (Penn State University, 2009)

Challenge of Environment (Graham, 2004)

Khan’s Octagonal Framework

Open University Malaysia’s blended learning model Kaur, A. & Ahmed, A. (2005) Open distance pedagogy: Developing a learning mix for the Open University Malaysia. In C.J. Bonk & C. R. Graham (Eds.) The handbook of blended learning (pp ). San Francisco: Pfeiffer.

Convergence of traditional and distributed environments Bonk, C. J. & Graham, C. R. (Eds.). (2005). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.

Corporate Models

Blended Learning Components (By, Consulting For Results, 2009)

Blended Learning Theories (Carman, 2005) (Carman, 2005)

Five Key Ingredients (Carman, 2005) 1.Scheduled Events: Synchronous, instructor-led learning events in which all learners participate at the same time, such as in a “virtual classroom.” 2.Online Content: Asynchronous learning experiences that learners complete individually, at their own speed and on their own time, such as simulations, tutorials, and exercises. 3.Collaboration: Environments in which learners communicate with others, for example, threaded discussions and online chat. 4.Assessment: A measure of learners’ knowledge. Pre-assessments can come before scheduled events or online content, to determine prior knowledge, and post-assessments can occur following scheduled or online learning events, to measure learning transfer. 5.Reference Materials: On-the-job reference materials that enhance learning retention and transfer, including PDA downloads and PDFs.

Online Corporate Sales Training (Executive Conversation, 2010)

Online Corporate Sales Training Blended Learning Curriculum — Extended Impact eLearning courseware for pre-workshop preparation Executive-led workshops for buyer’s side perspective eLearning courseware to reinforce workshop skills Performance Simulations to provide opportunities to apply skills Manager Coaching Kits for top-down skills reinforcement (Executive Conversation, 2010)

Blended Learning Methodology (24x7 Learning, 2009) “Blended learning optimally uses online learning, mobile learning and classroom training.”

Example of Blended Learning Session 1Session 2Session 3Session 4 Background readings and intros Print or Web Small-group discussion Facilitation/online Apply model to real case Print, face-to-face, or e-discussions Self-paced work to reinforce learning Web, CD-ROM, print ↓ Via Videoconferencing ↓ Topic 1Topic 2Topic 3Topic 4 Introduce Analytical Model Comment on group work, new concepts Groups present, instructor clarifies and summarizes Links from self-paced to analytical model Jagannathan, 2005

Strategies for Building Blended Learning (Rossett, Douglis, Frazee, 2003)

The IBM Four Tier Learning Model (copyright Microsoft) Blending Learning for Business Impact – IBM's case for learning success, In press, Handbook of Blended Learning, Nancy Lewis, Vice President, On Demand Learning Learning Labs Collaborative Learning Interactive Learning - Simulation Performance Support & Best Practice Reference QuickViews; WebCasts, Web Books, Best Practice Repositories, Web Pages & Objects QuickCases; Simulations; Scenario based problem solving Live Virtual & Asynchronous programs, e-Labs, Communities of Interest, Practice and Purpose Learning Labs, Classroom, Mentoring, Role Playing, Coaching Competency Assessments Awareness & information Understanding & Practice Group learning from peers/experts Higher order skills and proficiencies

Framework for organizational development through training Assess, Learn, and Apply (Copyright Microsoft, Ziob & Mosher, in press; Handbook of Blended Learning)

A Blended Model: Corporate Soren Kaplan, Ph.D. Managing Director, iCohere, Strategies for Collaborative Learning