1. 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

2. 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

3. Blended UCF
An Institutional Profile
Linda

4. 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

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

6. 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

7. 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%

8. 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%

9. 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%

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

11. 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

12. 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

13. 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

14. 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

15. 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

16. Overview
Kelvin

17. 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

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

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

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

21.
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.

22. 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

24. Blended Learning Toolkit
Now available:

25. 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

26. 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

27. 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

28. 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”,

29. 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

30. 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)

31. 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

32. 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

33. Poll 3: Results
What surprised you in these findings?

34. 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

35. Questions? Dr. Linda S. Futch linda.futch@ucf.edu Dr. Kelvin Thompson
Dr. Aimee deNoyelles