The Challenges of Blended Learning in a Canadian College Setting
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21-Oct-2014 -
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Transcript of The Challenges of Blended Learning in a Canadian College Setting
THE CHALLENGES OF BLENDED LEARNING IN A CANADIAN COLLEGE SETTING
http://www.wiredlearningconsultants.com/
WHAT DO YOU THINK?
LITERATUREON BLENDED
LEARNING
Blended learning :
emerging delivery method for postsecondary education
potential to provide rich learning experiences and environments
provide students with essential 21st century skills
Garrison & Vaughan, 2008; So & Bonk, 2010
Gives students:
some control over their learning pace and timing
choice, flexibility, and self-directedness in their learning
Cranton, 1992; Cross, 1981; Knowles, Holton, &
Swanson, 2005; McIntosh & Varoglu, 2005.
LITERATURE ON BLENDED
LEARNING
blended or online learning is not widely applied by institutions nor readily accepted by students and faculty in North America .
a critical response to 1:1 laptop initiatives points out that the use of technology in education has focused more on replacing existing modes of learning versus transforming them.
STUDY DETAILS
investigated the outcomes of two college course delivered in western Canada
traditionally a laptop, classroom-based program
course presented in a blended learning format
lessons were partially in class and out of class
tools used: LMS, blogs, wiki, online resources, communication
METHODOLOGY
Case study
46 college students
marketing diploma
4th and last semester
Data Collected
online survey (QuestionPro): end of term survey; quant and qual data; frequencies, descriptive and crosstab stats @SPSS; open text themes reviewed
LMS statistics (log in and hits); individual and aggregated stats; visual analytics (SNAPP)
grades: final and online communication; descriptive stats
Research objectives
• to examine the interaction of students with learning, information and communication tools
• to discover student perceptions of and recommendations for blended learning environments
• to determine the impact of blended learning on student productivity and grades
RESULTSN=31
Criteria Details %
Age range 18-22 70.97
Student status Full-time college student 83.87
School term 4th and final, 2 year marketing diploma
Hours/week attend school
• < 10 •11-20• 21-30• >31
• 13.79• 44.83• 24.14• 17.2
Hours/week study 1 - 10 majority
Hours work Part-time, 11 – 20 hours 70.97
Perceived technology skills
Good to expert Majority
Readiness for blended Yes 56.67
RESULTS
Learner Trait Frequency Percentage
Hands-on learner 20 20.41%
Visual learner 16 16.33%
Social learner 15 15.31%
Independent learner 7 7.14%
Extraverted 9 9.18%
Communicator 8 8.16%
Thinker/reflector 8 8.16%
Introverted 5 5.10%
Reader 5 5.10%
Auditory learner 5 5.10%
RESULTS
Criteria Details %
Taken previous blended or online
• No• 1• 3 - 5
• 64.52• 19.35• 16.13
LMS tools previously used • Assignment drop box• Discussion board• Email messaging
• 20.93• 18.60• 18.60
Final Grade 46 to 86% Average = 71.77%
Grade for blogs and online discussion
0 to 9/10 Average 5.14/10
Time spent of 2 required hours for online segment
• 0 hours• I – 2 hours
• 22.58• 51.64
Blended took more time No 70%
Take another blended course
• Yes• No• Don’t know
• 37.93• 51.72• 10.35
RESULTS
Response Percentage
Low quality 28.57%
Medium quality 25.00%
Neither low nor high quality 14.29%
Good quality 21.43%
High quality 10.71%Response Percentage
Less 53.57%
About the same 28.57%
More 17.86%
RESULTS
data crosstabluations to determine significant relationships between data variables
SPSS using chi-square tests
significant values were less than .05
significant findings outlined in conclusions, next
CONCLUSIONS
dichotomy between participants’ perception and rating of the blended learning course (50/50)
not understand blended and online learning as a delivery mode; newness of a delivery mode
online discussion board was underutilized
interacting online was not a preference for some student
students did not see a need for online communication
CONCLUSIONS
Reasons for resistance:
timing of the course in their program
personal learning style
lack of blended learning experience
might have preferred a more traditional style of delivering classes
confused on what should be included in a blended course and its design
CONCLUSIONS
Nearly half of the participants
saw the blended course as favourable
would take another blended course
learn about the same or more in a blended course compared to traditional
found it useful, good quality
took less study time, and
should be developed as a future mode of delivery
RECOMMENDATIONS
blended learning not preferred by all students
give students choice when using learning technologies and engaging online
intentional design: draw on the strengths of learning in physical and virtual classroom
more social and hands-on learners might need richer assignments (explore, discuss, question and create) with technologies in more structured ways both in class and after class
understand the learner, their context and past learning experience